The Use of Neuroeducational Evaluations in Public Schools
By Jim Shillinglaw, Trustee
The presentation by Dr. Gina Hurley, an educational psychologist for Barnstable Public Schools in Hyannis, Massachusetts, provided information on the use of neuroeducational evaluations in a public school setting. She also explained how a neuroeducational evaluation differs from a neuropsychological evaluation. The workshop provided specific information on current assessment models, and interpretation of the results to assist school personnel in the development of appropriate Individual Educational Plans.
An educational or school psychologist who has been trained in neuropsychological assessment conducts the neuroeducation evaluation. The evaluation is conducted to assess brain-behavior relationships as they relate to educational consequences and functioning. The evaluation includes but is not limited to the following areas of assessment:
- Intellectual
- Memory & learning
- Executive Functioning
- Emotional Functioning
- Achievement
- Visual Organization and Visuoconstruction
- Language.
The neuropsychological evolution in conducted by a psychologist (some states license neuropsychologist, some do not.) This evaluation assesses brain-behavior relationships across the same areas noted in a neuroeducational evaluation. The neuropsychological evaluation draws conclusions about the presence and extent of brain damage and laterality. They also discuss as part of the report the consequences of cerebral damage, but often do not provide the education consequences of brain-behavior relationships. It is also important to note that many of the assessment tools used as part of a neuropsychological test are not normed for children and often the recommendations do not follow state and federal regulations for the determination of a disability.
The basis elements in conducting a good evaluation include the following:
- Review all school records
- Review previous evaluations and testing reports
- Interview the parents
- Interview the school staff
- Interview the student
- Observe the student in school
- Observe the program/resources of the school
- Test the student
- Write a comprehensive report
- Attend the Team meeting at the school
Many of the key elements that are important in establishing a good evaluation process are not included in a neuropsychological evaluation.
Conducting a comprehensive evaluation that provides parents and school staff with a clear, concise picture of a student's strengths and weaknesses is one of the most important aspects of the special education process. The neuroeducational evaluation provides the Team with the recommendations that are educationally based. Most neuropsychologicals are more medically based and lack the information required by state and federal regulations to determine eligibility for special education services.