Interview Questions for Pediatric Neuropsychology

Childhood and adult neuropsychological assessments differ significantly due to developmental considerations. Children’s cognitive abilities are constantly evolving, making standardized testing challenging. Adults, having reached relative cognitive maturity, are assessed differently.

• Developmental Appropriateness: Childhood assessments utilize age-appropriate tasks and stimuli. For example, a five-year-old won’t be asked to read complex sentences, whereas adult assessments expect higher levels of literacy.
• Presentation and Engagement: Assessments for children incorporate play-based activities and shorter testing periods to maintain attention and motivation, unlike adult assessments which may involve longer and more complex tasks. We might use a game-like format to assess memory in a child, whereas an adult might complete a structured verbal memory test.
• Interpretive Framework: Interpreting results in children requires consideration of developmental norms and trajectories. A score considered low for an adult might be within the normal range for a child of a specific age. We don’t simply compare a child’s score to an adult norm group.
• Collaboration: Assessments often involve input from parents, teachers, and other professionals to build a comprehensive picture of the child’s functioning, unlike adult assessments which primarily rely on self-report and direct observation.

Attention-Deficit/Hyperactivity Disorder (ADHD) significantly impacts cognitive development. While intelligence itself isn’t typically affected, ADHD impacts executive functions—critical for learning and self-regulation—leading to challenges in various cognitive domains.

• Executive Functions: ADHD commonly affects working memory (holding information in mind), inhibitory control (resisting impulses), and cognitive flexibility (shifting attention). This makes tasks demanding sustained attention, planning, and organization difficult. Imagine a child struggling to follow multi-step instructions or complete homework independently due to poor working memory and inhibitory control.
• Academic Performance: Difficulties with executive functions directly translate to academic struggles, including problems with reading comprehension, writing fluency, and math problem-solving. A child might understand the concepts but struggle to organize their thoughts and complete the assignment.
• Learning and Memory: While learning is possible, the inconsistent attention and impulsivity can hinder efficient encoding and retrieval of information. This can lead to inconsistent performance and difficulty retaining information over time. Imagine a child who understands a concept during a lesson, yet struggles to recall it during a test.
• Social-Emotional Development: ADHD’s impact on attention and impulse control can also affect social skills, leading to difficulties with peer relationships and emotional regulation. A child might interrupt frequently or struggle to understand social cues, resulting in social isolation.

Assessing for learning disabilities involves a multi-faceted approach focusing on identifying significant discrepancies between a child’s potential and actual academic achievement. It’s crucial to rule out other factors like lack of instruction, emotional problems, or sensory deficits.

• Achievement Testing: Standardized tests assess specific academic skills like reading, writing, and math, providing a measure of current academic performance. These tests provide a quantitative measure of academic strengths and weaknesses.
• Intelligence Testing: Tests like the Wechsler Intelligence Scale for Children (WISC) measure overall cognitive abilities, providing an estimate of the child’s learning potential. Comparing achievement scores to intelligence scores helps identify significant discrepancies, indicating a possible learning disability.
• Qualitative Data: Information gathered from teachers, parents, and observations in the classroom provides valuable context, enriching the quantitative data. For instance, a teacher might observe difficulty following instructions or staying on task in the classroom, which further supports the test results.
• Response to Intervention (RTI): This involves providing targeted interventions to address difficulties and monitor progress. The lack of improvement despite these interventions supports the presence of a learning disability.

It’s essential to remember that a single test score does not diagnose a learning disability. A comprehensive assessment combining multiple methods is critical to make an accurate diagnosis. A significant discrepancy between achievement and potential, supported by qualitative information and RTI data, is usually necessary for diagnosis.

Ethical considerations are paramount in pediatric neuropsychological assessment. The child’s best interests must always come first.

• Informed Consent: While children cannot provide fully informed consent, assent (agreement to participate) is sought, along with informed consent from parents or guardians. It’s important to ensure they understand the purpose, procedures, and potential benefits and risks of the assessment. We need to explain the assessment process in a language they can understand.
• Confidentiality: Maintaining confidentiality of test results and information is vital, with appropriate sharing only to those involved in the child’s care, with the informed consent of parents/guardians. We must comply with HIPAA and other relevant regulations.
• Cultural Sensitivity: Assessments should be culturally appropriate and sensitive to the child’s background and language. Using culturally biased materials can lead to inaccurate results. Using culturally relevant examples or tests is crucial.
• Competence: Only qualified neuropsychologists should conduct these assessments to ensure accurate interpretation and recommendations. The assessment is only as good as the expertise of the person interpreting it.
• Beneficence and Non-Maleficence: The assessment must aim to benefit the child and avoid causing harm. It should be used to inform interventions that improve their functioning and quality of life, not cause undue stress or anxiety. The assessment should have a clear purpose and should ultimately be helpful to the child.

