Anonymous wrote:Given the presentation that you describe, a neuropsychological assessment doesn't sound necessary. If you choose to go the testing route, a comprehensive psychoeducational evaluation will give you everything you need, as long as it's done by someone reputable. Neuropsychs can be more expensive and you don't really get all that much more imo, particularly with the situation that you describe. I would start with tutoring (with someone who has specific training with executive functioning) and go from there.

Can you explain the difference between the two?

Thanks.

Given the presentation that you describe, a neuropsychological assessment doesn't sound necessary. If you choose to go the testing route, a comprehensive psychoeducational evaluation will give you everything you need, as long as it's done by someone reputable. Neuropsychs can be more expensive and you don't really get all that much more imo, particularly with the situation that you describe. I would start with tutoring (with someone who has specific training with executive functioning) and go from there.

OP here. Thank you. I think you're right. I either have a neuro-typical boy who would rather not work hard to do what's he's supposed do or one who can't. Hard to tell which one I've got. A teacher friend recommended the CUCC strategy. It is explained here: http://elasps.pbworks.com/w/file/fetch/65493472/CUCC%20with%20letter.pdf. I think I will work with the classroom teacher to see if we can make progress using this strategy and if not . . . a full evaluation will be needed this year.

Sure, it won't hurt.

However it's expensive. Are you sure that you don't want to first invest in a full neuropsychological evaluation? He's at the right age to do one (not too young to bear the hours of testing) and it will give you valuable insights on how his brain works, and what his strengths and weaknesses are. The psychologists will have great advice on what to implement at school and at home to help him get organized. Plus it will serve you well going into middle school, and knowing which school would be the best fit for him.

You're sort of putting the cart before the horse here.

4th grade boy in Bethesda/Potomac area. No learning disability is diagnosed and teachers have not raised any red flags that suggest we need to do testing because he test's average and slightly above average in math/reading. But, he is struggling to read and follow increasingly complex instructions in 4th grade. I think a tutor that can help develop the executive functioning skill would be very helpful. Any suggestions?