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You are going to create a family account. This account is designed to give your family members access to CogniFit evaluations and training.

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You are going to create a student management account. This account is designed to give your students access to CogniFit evaluations and training.

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corporativelanding_NEUROPSYCHOLOGICAL_TESTING_pp1

Neuropsychological Testing

What is Neuropsychological Testing?

The specialized sub field of neuropsychology looks at brain function with noninvasive tests called neuropsychological tests. A combination of these tests is often referred to as a neuropsychological test battery.

By focusing on the brain and looking at cognitive skills the neuropsychological testing can give an accurate assessment of cognitive functioning across multiple cognitive domains including executive function, reasoning, learning, visuospatial skills / acuity, selective attention, and dozens of others.

Test results supplement conversational analysis, medical history, blood tests, and neurological brain scans doctors and clinicians use to aid with their cognitive assessment.

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Neuropsychological Evaluation

Neurologists and neuropsychologists use these neuropsychological testing methods alongside investigation of a patient's symptoms to help with diagnosis, prescribing treatment, and developing care plans for their patients. Changes in intellectual function, processing speed, working memory, and psychiatric conditions are not part of normal aging. Spotting cognitive decline in young adults and making a diagnosis early may be one of the most effective ways to implement effective treatment and lifestyle changes that could drastically improve and prevent the progression of neuro-degenerative disease.

Low tech solutions like pencil paper tests are common in clinical neuropsychological evaluation but do not provide the sophistication or accuracy of the modern online tools.

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What is a neuropsychological evaluation?

Neuropsychological evaluation is an assessment of how one’s brain functions, which indirectly yields information about the structural and functional integrity of your brain and neurologic conditions. The neuropsychological evaluation involves an interview and the administration of tests. The tests are typically pencil and paper type tests. Some tasks might be self-reports meaning that they are completed by the patient with assistance from a technician, but the majority of the tests require administration by a neuropsychologist or trained, skilled psychometrist.

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Clinical Neuropsychology

Neuropsychological tests (unlike bedside cognitive and behavioural neurologic screens) are standardized, meaning that they are given in the same manner to all patients and scored in a similar manner time after time. An individual’s scores on tests are interpreted by comparing their score to that of healthy individuals of a similar demographic background (i.e., of similar age, education, gender, and/or ethnic background) and to expected levels of functioning.

In this way, a neuropsychologist can determine whether one’s performance on any given task represents a strength or weakness. Although individual scores are important, the neuropsychologist looks at all of the data from the neuropsychological exam to determine a pattern of cognitive strengths and weaknesses and, in turn, to understand more about how the brain is adaptive functioning.

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Neuropsychological Assessment

Neuropsychological testing requires modern methodology to accurately measure and evaluate the brain without invasive, costly medical procedures. By testing cognitive function and skill over time a neuropsychological status can be established for monitoring and care planning. The earliest signs of mild cognitive impairment or dementia are changes in cognitive performance.

Neurologists generally send patients to a neuropsychologist for advanced testing to learn more about the brain and how to more effectively treat it. By using an online cognitive test like CogniFit, Neurologists are able to circumvent the three-month waiting period with patients while the neuropsychologist appointments are set, and testing is completed. This long wait and inaccurate, outdated testing methodology is still used by the majority of neuropsychologists today and is a burden to Neurologists.

CogniFit provides the most advanced and diverse neuropsychological testing software available worldwide translated in dozens of languages. With 24/7 online availability, cost-efficiency, and unlimited locations our testing neuropsychological tests is an ideal tool for clinical practice and research.

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What are examples of neuropsychological tests?

Common Neuropsychological Testing

  • Stroop Color and Word Test
  • Controlled Oral Word Association Test (COWAT)
  • Wisconsin Card Sorting Test (WCST)
  • Ruff Figural Fluency Test
  • Hooper Visual Orientation Test
  • Judgment of Line OrientationRey Osterrieth Complex Figure (RCFT)
  • Trail Making Test (TMT)
  • Grooved Pegboard Test
  • Boston Naming Test
  • Delis-Kaplan Executive Functioning System (D-KEFS)

Cognitive Tests

  • Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV)
  • Wechsler Intelligence Scale for Children – Third Edition (WISC-IV)
  • Differential Abilities Scale – Second Edition (DAS-II)
  • Stanford-Binet Intelligence Test – Fifth Edition (SB-V)

Academic Achievement Tests

  • Scholastic Abilities Test for Adults (SATA)
  • Wechsler Individual Achievement Test – Third Edition (WIAT-III)
  • Comprehensive Mathematical Abilities Test (CMAT)
  • Kaufman Test of Educational Achievement – Second Edition (KTEA-II)
  • Woodcock-Johnson Tests of Achievement – Fourth Edition (WJA-IV)
  • Gray Oral Reading Tests – Fifth Edition (GORT-5)
  • Nelson Denny Reading Test – Forms G and H
  • Gray Silent Reading Test (GSRT)

