Test Administration and Feedback: A Dynamic Approach
Neuropsychological testing can be a significantly therapeutic intervention for everybody involved; the patient, the family as well as the professionals who work with the patient including educators, therapists and tutors. The intervention begins with the intake: getting the patient and his or her family to articulate their concerns and begin to unravel the pieces of the puzzle that have brought them to the testing. Perhaps the family and the patient have different concerns. It is extremely important to involve the patient in the testing process. As I test primarily children and adolescents, I have formulated intake, administration and feedback principles of this group. continue

Neuropsychological Assessment of Toddlers and Pre-school Age Children
Early assessment of disorders is essential for effective intervention. This article will provide guidelines for comprehensive assessment with young children (2-5) to facilitate accurate diagnosis and appropriate recommendations for school placement and treatment. Toddlers and preschool age children present with a diverse range of cognitive, attention and psychiatric difficulties that have far-reaching implications for their academic and social-emotional development. continue

Getting your child ready for kindergarten: The Why’s and How’s of Assessment, Intervention and Placement. How can you help your preschooler make a successful transition from preschool to kindergarten? How do you know which school environment is the best fit for your child? How can you predict and intervene regarding potential problems to bolster your child’s self esteem and sense of self as an active learner? Preschool assessment is a valuable tool that answers critical questions that parents face in facilitating the transition from the play environment at preschool to the more academic demands of kindergarten. continue

Developing Social Skills Strategies with Students with Nonverbal Learning Disorder As a clinical psychologist who treats children in individual and group therapy, my work with NLD students have provided me with the opportunity to understand their unique social issues and intervene effectively. In a group situation, the clinician is witnesses the child’s social gaffes and mishaps as they occur with their peers. During the group time, I teach about body cues, facial expressions, body space and attending to complex interpersonal nuances. I use examples from the peer interactions in the group and reported social incidents at home and in school. continue

Trauma in Children of Holocaust Survivors: Transgenerational Effects Nechama Sorscher‚ Ph.D.‚ and Lisa J. Cohen‚ Ph.D. The effect of parental Holocaust trauma on their children’s Jewish identity and Holocaust-related ideation was investigated by comparing survivors’ children with children of American Jews. Parental communication style as a possible mediatingfactor was also assessed. continue

How to be Your Child's Best Academic Coach Parents juggle a multitude of diverse responsibilities. As children get older and scholastic demands intensify, parents are increasingly pulled into acting as their child's tutor, coach and cheerleader - often a challenging and frustrating role. As a practicing psychologist working with students who struggle academically, I am often struck by how frequently young people are afflicted by inefficient studying and homework completion. continue

The Perils and Possibilities of Assessment Feedback This paper addresses the delivery and usefulness of feedback of neuropsychological test results to parents, children, teachers as well as other professionals. How can a tester ensure an optimal experience for the parents and children during this stressful situation? The multiple dimensions and implications of giving feedback are presented. Clinical considerations including transference and countertransference are addressed along with suggestions for future training. continue