I commonly assess several neurodevelopmental disorders. Differentiating them requires a comprehensive assessment considering multiple factors.

• ADHD: Characterized by inattention, hyperactivity, and impulsivity. Assessment focuses on behavioral observations, parent and teacher reports, and standardized tests assessing attention, executive functions, and hyperactivity.
• Autism Spectrum Disorder (ASD): Involves challenges in social communication and interaction, alongside restricted and repetitive behaviors or interests. Assessment utilizes standardized diagnostic instruments and observational measures, focusing on social communication, sensory sensitivities, and repetitive behaviors.
• Specific Learning Disorders (SLD): Involve difficulties in specific academic areas like reading, writing, or math despite adequate intelligence and educational opportunities. Assessment involves achievement testing, intelligence testing, and qualitative data to identify discrepancies.
• Intellectual Disability (ID): Characterized by significant limitations in both intellectual functioning and adaptive behavior. Assessment involves intelligence testing, adaptive behavior assessments, and detailed clinical interviews.

Differentiation involves integrating information from various sources. For example, a child with ADHD might show difficulties with attention and impulsivity but not the social communication challenges seen in ASD. A child with SLD might demonstrate normal intelligence but have significant deficits in specific academic areas, unlike a child with ID who would show overall cognitive limitations.

Interpreting neuropsychological test results in children is a complex process. It goes beyond simply comparing scores to norms.

• Developmental Context: Scores are interpreted in the context of the child’s age, developmental stage, and individual characteristics. A score in the low average range for a five-year-old may be quite different from the same score for a ten-year-old.
• Pattern Analysis: The pattern of strengths and weaknesses across different cognitive domains is more informative than individual scores. For example, a child might perform poorly on tests of verbal memory but show good performance on visual-spatial tasks.
• Qualitative Data Integration: Information from interviews, observations, and reports from parents and teachers is essential in interpreting test results and providing a holistic understanding of the child’s functioning.
• Comparison with Previous Assessments: When available, comparing the results with prior assessments can reveal the trajectory of cognitive development, identifying potential areas of improvement or decline.
• Consideration of Medical and Social History: Understanding the child’s medical, social, and educational history provides context for the neuropsychological findings. Medical conditions or traumatic experiences could explain specific patterns of cognitive performance.

The ultimate goal is to create a comprehensive profile that informs interventions and supports, rather than simply providing a list of scores.

Environmental factors play a crucial role in childhood neurodevelopmental disorders. They can interact with genetic predispositions, influencing the onset, severity, and course of the disorder.

• Prenatal Factors: Exposure to toxins, infections, or malnutrition during pregnancy can significantly increase the risk of neurodevelopmental disorders. For instance, exposure to alcohol during pregnancy can lead to Fetal Alcohol Spectrum Disorders.
• Perinatal Factors: Complications during birth, such as hypoxia (lack of oxygen) or prematurity, can increase the risk of various neurodevelopmental challenges.
• Postnatal Factors: Factors like lead exposure, head injury, inadequate nutrition, and exposure to violence or neglect all impact brain development and can contribute to neurodevelopmental disorders. Early childhood experiences, including the quality of parenting and access to early intervention services, are particularly influential.
• Socioeconomic Factors: Poverty, lack of access to healthcare and education, and unstable home environments can increase the risk and severity of neurodevelopmental disorders.

Understanding the interplay between genetic and environmental factors is crucial for developing effective prevention and intervention strategies. For example, providing early intervention services to children exposed to environmental risks can mitigate the impact and improve outcomes.

Family history is crucial in a pediatric neuropsychological assessment because it provides valuable context for understanding a child’s current cognitive and behavioral profile. Genetic predispositions to certain conditions, such as learning disabilities, ADHD, or even neurological disorders, can significantly influence a child’s development. I gather this information through a detailed interview with the parents or guardians, inquiring about developmental milestones, learning difficulties in family members, and any history of neurological or psychiatric disorders. For example, if a child presents with difficulties in reading and several close family members have also struggled with dyslexia, this information significantly alters our interpretation of the child’s test results and informs the recommendations. We consider this information alongside the child’s own assessment data to build a comprehensive understanding of their strengths and weaknesses within their familial context.

