Frequently Asked Questions

What Age Children Will You Assess?
We can assess some children as young as 2.5 years old.  These evaluations are less formal, more
developmental, and require more observation time.  These evaluations usually involve the parent,
and require multiple visits to the office.

Do You Perform In School Observations as Part of Your Assessments?
Yes, psychoeducational, neuropsychological, and preschool evaluations generally include an
observation at the school site.  Additional observations, such as in community settings, and of
potential new placements can also be arranged.

Can You Diagnose Autism compared to PDD NOS or Asperger's Disorder?
Yes, we specialize in differential diagnosis of complex cases of developmental problems or learning
differences.

Can You Diagnose ADHD?
Yes, we perform detailed direct examinations to diagnose ADHD, and do not rely simply on
checklists of symptoms. Many other possible causes of inattention must be ruled out, including
auditory processing disorders, anxiety, depression, and learning disorders.

Can You Diagnose Dyslexia?
Dyslexia is a term for a specific learning disability in the areas of reading and writing.  We diagnose
reading and writing disorders, and describe the specific underlying processing problems which
cause the learning problems.  We then can create a list of specific recommendations to remediate
the problem; some children are recommended to specific programs or schools, as appropriate.

Do Local Schools Accept Your Results?
We have had excellent success in helping parents work together with local school districts to help
create effective and appropriate educational plans for students, whether it involves and IEP, ITP, 504
Plan, or accommodations in private school.  In every instance parents have sought to use our results
for educational planning, school districts have allowed us to present findings and participate in
meetings for creating treatment plans.

If You Perform an IEE, Can I Obtain Reimbursement?
Reimbusement for IEEs is dependent upon several factors, and is the decision of the Local
Education Agency; reimbursement for fees cannot be guaranteed, but is often granted.  Our agency
consistently strives to meet the guidelines of each individual school district and meet their policies
on IEEs to assist parents in their request for reimbursement.  Neuropsychology Partners has had
exceptional success for reimbursement of services in many districts in LA, and also districts in
Orange County and San Bernardino County.  In many cases, the decision regarding reimbursement
is based on the steps the parents takes prior to beginning the assessment process with our clinic.

Do You Accept Insurance?
We accept limited insurance (some Blue Cross/Anthem PPO); however, many insurance plans do
not cover assessments for learning problems.  Medical issues such as Autism, Epilepsy, Head
Injury, and ADHD are often covered by insurance policies, but Specific Learning Disabilities usually
are not.  The psychologist can discuss this with you, but it is important to check with your insurance
plan to see if you have the educational exclusion.  In addition, generally if the purpose of an
assessment is other than medical needs (such as a court hearing, IEP meeting, or test
accommodations) the insurance companies may deny payment on the basis of medical necessity;
check your policy for such exclusions.

What Are Your Fees?
Fees for assessment are based on the age of the child/teen/adult, the type of evaluation needed,
and additional services needed.  Counseling fees are based on the service provider (MSW or
intern).  Interns charge a lower fee.   Please call for a specific fee question.

What Payment Options Do You Accept?
At this time, Neuropsychology Partners is able to accept checks, as well as purchase orders or
contracts from school districts for IEEs.  We are not currently able to accept credit or debit cards.  
Payment is generally due at the time services are begun.

What Should I Expect?
First, parents complete a short telephone intake to help determine which clinician will best work with
your case.  Next, an intake appointment is scheduled with parents and the clinician to learn
background information, determine exactly what is needed, obtain informed consent from the
parents, review records, and create an assessment plan.  After this, the child/teen/adult attends the
assessment appointments (see below for details).  This may be one visit (most or all day), or
multiple shorter visits depending on the needs/characteristics of the person.  A school visit is
arranged.  All the records are reviewed; additional records may be requested.  Rating scales are
completed by parents, teachers, etc. and returned to the clinician.  Tests are scored and interpreted;
a draft of the results if written.  Parents come in for a review of the results and are provided with the
diagnosis and suggestions for further action.  Once finalized, parents will obtain a copy of the report;
the report may also be sent to other agencies, as parents direct, such as pediatricians, schools,
private providers, etc.  Psychologists may also attend IEP, Regional Center, Due Process Hearings,
or private school meetings at an additional fee at parents request.  

