### The Use of Computerized Assessments for Neurophysiological Testing  
The use of computers for the administration, scoring and interpretation of neuropsychological assessments was taken up soon after the introduction of the personal computer in the 1970s [18]. There is now a broad range of such assessment tools available, both adapted from already-existing and well-known tests, e.g., the Wisconsin Card Sorting Test [13] and the Raven's Progressive Matrices [19], and those newly developed, such as Conners Continuous Performance Test II [20], designed to assess complex aspects of attention, response inhibition, and impulsiveness. There are computerized neuropsychological assessments available for broad evaluative purposes across multiple cognitive domains geared for research, such as the NIH Toolbox for the Assessment of Neurological and Behavioral Function [21]. For clinical purposes, Pearson's Q-Interactive application can be used by clinicians for tablet-based administration of the WISC-V or the Delis-Kaplan Executive Function System [22]. NeuroMarker combines the collection of neurophysiological markers--electroencephalogram (EEG) and event response potential (ERP) measures--with neurocognitive tests for use across the lifespan [23]. Other computerized tools address specific referral questions, such as managing sports-related concussion injuries for use with specific patient populations, such as adults at risk for dementia [18]. Over the years, the strengths and limitations of computerized assessment for clinical use have been well-considered, with the listed benefits generally exceeding the number of concerns [18]. Strengths include accurate and consistent timings in item administration and the collection of response times [24], exportability of data for analysis [25], and the ability to reach remote patient populations through various devices [26]. In addition, computerization has enabled the automatization of adaptive tests [18]. First applied by [PERSON] and his colleagues in the early 1900s in the administration of the Binet intelligence test [27], test adaptivity is where item sequences are delivered variably based on a child's ongoing performance. Now, item selection algorithms may be devised for computerized adaptive testing (CAT), to deliver test items that match the proficiency of the test-taker [28]. The primary benefits of CAT are efficiency (i.e., requiring the delivery of fewer items), greater measurement precision, and greater test security due to varied item delivery [27, 29]. Yet the limitations of computerized assessment have also been noted. Documented concerns have included errors that have occurred in assessment administration due to hardware and software connectivity issues [25, 30] and the loss of flexibility in test administration and modes of administrator-respondent interaction, which a clinician may adjust based on the test-taker's motivation and cognitive style [31, 32]. In addition, for computerized assessments adapted from paper and pencil forms, experiential and psychometric equivalence between the two have frequently posed doubts about upon validity and raised challenges for their equating [25, 33], although some better methods for test equating have evolved [34]. Due to these concerns, the adoption of computerized assessments by clinicians has been gradual; a 2011 survey of 495 practicing neuropsychologists in the United States and Canada revealed that just under half (45.5%) had never used a computerized test battery in their work [18]. Yet, the computerized and online-delivered versions of this battery and others represent an essential advantage in the context of school psychology [35] and telepsychology by increasing the accessibility of psychological assessments in rural, underserved populations [36, 37] and when physical distancing guidelines are the norm, as during the COVID-19 pandemic.