My experience encompasses a wide range of neuropsychological tests tailored to children’s developmental stages and presenting concerns. We use standardized tests to assess various cognitive domains, including intelligence (e.g., WISC-V, Stanford-Binet), academic achievement (e.g., WIAT-4), attention (e.g., Continuous Performance Test), executive functions (e.g., Trail Making Test, Stroop Test), memory (e.g., Rey Auditory Verbal Learning Test), and visuospatial skills (e.g., Visual Motor Integration Test). The specific tests chosen depend on the child’s age, referral question, and suspected areas of difficulty. For younger children, we might utilize play-based assessments or those with less verbal demands. For older children, we employ more complex tests requiring abstract reasoning and problem-solving skills. It’s important to remember that test scores are only one piece of the puzzle; they are always interpreted in the context of the child’s overall presentation, developmental history, and school performance.

Managing challenging behaviors during a neuropsychological assessment requires flexibility, patience, and a range of strategies tailored to the individual child. I begin by establishing rapport and creating a safe and comfortable testing environment. This might involve incorporating breaks, using preferred toys or activities, or adjusting the testing schedule to accommodate the child’s needs. For example, if a child is easily distracted, we might adjust the testing room environment or utilize shorter testing sessions. If a child becomes frustrated, I might use positive reinforcement, verbal encouragement, or even a brief time-out. For children with more significant behavioral challenges, we might utilize specialized behavioral management techniques or collaborate with the child’s therapist or other professionals to develop a collaborative approach. The goal is always to obtain the most accurate assessment possible while ensuring the child’s safety and well-being. Sometimes, a full assessment might not be feasible on a single day, and we need to be flexible and adjust our plan accordingly.

My experience with children who have sustained traumatic brain injuries (TBIs) emphasizes the importance of a comprehensive and individualized approach. The effects of a TBI can vary widely depending on the severity, location, and type of injury. My assessment focuses on identifying cognitive deficits, such as impairments in attention, memory, executive functions, and processing speed. We use a combination of standardized neuropsychological tests, functional assessments, and observations to gain a comprehensive understanding of the child’s strengths and weaknesses. The goal is not just to identify deficits but also to assess their impact on the child’s daily functioning at home and school. We then work collaboratively with the child, their family, and other professionals (e.g., therapists, teachers) to develop individualized rehabilitation plans tailored to their specific needs and goals. This might include strategies to improve memory, attention, or organizational skills and accommodations in the school setting.

Providing feedback to parents is a critical part of the neuropsychological assessment process. I prefer a collaborative approach, viewing parents as active participants in their child’s care. I schedule a separate meeting to discuss the results in detail, ensuring a comfortable and private setting. I start by explaining the purpose of the assessment and then present the findings in a clear, concise, and non-technical manner, using simple language and analogies when necessary. I emphasize the child’s strengths and provide specific examples of their cognitive abilities. I then discuss the areas of weakness and explain their potential impact on the child’s academic, social, and emotional functioning. I avoid using labels and instead focus on observable behaviors and practical strategies. Finally, I offer recommendations for educational interventions, therapeutic approaches, or other supportive services that may benefit the child. The session concludes with open discussion, allowing parents to ask questions and express concerns. I provide written summaries of the assessment results and recommendations to parents for their own reference.

Adapting assessment methods for children from diverse cultural backgrounds is crucial for ensuring fair and equitable evaluations. Cultural factors can significantly influence test performance, including language proficiency, familiarity with test materials, and cultural values. I incorporate culturally sensitive practices by utilizing interpreters when necessary, selecting tests that are appropriate for the child’s language and cultural background, and ensuring that the test materials are relevant and meaningful to the child’s experiences. I also take into account the child’s acculturation level and how this might influence their performance. It is important to understand that differences in performance may not always reflect cognitive differences but might instead reflect cultural influences on testing behaviors and experiences. I take a holistic approach, considering the child’s family history, cultural values, and community context in order to accurately interpret the findings. For instance, I might use a culturally adapted version of a test or focus on observational measures that are less susceptible to cultural biases.

