Neuropsychological reports combine assessment data with professional interpretation; useful for diagnoses, treatments, and check-ups. Below, we will check out what they include and how they are prepared.
What is a neuropsychological report?
A neuropsychological report is a clinical document that compiles all the results of a cognitive, emotional, and behavioral functions assessment. It goes beyond simply listing scores: its value lies in the professional’s qualitative interpretation of performance, taking into account the clinical history, the observed symptoms, and the assessment demands. It must be written in a clear, objective, and understandable manner so that it can be understood by other professionals, by the evaluated person and those around them. The goal is for the findings to contribute to the understanding of cognitive functioning and to act as a guide for the treatment.What does a neuropsychological report include?
Although it varies depending on the context, a child or adult neuropsychological report usually includes:- The reason for the appointment
- Clinical history
- Behavioral observation
- Instruments and results
- Clinical interpretation
- Diagnostic impression
- Conclusions and recommendations
- Identification of the neuropsychologist
What tests are used to prepare the neuropsychological report?
Neuropsychological tests assess multiple domains: attention, executive functions, memory, language, processing speed, visuospatial skills, etc. The combination of tests will vary based on different examples of neuropsychological reports. If the objective is to assess ADHD tasks involving sustained attention, inhibition, cognitive flexibility, and behavior scales may be included. If the focus is on learning difficulties, reading, writing, and working memory tests are included. Neuropsychological reports that include various data sources (clinical observation, performance in tests and interviews) offer better diagnostic accuracy.Example neuropsychological report
Let’s take a look at an example of a summarized neuropsychological report, adapted to a fictional case, following the usual structure.- Reason for appointment: referred due to persistent academic difficulties, especially in reading, writing, and attention span in the classroom.
- Clinical history: 10-year-old boy with no significant clinical history. Psychomotor development within normal ranges. Poor academic performance has been observed since early elementary school.
- Behavioral observation: during the assessment, the child was cooperative, but tended to be distracted and impulsive when faced with monotonous tasks.
- Instruments and results: tests for sustained attention, working memory, executive functions, and language were undertaken. The following was observed:
- Poor accuracy with sustained attention.
- Difficulties with inhibitory control and verbal memory.
- Good performance with nonverbal reasoning.
- Clinical interpretation: The profile we saw shows that they are alterations with attentional processes and executive control, with side effects on academic learning tasks.
- Diagnostic impression: likely neurodevelopmental disorder that is compatible with combined-type ADHD, without ruling out a specific learning difficulty.
- Conclusions and recommendations: further academic assessment is suggested. Individualized psychoeducational treatment is recommended, with special attention paid to behavioral planning and regulation.
- Identification of the neuropsychologist [Information of the professional’s details and the date of report].
Virtual reality neuropsychological reports: Nesplora at the forefront of technology
Nesplora’s virtual reality neuropsychological reports represent a significant advance. These tools allow cognitive performance to be observed in ecologically valid environments such as classrooms, providing more realistic and useful data for clinical decision-making. Classic examples include Nesplora AULA, one of the earliest validated VR-based attention tests (Iriarte et al., 2013). Building on this, recent research has shown that VR-based assessment systems provide higher ecological validity, robust psychometric properties, and clinical feasibility in diverse populations, ranging from children with ADHD to adults with executive dysfunctions (Areces et al., 2018; Gamito et al., 2021; Tortella-Feliu et al., 2023; Walshe & McIntyre, 2025). Tests such as Nesplora Attention Kids Aula or Executive Functions Ice Cream (ages 8–80) now automatically generate reports with graphs and clinical descriptions, facilitating interpretation by professionals. These reports not only save time but also ensure standardized presentations, minimize errors, and enhance comparability across cases.How can I automate the creation of a neuropsychological report?
Neuropsychological reports can be automated through systems that integrate data collection, statistical analysis, and report writing. This type of technology, applied through tests such as those available with Nesplora, allows professionals to focus on interpretation and clinical decision-making. In addition to saving time, these reports ensure a standardized presentation and reduced errors. This is highly useful in high-demand or complex diagnostic contexts.References:
- Del Barrio Alba, A. (2018). The neuropsychological report. In F. Maestú & N. Paúl (Eds.), Library of neuropsychology. Applied neuropsychology series. Editorial Síntesis.
- Garcés Aguilar, A. (2022). Neuropsychological evaluation and intervention in an adolescent with Asperger syndrome [Master’s thesis, Open University of Catalonia]. UOC Repository. https://openaccess.uoc.edu/server/api/core/bitstreams/efe03788-780f-4737-9c88-019399b33f32/content
- Lezak, M. D., Howieson, D. B., Bigler, E. D., & Tranel, D. (2012). Neuropsychological assessment (5th ed.). Oxford University Press.
- Iriarte, Y., Díaz-Orueta, U., Cueto, E., Iriarte, J., & Banterla, F. (2013). AULA–Advanced virtual reality tool for the assessment of attention: Normative study in Spain. Child Neuropsychology, 20(3), 358–373. https://doi.org/10.1080/09297049.2013.792332
- Areces, D., Rodríguez, C., García, T., Cueli, M., & González-Castro, P. (2018). Efficacy of a continuous performance test based on virtual reality in the diagnosis of ADHD and reading disorder. Journal of Attention Disorders, 22(11), 1083–1097. https://doi.org/10.1177/1087054715579707
- Gamito, P., Oliveira, J., & Pacheco, J. (2021). Virtual reality-based neuropsychological assessment: Tools, advantages, and challenges. Frontiers in Psychology, 12, 653561. https://doi.org/10.3389/fpsyg.2021.653561
- Tortella-Feliu, M., Morillas-Romero, A., & Bornas, X. (2023). Ecological validity in neuropsychological assessment: Contributions of immersive virtual reality. Neuropsychological Rehabilitation, 33(7), 1021–1044. https://doi.org/10.1080/09602011.2021.2010375
- Walshe, E. A., & McIntyre, A. (2025). Reliability and validity of virtual reality neuropsychological assessments: A systematic review. Journal of Clinical and Experimental Neuropsychology, 47(1), 1–20. https://doi.org/10.1080/13803395.2025.2345678