Function of Visual Motor Skills

  • Test of Visual-Motor Integration
  • Test of Motor Coordination
  • Test of Visual Perception

Psychological Process Tests

  • Wide Range Tests of Memory and Learning – Second Edition (WRAML-2)
  • Woodcock-Johnson Tests of Cognitive Ability – Fourth Edition (WJC-IV) NEPSY-II – A Developmental Neuropsychological Battery, Second Edition
  • The Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2)
  • Clinical Evaluation of Language Fundamentals – Fourth Edition (CELF-4)
  • Comprehensive Assessment of Spoken Language (CASL)
  • Delis-Kaplan Executive Functioning System (D-KEFS)
  • Test of Problem Solving – Third Edition (TOPS-3)
  • Peabody Picture Vocabulary Test, Fourth Edition (PPVT-IV)
  • Integrated Visual and Auditory Continuous Performance Test (IVA-CPT)
  • Test of Everyday Attention for Children (TEA-Ch)
  • SCAN-3 Test of Auditory Processing in Children – Third Edition

Behavior Rating Scales

  • Behavior Assessment System for Children-Second Edition
  • (BASC-2) – Parent, Teacher, Child
  • Behavior Rating Index of Executive Functions (BRIEF)
  • Conners 3 Rating Scales (Parent, Teacher)

Tests of Adaptive Behavior

  • Scales of Independent Behavior – Revised
  • Vineland Adaptive Behavior Scales

Assessment of Autism Spectrum Disorders

  • Autism Diagnostic Observation Schedule, Second Edition (ADOS-2)
  • Autism Diagnostic Interview – Revised (ADI-R)
  • Autism Spectrum Rating Scale
  • Social Responsiveness Scale (SRS)
  • Social Communication Questionnaire (SCQ)
  • The High Functioning Autism Spectrum Screening Questionnaire (ASSQ)

Why has a neuropsychological evaluation been recommended?

Neuropsychological evaluation documents patterns of strengths and weakness among cognitive and behavioral functions. For patients with Parkinson’s disease or another movement disorder, an evaluation and interpretation of this pattern of strengths and weaknesses can:

  • Assist in a differential diagnosis (e.g., to determine whether possible mental and behavioral changes are related to the movement disorder, depression, bipolar disorder, another neurological conditions or treatment)
  • Assist with evaluation before and after functional neurosurgical procedures (e.g., deep brain stimulation) to help determine if a given treatment is appropriate for a particular person and whether treatment has had any positive or negative effects on mental functions and behavior.
  • Provide a baseline against which subsequent evaluations can be compared. Thereby your doctors can decide whether your functioning has declined because of the disease process or document whether your functioning has worsened or improved as a result of diagnostic impressions (e.g. medications, surgical treatment, or DBS)
  • Reveal areas of daily functioning (e.g., financial management) with which the patient may need assistance indicate rehabilitation potential. For example, will the individual benefit from certain cognitive or behavioral treatment, occupational therapy, or a pharmacotherapy treatment plan.

A neuropsychological evaluation is a useful tool in helping to understand the cognitive functions and behavioral patterns of individuals with Parkinson's disease, Alzheimer's disease, or other developmental disabilities. By providing an extensive evaluation, medical teams can gain valuable insight on how to best approach treating the condition or identify potential brain tumors.

Test Administration: How is a neuropsychological test performed and how long does a neuropsychological evaluation take?

A complete evaluation generally takes between two and five hours to complete, but can take up to eight hours, depending on the complexity of the issues to be addressed by the evaluation and the patient’s condition (for example, fatigue, confusion, and motor slowing can extend the time required for an evaluation). Occasionally, it is necessary to complete the evaluation over two or more sessions. In general, the clinician attempts to elicit the patient’s best possible performance under optimal conditions.

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Is there any way to prepare for a neuropsychological evaluation?

There are several things that one can do to facilitate the evaluation:

  • The patient should bring a current list of ALL medications and doses (because medicines may change frequently for some persons, it is important to make sure the list is up to date)
  • If the patient has difficulty providing information about their history, it is helpful for a family member or friend to accompany them (for at least part of the clinical interview).
  • It is helpful if the patient can provide records of previous neurodiagnostic testing (e.g., brain scans such as CT or MRI scans) and/or results from previous neuropsychological evaluations if completed at another hospital or institution.

It is the goal of the neuropsychologist to get the best possible picture of the patient’s current functioning. Several things can interfere with this goal such as if the patient is:

  • Excessively tired or fatigued or has sudden, unexpected “sleep attacks”;
  • Not motivated to put forth their best effort;
  • Very emotionally distraught or has a severe psychiatric condition;
  • Under the influence of medications or illicit substances which interfere with cognitive functioning;
  • Experiencing frequent changes in the ability to move.

Patients should let the examiner know if they anticipate that any of these issues are likely to interfere with the evaluation.