Autism Spectrum Disorder (ASD) is often associated with a range of comorbid conditions. These are conditions that occur alongside ASD, frequently impacting a child’s development and well-being. Some of the most common comorbid conditions include:

• Intellectual disability: A significant limitation in both intellectual functioning and adaptive behavior.
• Attention-Deficit/Hyperactivity Disorder (ADHD): Characterized by inattention, hyperactivity, and impulsivity.
• Anxiety disorders: Including generalized anxiety disorder, social anxiety disorder, and specific phobias.
• Mood disorders: Such as depression and bipolar disorder.
• Sleep disorders: Including insomnia and other sleep disturbances.
• Gastrointestinal issues: Abdominal pain, constipation, and other digestive problems.
• Epilepsy: A neurological disorder characterized by seizures.

Collaboration is the cornerstone of effective pediatric neuropsychological practice. I regularly work with educators, occupational therapists, physical therapists, speech-language pathologists, and social workers to provide comprehensive care for children. This collaborative approach ensures a holistic understanding of the child’s needs and facilitates the development of integrated intervention plans.

• Example: I recently collaborated with a child’s teacher and occupational therapist to address challenges with handwriting and fine motor skills following a traumatic brain injury. The teacher provided insights into the child’s classroom performance, while the occupational therapist focused on specific motor skill deficits. Together, we developed a plan incorporating adaptive writing tools and targeted exercises, leading to significant improvement.
• Example: In another case, I worked closely with a speech-language pathologist to assess and treat a child’s language processing difficulties following a stroke. This combined approach ensured that interventions were targeted and effective, addressing both cognitive and communicative impairments.

Regular communication and shared decision-making are crucial in this process. We utilize case conferences, progress reports, and ongoing informal communication to keep everyone informed and aligned in our goals.

Determining the need for further assessment or referral involves a multi-step process that begins with a thorough clinical interview and review of available information, including medical records, school reports, and parent/guardian input. Red flags indicating a need for further assessment might include significant discrepancies between developmental milestones, academic performance, and behavioral observations; persistent difficulties with attention, memory, or executive functions; or a history of significant medical events or trauma.

For example, if a child shows significant difficulties with reading despite adequate instruction, further assessment focusing on phonological processing, visual-spatial skills, and cognitive flexibility might be necessary. This may involve referral to a specialist, such as an ophthalmologist or an educational psychologist.

The decision to refer will depend on the severity and complexity of the presenting concerns, the availability of resources, and the parent/guardian’s preferences. I always clearly explain the rationale for any further assessment or referral, outlining its potential benefits and addressing any concerns.

Developing and implementing intervention strategies is a dynamic and individualized process. It’s not a one-size-fits-all approach. I draw upon evidence-based practices, tailoring interventions to each child’s unique cognitive profile, learning style, and personal circumstances. Interventions may include cognitive remediation strategies, academic skills training, behavioral modification techniques, and adaptive strategies.

• Cognitive Remediation: This might involve exercises to improve attention, memory, problem-solving, and executive functions. For instance, a child with attention deficits might benefit from computer-based training programs that target selective attention and response inhibition.
• Academic Skills Training: This involves direct instruction and practice in specific academic areas, such as reading, writing, and mathematics. For example, a child struggling with reading fluency might benefit from repeated reading practice with targeted feedback.
• Behavioral Modification: This could encompass strategies like positive reinforcement and self-monitoring to address behavioral challenges. For instance, a reward system might be implemented to encourage appropriate classroom behavior.
• Adaptive Strategies: This might include modifying the learning environment or using assistive technology to support the child’s learning and participation. For example, providing a child with ADHD with a quiet study space or utilizing text-to-speech software.

Regular progress monitoring is essential to ensure the effectiveness of interventions and make necessary adjustments.

Monitoring the effectiveness of interventions involves a combination of methods including regular assessments, progress monitoring, and parent/teacher feedback. We might utilize standardized tests, informal measures, and observations to track the child’s progress across different domains. For example, we might use standardized tests to assess reading skills, and informal measures to assess the child’s ability to apply those skills to real-world tasks like reading a book or understanding instructions.

Formal assessments: These are administered periodically to track changes in cognitive functioning. These might include standardized neuropsychological tests or academic achievement tests.

Informal measures: These involve observations of the child’s performance in various settings, including the classroom, home, and therapy sessions. Parent and teacher feedback are crucial to gain a broader perspective on the child’s progress and challenges.

