We want to make sure the neuropsychological evaluation day is an empowering experience for children. It is a brave thing for a child to come to a new place, meet new people, and do new kinds of tasks, some of which are quite challenging for them. We want to honor this bravery, and we want to create an environment where children are understood, celebrated, and empowered.
In order to promote this, we actively train our staff in evidence-based practices and methods. Last week our team participated in a training with one of our colleagues, Jamie Waldvogel, MS, BCBA, LBA, who is a child behavior expert and founder and owner of Behave Your Best.
Jamie came and spent the day with our team, teaching us perspectives, methods, systems, and techniques for facilitating a child’s optimal experience through the evaluation day. Here are some nuggets of wisdom we took away from the event:
Follow the Child’s Lead
- Tune into what the child needs and create an environment where they feel supported and in control.
- Testing puts the child at the center of attention all day, which can feel like pressure. Periodically shifting the spotlight to yourself (e.g., “I need a stretch break — you can join me if you’d like!”) helps ease that pressure, while still giving the child a sense of choice.
Recognizing and Responding to Avoidance
- Avoidance is a signal that a child is reaching capacity — not misbehaving.
- In those moments, approach silently, look past them, and begin engaging with nearby materials rather than addressing them directly.
- When a child is off-task, minimize talking and sensory input to avoid escalation.
Connection Before Correction
- Prioritize building rapport with minimal demands before redirecting behavior.
- Use simple, warm phrases like “Let’s try that again” to acknowledge what happened and move forward without dwelling on it.
Building in Meaningful Control
- Offer choices whenever possible — during transitions, around pacing, and around breaks — to give children a genuine sense of control.
- Examples: “Should we do all of this or just a little before our break?” / “Do you want to check in with your parents in a little bit, or at the end of the day?”
- Practice offering choices in a progression, especially for younger children; start with simple preferred choices, then choices contingent on a small action, then choices tied to upcoming transitions.
Using Breaks Intentionally
- Frame breaks as a natural, routine part of the day rather than a reward or escape from demands.
- A break from demands alone may not be enough — reconnecting with the child first is often what resets things.
- Incorporate movement breaks proactively: balance exercises, stretches, or yoga poses like downward dog work well for younger children.
Keeping the “Light Switch” On
- A change of location can help re-engage a child’s focus and energy.
- Use visual tools like 1, 3, and 5-minute timers to help children understand and anticipate transitions.
- Use silent cues (e.g., red or green signals) when possible, rather than verbal redirects.
Ending on a High Note
- Aim to close the day with a moment of success — not avoidance or escape — so children leave feeling capable and proud.
We are deeply grateful to Jamie for her time, expertise, and genuine care in equipping our team with these tools. Her guidance has strengthened the way we show up for every child who walks through our doors. We hope this summary gives you a sense of how much your child’s experience at Minnesota Neuropsychology means to us — because getting the clinical picture right matters, but so does making sure your child feels safe, respected, and empowered every step of the way.
