Questions to ask a neuropsychologist

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Questions to ask a neuropsychologist

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What are some of the questions that we get as a neuropsychologist? The number one question that I get from parent is: Does my child have a big problem? Am I crazy? Should I be worried at this point? Or is it something that they'll just grow out of? That is a very, very common question. Another question that parents ask me, as well as physicians, and the teachers is: What are the child's strengths and weaknesses? What is the child good at? Why are they having so much trouble? The team, the parents and the teachers, want to know what is causing the child such troubles in school. For example, why are they having difficulty remembering to turn in their homework? Why are they spacey in class? Why are they forgetting concepts? These are the questions that are very, very important. Also, what is important is, what are the interventions? Parents ask, how can I help my child once I know something is wrong or not quite right? There are people who can help children, that are specialized in helping them get better. The last fear is accommodations. Accommodations are a bridge to access. These are very important. For example, a child with reading difficulties. We need the blueprint, we need the neuropsychological assessment to educate the reader and the parents, as far as what types of specific help that they need at school, based on research.

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Karen Schiltz, PhD

Neuropsychologist

Dr. Schiltz is a clinical psychologist, licensed in the state of California. From 1985-1987, she completed a post-doctoral residency in clinical neuropsychology at UCLA's David Geffen School of Medicine within the Department of Psychiatry and Biobehavioral Sciences. She received her doctoral degree in psychology in 1984 from the American Psychological Association accredited California School of Professional Psychology in Los Angeles. Dr. Schiltz has conducted a private practice specializing in the clinical and forensic neuropsychological assessment of children, adolescents, and young adults since 1988. She has held an appointment as an Associate Clinical Professor at the David Geffen School of Medicine within the Department of Psychiatry and Biobehavioral Sciences, since July of 2004. She also held an appointment as an Assistant Clinical Professor within the same department from September 1993 to July of 2004. Dr. Schiltz has been a clinical supervisor within that department since August 1993 to the present time. Her faculty duties at UCLA include lecture presentations in the field of pediatric neuropsychological assessment, attentional disorders, accommodation assessment guidelines, and carbon monoxide poisoning.

Dr. Schiltz has written numerous articles on regulation and selective neurobehavioral disorders. In her 24 years of clinical work with children, adolescents, and young adults, she has emphasized the critical importance of integrating neuropsychological assessment findings to the application of accommodations to the classroom and home environments in a “user-friendly” manner. Dr. Schiltz supports a comprehensive team approach in the assessment and remediation of children who struggle with cognitive, learning, behavioral, social, and emotional difficulties. She sees a variety of students who are referred subsequent to or in the process of being diagnosed with a suspected learning disorder, attentional and concentrational compromises, suspected social communication disorder, memory disorder, neurotoxin exposure, scuba diving illnesses, seizure disorders, traumatic brain injury, cognitive changes due to medical illness or surgery, substance abuse disorder, pervasive developmental disorders, high cognitive ability profiles, among other neurological and neuropsychiatric conditions. Her experience has come from assessing children and working on intervention teams both in the hospital units as well as university and private-practice based settings.

In addition to her private practice and academic supervisory duties, Dr. Schiltz has written, co-written, and/or presented over 81 papers, manuscripts, and publications. Her book, Beyond the Label, was published by Oxford University Press in 2012. The book, along with coauthors Amy M. Schonfeld and Tara Niendam, helps parents and educators recognize the warning signs that may indicate a potential problem with a child and explain how to find the best help. Throughout the book, the authors stress that by focusing on behaviors and not labels, parents will be able to better understand the whats, whys, and hows of a child's learning and emotional challenges.

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