Based on this data, we may adjust the intervention plan, increase the intensity of intervention, or change strategies as needed. The ultimate goal is to adapt the intervention to maximize the child’s progress and reach their full potential.

Legal and regulatory requirements for neuropsychological testing vary by jurisdiction, but several core principles are universal. These include:

• Informed Consent: Obtaining informed consent from parents/guardians before administering any assessment. This means explaining the purpose of the assessment, the procedures involved, the potential benefits and risks, and ensuring they understand their right to refuse participation.
• Confidentiality: Maintaining the confidentiality of all assessment data, adhering to HIPAA regulations (in the US) or equivalent privacy laws in other countries. Sharing information only with authorized individuals or agencies.
• Test Security: Protecting the integrity of the tests by adhering to the publishers’ guidelines for administration, scoring, and interpretation. Preventing unauthorized access or dissemination of test materials.
• Competence: Ensuring the neuropsychologist possesses the necessary qualifications, training, and experience to administer, interpret, and report neuropsychological findings. This typically includes licensure and certification in the relevant field.
• Cultural Sensitivity: Administering assessments in a culturally sensitive manner, taking into account the child’s background, language, and cultural experiences. Selecting assessments that are appropriate and valid for the child’s population.

It’s crucial to stay updated on relevant laws, regulations, and ethical guidelines to ensure compliance and responsible practice.

I once assessed a child with autism spectrum disorder (ASD) who exhibited significant sensory sensitivities and communication difficulties. Standard neuropsychological testing procedures were proving challenging because the child was easily overwhelmed by the formal testing environment and struggled to follow instructions.

To adapt my approach, I incorporated several strategies:

• Modified testing environment: I conducted the assessment in a quiet, dimly lit room with minimal distractions.
• Flexible administration: I adjusted the order and format of the tasks, allowing breaks as needed to prevent sensory overload.
• Alternative response modes: I utilized non-verbal response options whenever possible, allowing the child to point to pictures or use gestures instead of speaking.
• Increased rapport-building: I invested significant time in establishing rapport before starting the assessment, utilizing the child’s special interests to engage them and reduce anxiety.

This flexible and individualized approach allowed me to obtain valuable information about the child’s cognitive abilities, while also respecting their unique needs. The resulting report highlighted the child’s strengths and challenges in a way that informed educational and therapeutic interventions.

Neuropsychological rehabilitation in children focuses on improving cognitive functioning and adaptive skills following neurological injury, illness, or developmental delays. It’s a holistic, individualized approach that addresses the child’s cognitive, social, emotional, and academic needs. The goal is to enhance the child’s ability to participate fully in their home, school, and community.

This process often involves a multidisciplinary team, including the neuropsychologist, therapists (occupational, physical, speech-language), educators, and the child’s family. Interventions might include:

• Cognitive Remediation: Targeted training to improve specific cognitive skills, such as attention, memory, executive functions, and language processing.
• Academic Interventions: Strategies to address academic difficulties in reading, writing, and math, often in collaboration with school personnel.
• Behavioral Interventions: Techniques to manage challenging behaviors and improve social skills, such as positive reinforcement, self-monitoring, and social skills training.
• Adaptive Strategies: Modifications to the environment or use of assistive technology to optimize the child’s functioning in various settings.
• Family and caregiver support: Educating parents and caregivers about the child’s condition, providing strategies for managing challenges at home, and fostering a supportive environment.

Regular monitoring and evaluation are critical to assess the effectiveness of rehabilitation strategies and to make necessary adjustments along the way. The ultimate aim is to improve the child’s quality of life and enable them to reach their full potential.

Pediatric neuropsychology presents unique challenges due to the developmental nature of the brain and the varied ways children express cognitive and behavioral difficulties. Communication difficulties, for instance, can significantly impact assessment. A child unable to articulate their experiences requires creative approaches, like using play-based assessments or relying on parental reports. Another challenge is the variability in developmental trajectories; what’s considered typical at one age might indicate a problem at another. We address these by:

• Utilizing diverse assessment methods: This includes combining standardized tests with observational measures, play-based assessments, and parent/teacher questionnaires to gain a comprehensive understanding. For example, if a child struggles with traditional verbal tasks, we might use nonverbal assessments or draw upon their performance in play scenarios to gauge their cognitive skills.

