Historically, school psychological assessment has included the core elements of cognitive, academic, and behavioral indices. Neuropsychological assessment has included these and the additional elements of attention, memory, language, visual-spatial, motor, sensory, and executive functioning (American Psychological Association, 2006). With the increasing diversification of presenting challenges in the school-age population, questions arise regarding the empirically supported value added by these additional components as a standard part of the assessment battery. Both school-based and clinically based practitioners must critically consider these questions in order to arrive at answers that best serve the needs of children.