Many individuals think in a different style and solve problems in a different way from others. The system that they use to interpret the world is unusual, the functioning of their brain is atypical or neurodiverse. This can be the result of damage.

A child may experience this as difficulty performing at home, at school, at work, and/or socially. There may be a general struggle or specific concerns, reduced abilities compared to peers or siblings, or difficulty regulating emotions. Such a child looks healthy and capable, but the system they use to relate to the world is different, and if this isn't recognised by families, friends, and school, for example, it can lead to a lot of confusion, shame, and isolation.

Neuropsychology is the study of brain-behaviour relationships, based in scientific observations. Clinical neuropsychology requires an in-depth knowledge of neuroanatomy (the structure of the brain), neurobiology (the chemicals of the brain), psychopharmacology (medications used in mental health), cognition (thinking processes such as memory), and neuropathology (diseases of the brain). Clinical neuropsychologists use this knowledge in the assessment, diagnosis, and management support of people who have difficulty thinking in the way others think, which can result from neurological, medical, psychiatric, and/or developmental conditions.

A neuropsychological assessment is recommended for any child where brain-based difficulties are suspected because of unusual patterns of cognition or behaviour. Proper diagnosis and profiling of a brain-behavior relationship is necessary to address problems getting along in the world, such as in school. A paediatric or specialist medical appointment is usually the first port of call to rule out any acute concerns.

Neuropsychological evaluation helps to understand if and where cognitive difficulties exist. For example, an issue with writing may be due to problems in visuo-perception, motor skills, attention, or language functioning. Many children are not able to learn using the standard classroom model for reasons that are not obvious, such as Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder, Learning Disabilities or Language Disorders.

Typical referrals are made to investigate certain conditions (eg seizures, head injury, attention deficit disorder, autism spectrum disorder, learning disability). The assessment helps to work out and describe the impact these are having on an individual's learning and relationships, and/or to provide support to children faced with a world where everyone seems to think differently from them. It can assist greatly in planning educational and vocational programs.

A wide variety of standardised tests is used to get information, as well as conversations and interviews about a child's history, and observations in school. Wherever possible the assessment draws on findings from neuroimaging (scans) and other diagnostic medical procedures. The neuropsychologist will always seek corroborative information from reports or by speaking with persons who know the client.

Testing involves any or all of the following: Thinking Abilities (such as problem solving, planning, attention, memory, language, perceptual and motor skills) Intelligence (IQ), emotional functioning (eg Depression, Anxiety) and Academic (Reading, Maths etc) skills. The testing involves a wide variety of tasks which are done at a table. They may use models, puzzles, pen and paper, timers, and there will be a lot of questions. There are no invasive procedures, no needles, no electrodes. The evaluation can take 2 to 4 hours of face-to-face contact, but varies depending on what information is needed. Some people need breaks which will be given where possible.

As the tests are sometimes difficult (or increase in complexity) it can be quite confronting. Neuropsychologists are trained at putting their clients at ease. Most people find the assessment interesting and worthwhile but some find it tiring, and others find it boring.

A detailed report is written, explaining the findings and recommendations and can be used to:

Feedback regarding the results of the assessment is provided. Follow-up appointments are offered where specialised neuropsychological input is given for the management of the neuropsychological eccentricities or difficulties. Specific strategies to reduce the impact of cognitive challenges to daily living are provided. The focus is on clients gaining an understanding of the system they use to work within the world, so that they can gain more independence. This takes the form of Focussed Psychological Strategies (Psychoeducation, problem-solving, skills-training and parent management skills). Education to clients and their families about how to use personal strengths to compensate is provided.