The importance of neuropsychological assessment for the evaluation of childhood learning disorders. NAN Policy and Planning Committee

Cheryl H. Silver, Lynn B. Blackburn, Sharon Arffa, Jeffrey T. Barth, Shane S. Bush, Sandra P. Koffler, Neil H. Pliskin, Cecil R. Reynolds, Ronald M. Ruff, Alexander I. Tröster, Rosemarie S. Moser, Robert W. Elliott

Research output: Contribution to journalArticle

16 Scopus citations


When children experience learning difficulties, an appropriate evaluation of abilities and skills can provide the foundation for an accurate diagnosis and useful recommendations. When comprehensive information about a child's brain-related strengths and weaknesses is necessary to understand potential sources of the problem and implications for functioning, a neuropsychological evaluation is most often the best choice. This paper was written to help parents, educators, health care providers, and third-party payors to understand the nature of neuropsychological assessment and to choose the type of evaluation that will furnish relevant information for the child's educational planning.

Original languageEnglish (US)
Pages (from-to)741-744
Number of pages4
JournalArchives of Clinical Neuropsychology
Issue number7
Publication statusPublished - Oct 2006



  • Assessment
  • Child
  • Learning disorder
  • Neuropsychological test

ASJC Scopus subject areas

  • Psychiatry and Mental health
  • Clinical Psychology
  • Neuropsychology and Physiological Psychology

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