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Are there instances where a neuropsychologist evaluation. would be inappropriate?
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<blockquote data-quote="Marguerite" data-source="post: 373765" data-attributes="member: 1991"><p>It depends on what you're looking for.</p><p></p><p>To get a measure of his potential - what he could do if he was able to focus all his faculties and fully understand - then he needs to be calm and to feel safe. He also needs to have the test given in a form he can comprehend. For example, giving a written test to a kid with dyslexia, will give you a false low result that is more an indication of the reading difficulty, than an accurate measure of ability. difficult child 3's first assessment was the opposite problem - he didn't understand the spoken word, he needed to be tested in writing. He also was marked down on some tests requiring him to draw with accuracy. They weren't actually testing his ability to draw accurately, but the accuracy was needed for him to show he could solve the problem. His brain had the answer, but his poor motor skills resulted in a false low score.</p><p></p><p>If your son is likely to be non-compliant due to anxiety, that information is useful but any actual IQ testing is going to give a false result. However, it should be possible for him to be given time to get to know the staff, so he can feel safe.</p><p></p><p>I've sat in on evaluations with my kids. I was in the next room for difficult child 3's first evaluation, but all the others had me present (except for school-based tests). I don't believe my presence influenced the test. However, in one case at least, my absence meant lower compliance. difficult child 1 was especially anxious and if I had been there, I could have reassured him just by my presence. His anxiety was not scored, however. His test was scored as if he had been compliant and completed the test, then I was told that his actual school marks were higher than his IQ score meant was possible. In other words, with his score, he shouldn't have been able to do so well in class. But rather than seeing the flaws in her testing, the assessor attacked me and claimed I was pushing difficult child 1 to succeed and this high achievement of his was a bad thing! Mind you, nobody can push anybody to achieve higher than their capability. It's a contradiction in terms.</p><p></p><p>So it will depend on how things are being tested, and what is being tested. Talk to them, maybe ask around for someone who will be more flexible and will work to gain difficult child's assurance first. Otherwise the results will be inaccurate.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 373765, member: 1991"] It depends on what you're looking for. To get a measure of his potential - what he could do if he was able to focus all his faculties and fully understand - then he needs to be calm and to feel safe. He also needs to have the test given in a form he can comprehend. For example, giving a written test to a kid with dyslexia, will give you a false low result that is more an indication of the reading difficulty, than an accurate measure of ability. difficult child 3's first assessment was the opposite problem - he didn't understand the spoken word, he needed to be tested in writing. He also was marked down on some tests requiring him to draw with accuracy. They weren't actually testing his ability to draw accurately, but the accuracy was needed for him to show he could solve the problem. His brain had the answer, but his poor motor skills resulted in a false low score. If your son is likely to be non-compliant due to anxiety, that information is useful but any actual IQ testing is going to give a false result. However, it should be possible for him to be given time to get to know the staff, so he can feel safe. I've sat in on evaluations with my kids. I was in the next room for difficult child 3's first evaluation, but all the others had me present (except for school-based tests). I don't believe my presence influenced the test. However, in one case at least, my absence meant lower compliance. difficult child 1 was especially anxious and if I had been there, I could have reassured him just by my presence. His anxiety was not scored, however. His test was scored as if he had been compliant and completed the test, then I was told that his actual school marks were higher than his IQ score meant was possible. In other words, with his score, he shouldn't have been able to do so well in class. But rather than seeing the flaws in her testing, the assessor attacked me and claimed I was pushing difficult child 1 to succeed and this high achievement of his was a bad thing! Mind you, nobody can push anybody to achieve higher than their capability. It's a contradiction in terms. So it will depend on how things are being tested, and what is being tested. Talk to them, maybe ask around for someone who will be more flexible and will work to gain difficult child's assurance first. Otherwise the results will be inaccurate. Marg [/QUOTE]
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Are there instances where a neuropsychologist evaluation. would be inappropriate?
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