Considerations in the Neuropsychological Evaluation and Treatment of Children with Limited English Proficiency

The intention of this article is to raise the awareness of clinicians regarding the appropriate assessment of intellectual competence and neuropsychological function of children and adolescents whose first language is not English. Given the large number of Spanish speakers in the US, we illustrate, with a case example, the need to test students in their native language especially when the second language has not yet been mastered. Accurate assessment of the brain’s potential may yield enhanced opportunities and optimize expectations, rather than undervaluing a developing child’s elastic brain maturation. Our article intends to raise awareness of the developmental and school psychologists, neuropsychologists, and child psychiatrists who serve a broad base of the immigrant population