Conversations With a Psychologist: Neuropsychological Evaluations

By Maura L. Johnson

The term “neurodivergence” has become more commonplace in both the mental health realm and among the general population, leading to increased interest in a variety of conditions.

Neurodivergent describes individuals with differences in how their brain works, meaning they have different strengths and challenges than those classified as “neurotypical”. Autism

Spectrum Disorder (ASD) is the condition many of us associate with neurodivergence, however there are many other conditions under this umbrella. Some of these include:

Attention Deficit

Hyperactive Disorder (ADHD), Obsessive Compulsive Disorder (OCD), Dyscalculia, Dyslexia,

Tourette’s Disorder, Sensory Processing Disorder, and many others.

So how does one determine if they are living with one of these conditions? While most

people are aware that therapy and medication management exist, there tends to be less

awareness regarding the availability of neuropsychological evaluation and testing. This month, I sat down with Dr. Tanya Banda, Ph.D, psychologist and owner of Enlightened Psychological Assessment, to learn more about her process, who may benefit, and what patients can expect from the testing process.

M.J.: What is a neuropsychological evaluation/testing and why might someone be interested in

obtaining one?

Dr. B.: A neuropsychological evaluation looks at how the brain is functioning and how that

impacts learning, memory, emotions, behavior, and everyday life. Each evaluation is

individualized based on a person’s specific concerns and questions. It may include an

assessment of thinking and reasoning skills, attention and focus, learning and memory,

executive functioning (such as planning, organization, and self-control), language and

communication, academic skills, social and emotional functioning, behavior, and adaptive or

daily living skills.

Neuropsychological evaluations are most helpful when families or individuals are seeking

clarity and understanding and not just a label. The goal is to better understand a person’s

unique strengths, differences, and challenges so we can identify meaningful supports.

An evaluation can be helpful if:

● There are sudden or significant changes in behavior, mood, or personality

● Thoughts, emotions, or behaviors are interfering with daily life (such as school

performance, relationships, or participation in activities)

● There are concerns about emotional safety, including thoughts of self-harm

Other signs that may prompt an evaluation include persistent low mood, withdrawal, behavioral challenges, difficulty focusing, struggles at school, missed developmental milestones, or a noticeable gap between a child’s potential and their current performance.

M.J.: What does the testing process entail?

Dr. B.: I view neuropsychological assessment as a collaborative and comprehensive process.

Rather than relying on a single test or perspective, I gather information from multiple sources to create a full picture of the individual. This typically includes parent and child input, teacher or caregiver observations, standardized questionnaires, direct assessment, and behavioral observations. The goal is to understand not only areas of challenge, but also the individual’s strengths, learning style, and support needs.

M.J.: Is collaboration with other providers, schools and families typically part of the process?

Dr. B.: Yes, whenever possible. Collaboration greatly enhances the quality of an evaluation.

For children especially, school is a major part of their daily life, so input from teachers, school

counselors, and other educational professionals provides valuable insight. When a child has

been working with a therapist, I also find their perspective particularly helpful, as they often

have a deeper understanding of the child over time and across settings. When appropriate, I

may also review input from other caregivers, academic supports (tutors, reading specialist,

etc.), or medical providers (e.g., psychiatrist, occupational and speech therapists) to ensure a

well-rounded understanding. That said, collaboration is always guided by family preferences

and privacy considerations. In some cases, families may choose to limit outreach, and those

decisions are fully respected.

M.J.: How many visits can one expect during the testing process?

Dr. B.: Most evaluations involve three primary visits:

1. Clinical intake: allows me to understand the family’s goals and concerns and to

design an assessment plan tailored to the individual

2. Testing session: when direct assessments are completed/administered

3. Feedback session: I review assessment results and concluding diagnoses, if

applicable, answer questions, and discuss recommendations

In more complex cases, such as comprehensive learning evaluations or when multiple

diagnostic categories are being considered, there may be an additional testing session or

additional clinical interviewing.

M.J.: What is your education/background? How did you become interested in providing

neuropsychological testing?

Dr. B.: I earned my Bachelor of Science in Psychology and Sociology and my PhD in School

Psychology from Texas A&M University. I always knew I wanted to work in mental health and initially thought schools would be the best fit, but midway through my training I realized that what I loved most was assessment and that I wanted more opportunities to work closely with young children and families. After a practicum at MD Anderson Cancer Center, I pursued internship training focused on infants and young children. During my time at Children’s Hospital Los Angeles, I fell in love with assessment and family-centered care. I remained there for two years of postdoctoral training and, with the support of my supervisors, designed a training path focused on assessment and early childhood mental health...and I’ve never looked back!

Over time, I have developed a particular clinical interest in neurodevelopmental differences,

including autism in females. Girls and women on the autism spectrum are often overlooked or misunderstood because their traits may not align with traditional stereotypes, leading many to mask their differences and go misdiagnosed or unsupported. My goal is to help not only autistic females, but all individuals, better understand themselves, not by focusing on what they struggle with, but by recognizing their strengths, internal experiences, and unique ways of navigating the world. I view assessments as high-stakes puzzles, with the goal of putting the pieces together in a way that helps individuals and families better understand themselves, recognize strengths, and move forward with clarity and confidence.

Dr. Banda can be reached via her website, enlightenedassessment.com, or at

support@enlightenedassessment.com. I’m so grateful for her time and for sharing so much

information regarding this invaluable process. Wishing everyone a happy and healthy 2026!