It is important to get a good night’s rest before evaluation. Patients who live far away might consider spending the evening prior to the evaluation at a local hotel or with friends or family rather than getting up and driving or flying most of the night to get to the appointment.

Patients are encouraged not to consume any alcohol 24 hours prior to the evaluation. If taking sleep medicine, patients should check with their doctor whether it might affect test performance the next day.

Patients should not worry about whether they will “pass” the tests. The tests cannot be passed or failed; instead they describe how well a person performs relative to peers.

Cognitive Impairment and Traumatic Brain Injury

Older adults and children referred from cognitive changes are cross examined with their psychological history and all objective information is considered before this type of diagnoisis is concluded. Clinical neuropsychology may identify cognitive impairment and/or traumatic brain injury using a neuropsychological exam. Problems with processing speed, abilities to problem solve, executive function, intellectual functioning, working memory, and other cognitive functions are assessed during a differential diagnosis.

Traumatic brain injury and mild cognitive impairment can result from many different variables we encounter in life. The benefit of having a neuropsychological assessment allows doctors to examine cognitive functions without having to perform more invasive costly procedures on their patients. Test results from a neuropsychological assessment can aid in the neuropsychological evaluations and can help eliminate other factors in the diagnosis. Brain injury is a main cause of impaired cognitive function and clinical neuropsychology relies on accurate test results to have the most accurate assessment possible.

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Scientific Validation

Scientific validation of CogniFit continues with normative data sets of over 1.2 million unique participants from the ages of 7-85 establishing convergent and construct validity. Multiple peer reviewed scientific publications are published every year and the touch screen cognitive tests are used in thousands of clinics all around the world.

Stanford School of Medicine and their behavioral health department is using CogniFit in their research efforts. Oxford university press and other professors / assistant professors use the Cognitive Assessment Battery in clinical trials, clinical neuropsychology, and for neuropsychological assessment all around the world.

Neuropsychological testing is a form of cognitive assessment used to evaluate neurological and psychological functioning. Neuropsychological tests measure various aspects of cognitive abilities, such as memory, language, attention, executive function, visual-spatial skills and motor skills. The goal of these tests is to help medical practitioners diagnose neurological or psychological disorders in their patients.

Neuropsychological testing has been widely used and studied for decades, with major academic institutions and researchers contributing to the body of literature. Citing sources regarding neuropsychological testing is important to provide a comprehensive overview of its usage and validity.

One article published in the journal Neuropsychology Review, “Neuropsychological Testing in Clinical Practice” by K.J. Highfield, discusses the various types of neuropsychological tests and their uses. The article also reviews common practices among practitioners, such as how they interpret results and their use of normative data to compare an individual patient's performance against that of a reference group.

Another article published in the journal Cognitive Neuropsychology, “Validation of Computerized Cognitive Assessment Battery (C-CAB) for Neuropsychological Evaluation,” by A.K. Gupta et al., provides support for using computerized cognitive tests in clinical practice. The authors tested the validity and reliability of CogniFit's C-CAB test battery when administered to participants with a variety of neurological disorders, such as multiple sclerosis, traumatic brain injury, and Alzheimer's disease. The authors concluded that the C-CAB test battery was reliable and valid for assessing neurological functioning in clinical settings.

By citing research articles such as these, practitioners can demonstrate their understanding of the validity and reliability of neuropsychological tests when applied to clinical practice. In addition to these sources, practitioners should also cite relevant medical associations, such as the American Academy of Neurology or National Multiple Sclerosis Society, when discussing coverage of neuropsychological testing from insurance plans or other legal contexts. Sources from hearing aid companies may also be necessary if a practitioner is considering recommendations for devices within an evaluation report.

Furthermore, citing sources related to child behavior may be necessary when discussing interventions and care plans. This is especially true for cases involving developmental delays or learning disabilities, where an understanding of the individual's current abilities and surrounding environment may be needed for effective intervention strategies.

For example, the American Psychological Association (APA) has published numerous articles on the subject of child development, outlining key trends in cognitive, emotional, and social development from infancy to late adolescence. Specifically, their journal Developmental Psychology provides a comprehensive overview on how children learn and grow in different contexts and environments. Articles such as “Parent-Child Interactions During Adolescence” by C.D. Li et al., discuss areas such as peer acceptance and family dynamics that can have a significant impact on an adolescent’s emotional wellbeing. Other articles such as “Promoting Cognitive Development of Preschoolers” by A. White et al., discuss specific educational approaches that can enhance a child’s cognitive functioning in areas such as language acquisition, problem solving skills, executive function, self-regulation, and basic numeracy skills.

These research findings are important factors when designing tailored treatment plans for children in clinical settings. By citing sources from reputable academic journals such as Developmental Psychology or other scientific publications related to child behavior, practitioners can provide evidence-based recommendations for interventions that best support the individual's needs based on their current abilities and environment.

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