Frequently asked questions
What are the impacts of neuropsychological impairment on the school environment?
Attention Memory Executive functions
They are easily distracted,
Have difficulty concentrating
Unable to finish an activity
They have trouble performing two tasks at once.
They are impulsive.
It takes them too long to finish tasks.
They fidget constantly.
They forget their homework.
They lose things frequently.
Their mind goes blank in exams.
It is difficult for them to learn new things.
They forget what they just learned.
They need to repeat information many times to learn it.
They do not think before acting.
They find it hard to get organised.
They need constant supervision.
They do not finish long-term projects.
They find it difficult to keep their room tidy.
They do not show initiative.
They find it hard to adapt to new situations.
They have problems with time planning.
They do not identify the key points of a task.
When does a child require neuropsychological assessment?
Neuropsychological assessment is recommended for children who present learning, attention, behavioural and emotional control difficulties. It is also for those cases who present developmental problems if they have suffered any brain injury (TBI, stroke, brain tumour). Neuropsychological assessment includes an initial interview with the parents and a set of neuropsychological tests that enable the neuropsychologist to establish a diagnosis and, if necessary, plan and carry out a rehabilitation programme.
What information about the child do the results of the neuropsychological assessment provide?
Neuropsychological assessment provides us with a profile (description) of the child’s strong and weak points. It may explain to us why the child presents problems in school. It enables us to design interventions that make the most of the child’s strong points. The results help us to choose the strategies that should be used to help the child. They also help us to detect the effects of the neurodevelopmental problems (epilepsy, autism, genetic disorders). Conducting neuropsychological assessment may serve as a guide for the teachers, family and professionals to better help the child to reach their potential.
What are the most frequent cognitive disorders that children present?
Difficulties with problem solving and organisation
Slowness in information processing
Difficulty understanding abstract concepts
Difficulty learning new things
What types of behavioural changes do these children present?
Problems with social skills
Difficulty relating to other children
Difficulty controlling emotions
Inappropriate and sometimes aggressive behaviour
Sudden mood swings
Lack of impulse control
Is long-term neuropsychological follow-up required?
Yes. Children with brain damage must have a long-term intervention, especially in periods of academic transition (preschool, primary and secondary school). It is very important that the rehabilitation team, family and school work together.