By: Erin Gibbons, Ph.D.
NESCA MA Clinical Director; Pediatric Neuropsychologist
When a child undergoes a neuropsychological evaluation, families often breathe a sigh of relief – finally, there are answers to questions about learning, behavior, or development. But neuropsychological assessment isn’t a “one-and-done” process. Children’s brains are constantly growing, and their needs change as they move through school and life. That’s why follow-up evaluations are a crucial part of a family’s journey.
Why Is Follow-up Important?
- Children Change! Unlike adults, children’s brains are still developing. Skills like attention, memory, and executive function can improve or shift dramatically as kids mature. A child who struggles with reading in first grade may have different needs by fourth grade. Follow-up helps ensure recommendations stay relevant.
- Medical and Neurodevelopmental Conditions Evolve Developmental disabilities such as ADHD or autism may impact a child differently as they age. Some challenges become less pronounced, while others may surface later. Regular assessment helps families and providers spot these changes early and tailor services accordingly.
- School Demands Increase As children progress through school, academic and social expectations rise. What worked in elementary school may not be enough in middle or high school. Follow-up assessments help tailor services to new environments and demands.
- Interventions Need Adjustment Therapies, accommodations, and strategies should be reviewed periodically. Follow-up evaluations provide data to refine interventions, ensuring they are effective and appropriate.
What Does a Follow-up Look Like?
- Consult Sometimes a short check-in is enough. A clinician can review recent progress reports, meet with families, and ensure that things are on the right track.
- Academic Re-evaluation For some students, academic progress is the primary concern, whereas other areas (e.g., social skills, motor skills, emotional self-regulation) are less concerning. To ensure that your child is making appropriate academic gains, an academic re-evaluation can be critical. These are typically scheduled 6-12 months after interventions have been initiated.
- Full Re-evaluation A complete re-evaluation might be necessary in order to monitor progress across domains and evaluate the effectiveness of current treatment. Schools must evaluate students with IEPs every 3 years. Many families use a similar timeline for independent evaluations.
The Takeaway
A quality neuropsychological evaluation is about more than a single snapshot in time. There needs to be a process of understanding, supporting, and celebrating each child’s unique journey. Follow-up evaluations empower families and professionals to provide the right help, at the right time, so children can thrive.
About the Author
Since 2011, Dr. Gibbons has been a trusted expert at NESCA where she evaluates children presenting with a range of attentional, learning,
and developmental disabilities. She has a particular interest in children with autism spectrum disorders, intellectual disabilities, and those with complex medical histories. In addition, she evaluates adults who have concerns about whether they meet criteria for an ASD or ADHD diagnosis.
If you are interested in booking an evaluation with a NESCA neuropsychologist/clinician, please fill out and submit our online intake form.
NESCA is a pediatric neuropsychology and related services practice with offices in Newton, Hingham, and Plainville, Massachusetts; Londonderry, New Hampshire; and Coral Gables, Florida, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.
Deficit Hyperactivity Disorder (ADHD), Nonverbal Learning Disability (NVLD), and executive functioning disorders (e.g. slow processing speed). She also has experience in working with individuals with psychiatric difficulties, such as anxiety, mood disorders (e.g. depression), and behavioral disorders. Dr. Weinberg has expertise in working with children with complex profiles or multiple areas of strength and weakness that cannot be encapsulated by a single diagnosis. Dr. Weinberg is passionate about helping families better understand their child’s neuropsychological profile and the impact it may be having on their behavior or functioning in order to best support them in all areas of their life.
and young adults who have complex presentations with a wide range of concerns, including attention deficit disorders, psychiatric disorders, intellectual disabilities, and autism spectrum disorders (ASD). She also values collaboration with families and outside providers to facilitate supports and services that are tailored to each child’s specific needs.
is interested in uncovering an individual’s unique pattern of strengths and weaknesses to best formulate a plan for intervention and success. She tailors each assessment to address a range of referral questions, such as developmental disabilities, including Autism Spectrum Disorder, learning disabilities, attention challenges, executive functioning deficits, and social-emotional struggles. She also evaluates college-/grad school-age/adult individuals with developmental issues, such as ASD and ADHD, particularly when there is a diagnostic clarity or accommodation question.
Boston area since 2006. He specializes in the assessment of children and adolescents who present with a wide range of developmental conditions, such as Attention-Deficit/Hyperactivity Disorder, Specific Learning Disorder (reading, writing, math), Intellectual Disability, and Autism Spectrum Disorder; as well as children whose cognitive functioning has been impacted by medical, psychiatric, and genetic conditions. He also has extensive experience working with children who were adopted both domestically and internationally.
With NESCA since its inception in 2007, Dr. Talamo had previously practiced for many years as a child and adolescent clinical psychologist before completing postdoctoral re-training in pediatric neuropsychology at the Children’s Evaluation Center.
research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.
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