• Considering developmental norms: We carefully interpret results in the context of the child’s age, developmental history, and cultural background. A score slightly below average might be insignificant for a preschooler but concerning for an older child.

• Building rapport: Establishing a strong therapeutic alliance with the child and family is crucial, as it fosters trust and encourages cooperation during the assessment process. Using age-appropriate language and incorporating elements of play can help alleviate anxiety and make the experience more comfortable.

• Collaborating with other professionals: Effective care often involves working with educators, therapists, and pediatricians to gain a holistic perspective and ensure coordinated interventions.

Several theoretical frameworks underpin neuropsychological practice. The information processing model views the brain as a system processing information through various stages, like attention, encoding, and retrieval. Understanding deficits in these stages can explain difficulties in learning or memory. The developmental perspective highlights the brain’s dynamic changes throughout childhood. This framework emphasizes the importance of considering the child’s developmental stage when interpreting assessment results. For instance, a delay in language development might be significant in a 5-year-old but not unusual in a 2-year-old. The neuroconstructivist model integrates the previous two, emphasizing the interplay of biological factors, experience, and social interactions in shaping brain development and cognitive function. We consider these models not as mutually exclusive but as complementary lenses, guiding our interpretation and understanding of the child’s functioning.

Maintaining ethical standards is paramount in pediatric neuropsychology. This involves adhering to the ethical guidelines established by professional organizations like the American Psychological Association (APA) and the National Academy of Neuropsychology (NAN). Key elements include:

• Confidentiality: Protecting the privacy of the child and family by securing assessment data and only sharing information with authorized individuals.

• Informed consent: Obtaining informed consent from parents or guardians, ensuring they understand the purpose, procedures, and potential risks of the assessment.

• Competence: Practicing only within the limits of one’s expertise and seeking supervision or consultation when necessary.

• Objectivity: Maintaining professional boundaries and avoiding biases that might influence assessment results or recommendations.

• Beneficence and non-maleficence: Prioritizing the well-being of the child and striving to do no harm.

Staying abreast of the latest research is crucial. I achieve this through:

• Regularly reviewing professional journals: I subscribe to journals like the Journal of the International Neuropsychological Society and Developmental Neuropsychology and regularly read articles relevant to my practice.

• Attending conferences and workshops: Participating in professional development activities helps me learn about new assessment techniques, treatment approaches, and research findings.

• Networking with colleagues: Discussions with other neuropsychologists provide insights into current trends and challenges.

• Utilizing online resources: Staying updated with reputable online databases and resources specializing in pediatric neuropsychology.

Report writing and communication are integral parts of my practice. My reports are comprehensive, clearly written, and tailored to the audience (parents, educators, clinicians). They include a detailed description of the assessment process, the child’s strengths and weaknesses, diagnostic impressions, and recommendations for intervention. I aim for reports to be easily understandable, avoiding technical jargon whenever possible. I emphasize clear and concise communication, both written and verbal, ensuring the families fully understand the findings and recommendations. I often engage in follow-up sessions to discuss the reports and answer any questions they may have, ensuring the information is understood and actionable.

I once assessed a 9-year-old boy exhibiting significant difficulties in school, including inattention, impulsivity, and emotional dysregulation. Initial assessments indicated possible ADHD, but his presentation was complex. He also showed signs of anxiety and experienced significant family stress. Instead of solely focusing on ADHD, I adopted a holistic approach. I conducted extensive interviews with parents and teachers, administered a comprehensive neuropsychological battery, and incorporated observations of his behavior during assessment sessions. This revealed not only attentional challenges but also high levels of anxiety significantly impacting his performance. I worked closely with his family and school to create an intervention plan focusing on both ADHD management and anxiety reduction techniques, including behavioral therapy and strategies to improve home and school environments. This integrated approach led to significant improvements in his academic performance and overall well-being. This case highlighted the importance of considering the interplay of multiple factors in pediatric neuropsychology.

My career goals involve specializing further in the area of traumatic brain injury in children. I aim to contribute to research that improves our understanding of the long-term effects of TBI on cognitive development and to develop innovative interventions to support children’s recovery and rehabilitation. I also envision expanding my involvement in advocacy work to raise awareness about the importance of early intervention and support services for children with neurological conditions. Ultimately, I strive to make a significant impact on the lives of children and families affected by neurodevelopmental challenges.