Cognitive Assessments Include:

Evaluation of key aspects of neurological functioning is at the core of evaluating brain-based disorders such as ADHD, Bipolar, OCD, Anxiety, Depression, and Memory disorders and others. Attention is known to be a complex, multi-faceted brain-based process that can affect and be affected by multiple factors. Brain-based disorders such as ADHD require a brain-based assessment. Key aspects of neurological function are illustrated through evaluation of both neurophysiological and neuropsychological aspects of function. Deficits in attention are also known to be present with other disorders. Beyond these complexities, even disorders with the same behavioral manifestations of ADHD can show very different patterns neurophysiologically, as manifested by preferential responses to strikingly different medications for symptom management. Relying purely on typical symptom assessments can lead to misdiagnosis and resulting mismanagement. It is crucial that a comprehensive brain-based assessment include an understanding of underlying neuropsychophysiologic processes if an accurate diagnosis, which leads to optimal symptom management, is to occur.

Quantitative EEG (QEEG). QEEG is a digital analysis of the electrical activity of the brain. The QEEG is a non-invasive assessment of brain integrity that is sensitive to both subtle and gross abnormalities in brain function and is independent of cultural and ethnic factors. The test begins with an EEG, a measure of electro-cortical potentials underneath the skull that are the basis for regulation and information processing, during resting and task-related conditions. The EEG is screened for the presence of gross alterations in background frequencies, then edited to remove confusing activity, and subjected to quantitative analysis. The resulting QEEG brain maps demonstrate diagnostic patterns, make comparisons with an age-matched sample, and allow for the development of individualized neurofeedback or medication interventions. Predictive accuracy and error rates depend on the data that make up any given QEEG database and the statistics used in that database.

Additional neurological tests will be administered on an individualized basis.

Rationale:

Biofeedback psychophysiological assessment is fundamental to understanding the dynamics of internal regulatory factors that can critically affect attentional competence in neurological conditions including ADHD, OCD, Anxiety, etc. Heightened physiological arousal can interfere with cognitive performance through unhelpful mind-body interactions to environmental demands. The psychophysiological processes of relaxation, stress response, and stress recovery for an individual are often below the threshold of conscious awareness. The Psychophysiological Profile Assessment (PPA) provides information that directly reflects interactions between the mind and body by recording how the body is functioning and showing how the physical functions relate to behavior. Physiological monitoring in different conditions, including at rest and under simulated stressor conditions, provides an analysis of physiological distractions to attention. It provides a visual and experiential demonstration of the mind-body connection, which can later be used as a nonpharmacological therapeutic tool to aid in learning self-regulation to improve attention, cognitive performance, and develop a sense of competency and a feeling of well-being.

Rationale:

Psychological testing is critical to determining the diagnostic pattern for brain-based disorders such as ADHD, OCD, Bipolar, Depression, Anxiety, Insomnia, etc. There are alternative psychological patterns that are identical to the signs and symptoms of neurological disorders with similar behaviors. More often than not, however, psychological patterns are basic adjustment problems that have their origins in how we think and how we have learned to problem solve. Most importantly, people who have neurological problems often develop compensating personality reactions which may actually be more problematic than the original problems. When this occurs, the compensating behaviors need to be assessed and treated alongside the neurological disorder.  Regardless of the existence of behavioral problems, the most positive interventions utilize personality strengths. Therefore, it is critical that all individuals’ strengths and positive assets be known and utilized in a treatment plan, which can also be revealed through personality assessments.

Rationale:    

The primary reason most clients come to see us is because of some problem in intellectual functioning, often seen in school or work environments. In addition to assessing the major limitations on an objective basis for these complaints, strengths are also assessed to compensate for any permanent challenges that stand in the way of accomplishing the goals in a learning or work environment. Moreover, these challenges are also compared with the results from the other assessments, such as neurological or medical findings to create an integrated diagnosis and treatment plan.

Rationale:    

The brain is an organic system within a total body concert and interacts to a wide range of biological influences. The brain requires nutrition and, thus, requires a balanced source for its fuel to function. Virtually every system in the body can have a positive or destructive influence on the brain and vice versa. Since a person operates as a whole and complete unit, a general medical evaluation is critical to the assessment to understand which factors are playing major roles in any problems, such as concentration and memory. For example, neurological function depends on proper nutrition and adequate regulation of the gastrointestinal and endocrine systems. Toxicity from environmental contaminants can also interfere with brain function, as can allergies and food sensitivities. Hormones alter the brain's abilities to function for special challenges. Disease has to be examined for all considerations, such as possible tumors, neural damage or viral infections. Laboratory measurement of key physical factors, information gained through a review of systems, and a standard physical examination allows the team to incorporate important information regarding the function of the entire biological system into diagnostic decision making and treatment planning.

Rationale:

An assessment of visual functioning is critical in the diagnosis of learning challenges.  Nearly one-third of people experiencing difficulties are children with reading and learning difficulties, most of whom have 20/20 sight acuity but who have a primary visual difficulty. A primary visual difficulty is often found to be the cause of the child's learning disability. The most common problems seen in this group are tracking difficulties (inability to keep one's place when reading), eye-teaming difficulties (inability to keep both eyes pointed to the same place in space), and visual focusing difficulties (inability to keep attention on a particular object in space). Vision therapy has been shown to have cure rates in the high 90th percentile for these types of visual difficulties. Once the visual difficulty has been eliminated, the student learns much more easily.