When completing pediatric neuropsychological evaluations, it is important for clinicians to incorporate data from children's school environments. Today, the educational data available to neuropsychologists have resulted from the utilization of multi-tiered systems of support (MTSS) within schools; however, practitioners may lack knowledge and/or training in this school-based approach to assessment and intervention. Better understanding of MTSS may aid pediatric neuropsychologists in their interpretation and use of educational data commonly provided by schools. Thus, the purpose of this article is to provide an overview of school-based MTSS and explain how knowledge about MTSS can inform neuropsychological evaluations. Specifically, practical implications for record reviews, recommendation development, and consultation with schools will be discussed.

Objective: This study examined test score equivalency between traditional in-person assessment and teletesting among youth diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Method: In all, 896 youth with ADHD, ages 5–21 years, were administered cognitive, academic achievement, and verbal fluency measures via either teletesting ( n = 448) or traditional in-person assessment ( n = 448). The teletesting and in-person groups were matched on age, sex, and insurance type (as a proxy for income). Results: Results indicated no significant differences in test scores obtained via in-person and teletesting evaluations across all examined measures. Conclusion: Clinically referred youth with ADHD perform similarly on measures of cognitive functioning, academic achievement, and verbal fluency, regardless of whether these measures are administered in-person or via teletesting. While additional evidence for equivalent psychometric properties of neuropsychological instruments administered remotely is needed, this study offers support for the validity of remote administration among youth with ADHD.

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