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Acquired Neurological Conditions
Post-Injury Evaluation
After the recovery phase following a traumatic brain injury, stroke, brain tumor, meningitis or any other acquired neurological condition, a comprehensive psychological and neuropsychological evaluation is recommended.
This assessment provides a profile of the child’s cognitive, emotional, and adaptive functioning. It aims to identify preserved abilities, potential areas of impairment, adaptive capacities, and the child’s current emotional state.
Clarifying their specific needs enables the implementation of an individualized treatment plan, improving the overall prognosis.
FAQ
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The assessment relies on the analysis of any previous reports, clinical observations made during the sessions, and a battery of standardized tests administered in the office in both written and digital formats. Together, these elements provide a detailed, nuanced, and objective understanding of the child’s mental functioning.
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The first appointment is usually held with both parents present, without the child. It focuses on an in‑depth discussion of the child’s history, current difficulties, and the parents’ expectations.
This interview aims to:
Determine whether a diagnostic evaluation is appropriate.
Clarify the assessment protocol (tests selected based on the information gathered beforehand).
Present the full evaluation process (number of sessions, duration, report, and feedback session).
Address any questions the parents may have.
Establish a trusting environment, essential for minimizing the impact of anxiety on test performance.
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It enables the clinician to:
Assess preserved and impaired cognitive functions, the child’s current emotional state, and their level of autonomy and adaptive functioning.
Gain a deep understanding of the child’s strengths and difficulties, as well as their impact on daily life.
Understand the progression of the condition as part of ongoing follow-up in order to adjust the treatment plan.
Provide tailored recommendations and accommodations for daily life, both at home and at school.
Recommend suitable interventions such as neuropsychological rehabilitation, psychotherapy, orthoptics, speech therapy, occupational therapy or physical therapy.
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Cognitive domains assessed:
Intellectual abilities: logical, conceptual, and quantitative reasoning.
Social functions: social perception, social cognition, and social skills.
Attentional functions: selective and sustained attention.
Executive functions: cognitive inhibition, cognitive flexibility, working memory, planning.
Memory functions: short- and long-term memory.
Visuospatial functions: visuoperceptive and visuospatial abilities in 2D and 3D.
Language functions: receptive and expressive language.
Sensorimotor functions: lateralization, motor control and programming, sensorimotor coordination.
Adaptive domains assessed:
Communication
Daily living
Socialization
Psycho-affective domains assessed:
Emotional state: assessment of anxiety and/or depressive symptoms.