Does Your Child Need Updated Neuropsychological Testing?
Your daughter sailed through elementary school with minor accommodations. Now in seventh grade, she's suddenly overwhelmed—forgetting assignments, shutting down during homework, and saying she's "just not smart anymore." Her IEP is still in place, but something isn't working.
Or perhaps your son was diagnosed with ADHD in third grade. He's now a high school junior, and you're wondering: Does he still need medication? Are his accommodations still appropriate? Has anything changed?
These are the moments when re-evaluation becomes essential.
As children grow, their brains, behaviors, and learning needs evolve. A neuropsychological evaluation provides a detailed snapshot of how your child thinks, learns, and processes information—but that snapshot ages. Over time, strengths develop, challenges shift, and new patterns emerge. Updated testing ensures your child receives the right support at the right time.
Here's what every parent should know about when—and why—re-evaluation matters.
Why Re-Evaluation Is Important
Children's brains and abilities change over time
Cognitive, academic, social, and emotional skills do not develop on a straight line. New demands in school, growing expectations for independence, and increasing cognitive complexity often reveal challenges that weren't apparent at earlier ages.
A re-evaluation helps determine whether previous concerns have improved or worsened, if new symptoms have emerged, how current functioning compares to developmental expectations, and whether adjustments to treatment or school plans are needed.
School transitions bring new demands
The jump from elementary to middle school—and then to high school—comes with major shifts in workload, executive functioning expectations, and social complexity. A child who managed well in earlier grades may suddenly struggle when asked to juggle multiple teachers, track long-term assignments, or regulate emotions independently.
An updated evaluation clarifies what's developmentally typical and what may signal a learning, attention, or emotional difference.
Intervention plans need current data
IEPs, 504 plans, tutoring programs, and behavioral interventions are most effective when grounded in accurate, up-to-date information. A plan based on second-grade testing may not address the needs of that same child in eighth grade.
Fresh test results help refine educational goals, update accommodations, target the right interventions, and ensure progress is tracked appropriately. Just as importantly, they prevent unnecessary services or reveal gaps in support.
Some diagnoses evolve
Certain conditions—such as ADHD, autism spectrum disorder, learning disabilities, and anxiety or mood disorders—benefit from periodic re-evaluation to confirm the diagnosis, assess current severity, and refine treatment recommendations. Medication changes or therapy progress may also warrant updated testing to ensure interventions remain effective.
When Your Child Should Get Re-Evaluated
While every child is unique, psychologists generally recommend updated testing in these situations:
Every 2–3 years
This interval helps track developmental changes and ensures educational plans are based on current functioning. Many school districts and state regulations use this time frame as a guideline, and some require updated data to maintain eligibility for services.
Before key academic transitions
Major transitions often expose previously hidden challenges:
Entering middle school (increased executive functioning demands)
Entering high school (more independence, complex scheduling)
Preparing for college or vocational planning (self-advocacy needs)
Updated testing before these milestones provides insights into academic readiness and necessary accommodations—including for standardized tests like the SAT or ACT, which typically require evaluation data from within the last three years.
When new concerns appear
If teachers or caregivers notice changes in attention, behavior, mood, or learning patterns, updated testing can identify the cause.
Warning signs may include:
Increased frustration with homework or school refusal
Declining grades despite effort
New emotional outbursts or withdrawal
Difficulty keeping up with peers academically or socially
Changes in motivation, confidence, or self-esteem
Sometimes what looks like "laziness" or "attitude" is actually an unmet need that testing can illuminate.
When current supports aren't working
If an intervention plan isn't leading to meaningful improvement after a reasonable trial period, updated testing can uncover why—and guide a more effective path forward. Perhaps the original diagnosis was incomplete, or your child has developed new strengths that change how they learn best.
When strengths need recognition
Re-evaluation isn't just about challenges. Updated data can reveal new strengths, talents, or areas where your child has made significant progress—information that can reshape their self-concept and guide future opportunities.
What Re-Evaluation Typically Includes
A comprehensive re-evaluation looks similar to the initial assessment but focuses specifically on growth, change, and current needs.
It may include:
Updated cognitive testing
Academic achievement measures
Executive functioning assessment
Attention, memory, and processing evaluations
Emotional and behavioral screening
Interviews with parents, teachers, and the child
Review of schoolwork, report cards, and previous evaluations
The clinician compares new data with earlier results to identify meaningful changes—not just whether scores went up or down, but what those changes mean for learning, behavior, and daily functioning.
How Updated Testing Strengthens School Advocacy
One of the most valuable outcomes of re-evaluation is a clearer roadmap for school support and stronger evidence for advocacy.
Updated results can:
Justify changes to an IEP or 504 plan when schools resist modifications
Support requests for extended time or other testing accommodations
Guide decisions about specialized instruction, resource room placement, or tutoring focus
Help teachers understand your child's current profile and learning style
Strengthen communication between school and home with shared, objective data
This is especially critical when schools suggest reducing or eliminating services. Fresh data gives you concrete evidence to advocate for continued—or enhanced—support.
As one parent shared: "The school insisted our son no longer needed services going into senior year. Dr. Koffman's updated evaluation showed clearly why he still did. We brought that data to the meeting, and the conversation changed completely."
Supporting Your Child Through the Process
Re-evaluation can feel overwhelming for some children, especially if they associate testing with past struggles or fear being labeled. Parents can help by:
Explaining that testing helps adults understand how to support them better
Emphasizing strengths and growth since the last evaluation
Reframing the process as a helpful tool, not a judgment
Encouraging questions and involving them in appropriate ways
Celebrating their effort and participation
When framed positively, re-evaluation can empower children, helping them better understand themselves and begin advocating for what they need.
Re-Evaluation Is About Clarity, Not Labels
Updated neuropsychological testing is not a sign that something is "wrong" or that your child hasn't made progress. It's a proactive step that ensures support systems evolve right alongside your child.
As they grow, so do their needs—and re-evaluation provides the insight needed to meet them with confidence, compassion, and the right tools for success.
If your child is approaching a major transition, if current supports aren't working, or if it's simply been a few years since their last evaluation, now may be the perfect time to gain fresh clarity on their journey.
Feel free to contact us for more information or learn more about our neuropsychological services here.