What is Neuropsychological Assessment?
Neuropsychological Assessment is the systematic examination of the various functions
of the brain and nervous system. It determines the strengths and weaknesses of the various mental
skills in a person, such as memory, attention, language, learning, reasoning, and higher mental
functions such as planning and initiation of behavior. These functions are tested with special
instruments (tasks are often game-like in nature), and the child’s performance is compared with
others of the same age to determine how they are functioning. Certain patterns of skill strengths and
weakness lead to diagnosis of specific conditions such as ADHD, Asperger's Disorder, Autism,
Nonverbal Learning Disability, and others. Certain brain dysfunctions may look like behavior
disorders (such as ODD) when they are actually related to neurological or neurodevelopmental
problems. The purpose of the assessment is to describe the patterns of strengths and weakness,
determine the basis of the problem (as would a diagnosis), and recommend a strategy to help the
child function better in the home, school, and community. A comprehensive assessment should
also include observation of the child at school or home, parent and teacher input, and an
assessment of emotional and behavioral functioning.

What should one expect when a Neuropsychological  Assesment is performed?
First: Initial consultation; this lasts approximately 60-90 minutes and is parents-only.  It includes
partial records review, background interview, and determination of need to test, if any.

Second: In-depth records review. This is faster if the parents procure the records.

Third: Assessment appointments. The child comes with the parent for 1-4 appointments, depending
on the age and needs of the child, and length of the assessment. Psychoeducational assessment
may take 4-6 hours, while neuropsychological assessment may take 6-8 hours of testing, including
the child interview and play time with the child (structured observation).

Other: Observation at school or home, approximately one hour (Parents usually arrange this with the
school); Possible observation of potential placement sites (e.g. schools, programs);
Consultation with treatment team (medical doctor, teachers, attorneys, educational therapists);
Feedback session with parents, usually approximately one hour; Full written report of findings with
extensive, individualized recommendations;  Attendance at IEP/ITP meetings, Due process hearings,
etc., for additional fee, if needed.

What is Psychoeducational Assessment?
PsychoEducational Assessment is the systematic examination of the various functions of the brain
as it relates to education and educational disabilities. It determines the strengths and weaknesses
of the various mental skills and describes how the mental functioning patterns impact learning.
These functions are tested with special instruments (tasks are often game-like in nature) and the
child’s performance is compared with others of the same age to determine how they are functioning.
Certain patterns of skill strengths and weakness lead to diagnosis of specific conditions such as
ADHD, Asperger’s Disorder, Autism, Nonverbal Learning Disability, and others. The purposes of the
assessment are to describe the patterns of strengths and weakness, determine the basis of the
problem, determine if the child meets eligibility for Special Education and Related Services, and
recommend a strategy to help the child function better in the home, school, and community. A
comprehensive assessment includes observation of the child at school or home, and utilizes direct
testing, observation, records review, and parent and teacher input. The assessment should cover
the following areas (at minimum): Background history, developmental history, medical status,
cognitive functioning, academic skills, memory, visual-spatial processing, auditory processing,
attention, adaptive skills, social skills, emotional and behavioral functioning. The assessment
should result in detailed description of the difficulties found, and suggestions for working with the
problems.

What Should One Expect When a Psychoeducational Assessment is Performed?
First: Initial consultation, approximately 60 minutes, parents only. Includes partial records review,
background interview, and determination of need to test, if any.

Second: In-depth records review. This is faster if the parents procure the records.

Third: Assessment appointments. The child comes with the parent for 1-2 (more for preschoolers)
appointments, depending on the age and needs of the child, and length of the assessment.
Psychoeducational assessment may take a total of 4-6 hours of direct testing, including the child
interview and play time with the child (structured observation).

Other: Observation of school or home, usually approximately one hour; Consultation involving
professionals (medical doctor, teachers, attorneys, educational therapists); Feedback session with
parents, usually approximately one hour; Full written report of findings with extensive, individualized
recommendations; Attendance at IEP/ITP meetings, Due process hearings, etc. for an additional fee
if needed.

What About Dual Exceptional Children?
Dual Exceptional or "2e" children are children with a disability or exceptionality in addition to cognitive
giftedness.  They have additional challenges of  frustration, late diagnosis, and resistance by some
educators of the need for support or the legitimacy of their diagnosis.  Cognitively gifted children with
ADHD are difficult to diagnose, and often go many years without help and support.  Our
psychologists are especially sensitive to this population due to personal experience within their own
families.  Specialized help and support is needed for these youngsters to ensure that they do not
"give up" and become chronic underachievers.
Call Us At:
(310) 478-8888