How do the results help us to understand the impact of her TBI on her ability to learn?

The neuropsychological assessment helps you and the doctor understand what your child is going through. During the games and exercises, the doctor is looking for signs of ongoing effects of the injury that could interfere with her normal functions in daily life.

Some examples of these effects might be (this is not a comprehensive list—and your child might not have any or all of these):
  • Short-term memory problems (not being able to “hold on” to information and recall it later)
  • Difficulty coming up with the right word to complete a thought
  • Visual or auditory processing problems (difficulty understanding what is seen or heard)
  • Attention and concentration deficit (easy distracted, jumping from one activity to another mid-stream, losing a train of thought)
The assessment also sets a baseline of your child’s functioning that can be used to measure her progress during the recovery period.

The information gathered in a neuropsychological assessment can be very useful to your child’s teachers. However, it is important to understand that the information needs to be translated from a clinical point of view into a picture of how your child’s learning will be affected.

For example, if the assessment reports short-term memory deficits, the teacher needs to know that your child may not be successful at following multi-step instructions. “Open your book to Chapter 2 and read to the end of the chapter. Then answer the questions listed at the end of the chapter.”

Not remembering the steps may cause her to fail the assignment. In this situation, the teacher will need to have a strategy to ensure that the memory deficit doesn’t become a barrier to learning.

This strategy might be as simple as writing the steps on the board (rather than just telling the class the steps):

  1. Open your book to Chapter 2
  2. Read the whole chapter
  3. Find the questions at the end of the chapter
  4. Write down answers to each of the questions
If your child also has attention deficits, the teacher may need to provide “cues” as well, prompting her when it’s time to move to the next step.

Download the articles on this screen called “Effects of TBI on Students” and “Helping Your Child’s Teacher Get the Most Out of a Neuropsychological Assessment” for more details on how to help the teacher understand and use the information provided by the neuropsychologist.

How do the results help us to understand the impact of her TBI on her ability to learn?

Sep 24, 2013, 17:22 PM
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The neuropsychological assessment helps you and the doctor understand what your child is going through. During the games and exercises, the doctor is looking for signs of ongoing effects of the injury that could interfere with her normal functions in daily life.

Some examples of these effects might be (this is not a comprehensive list—and your child might not have any or all of these):
  • Short-term memory problems (not being able to “hold on” to information and recall it later)
  • Difficulty coming up with the right word to complete a thought
  • Visual or auditory processing problems (difficulty understanding what is seen or heard)
  • Attention and concentration deficit (easy distracted, jumping from one activity to another mid-stream, losing a train of thought)
The assessment also sets a baseline of your child’s functioning that can be used to measure her progress during the recovery period.

The information gathered in a neuropsychological assessment can be very useful to your child’s teachers. However, it is important to understand that the information needs to be translated from a clinical point of view into a picture of how your child’s learning will be affected.

For example, if the assessment reports short-term memory deficits, the teacher needs to know that your child may not be successful at following multi-step instructions. “Open your book to Chapter 2 and read to the end of the chapter. Then answer the questions listed at the end of the chapter.”

Not remembering the steps may cause her to fail the assignment. In this situation, the teacher will need to have a strategy to ensure that the memory deficit doesn’t become a barrier to learning.

This strategy might be as simple as writing the steps on the board (rather than just telling the class the steps):

  1. Open your book to Chapter 2
  2. Read the whole chapter
  3. Find the questions at the end of the chapter
  4. Write down answers to each of the questions
If your child also has attention deficits, the teacher may need to provide “cues” as well, prompting her when it’s time to move to the next step.

Download the articles on this screen called “Effects of TBI on Students” and “Helping Your Child’s Teacher Get the Most Out of a Neuropsychological Assessment” for more details on how to help the teacher understand and use the information provided by the neuropsychologist.
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