[intense_content_box icon=”arrow-right” size=”2″ position=”topleft” animation=”bounce” border_radius=”20px”]Clinical and psychoeducational testing is defined as a set of assessment procedures administered and interpreted to obtain information about the child’s development, learning, memory, academics, behavior and mental health.[/intense_content_box]
Students who experience difficulty in learning benefit from an in-depth analysis of their strengths and weaknesses. To accomplish this, testing is administered in the following areas: intellectual, academic, emotional, memory, perceptual and perceptual motor, learning style, and attention and concentration.
A psychologist meets with parents to obtain a detailed developmental history and (with parental permission) communicates with teachers to collect further data. A visit may be made to the school to observe the student in the classroom. Following the testing, the psychologist meets again with the parents and, when appropriate, the student to interpret and discuss the results. Specific recommendations are made to the student, the family and the school for successful educational and emotional growth. A detailed written report is provided.
Multi-Step Assessment Sequence for a Comprehensive Psychoeducational Evaluation
The Psychologists administer a variety of tests designed to answer specific questions regarding a student’s academic and social/emotional needs. This is accomplished through interviews, consultations, review of previous evaluations, and administration of a battery of tests.
When the questions are specific, such as a desire to identify a child’s ability, concerns about developmental issues, knowledge about a student’s reading skills, attentional issues, perceptual-motor development, emotional needs, etc., a comprehensive assessment to answer those particular queries is administered.
If a student appears to have a learning issue that is not specific, it is important to learn as much as possible in order to make a correct diagnosis. To accomplish this, we utilize the following multi-step action sequence:
- Parents are asked to complete a detailed developmental history questionnaire that addresses the child’s physical and social development.
- Parents meet with the psychologist who will evaluate the student to offer further impressions.
- The psychologist reviews all school reports, previous evaluations, and other pertinent data regarding the student’s academic, medical, and social development.
- With the parents’ consent, the psychologist speaks with the student’s teacher; and, when indicated, visits the school to learn how he or she functions in the classroom.
- If applicable, and with the parents’ consent, conversations will also be held with the student’s tutor, therapist, and other involved individuals.
- The formal evaluation may take place over several sessions and can range from six to nine hours.
- The student receives an individually administered battery of tests to measure intellectual ability, perceptual and perceptual-motor functioning, language and processing skills, executive functioning, academic achievement, learning style, visual and auditory memory, attention and concentration, and social/emotional adjustment.
- Following the assessment, the parents meet with the evaluator to discuss the findings and recommendations.
- The student also has an individual session to learn the results and discuss the recommendations.
- The psychologist provides a thorough written report that includes recommendations for the teachers and the parents.
- Parents are asked to read the report before it is submitted to the school.
- The psychologist is available to speak to those who will be involved with the student and answer any questions that may be raised from the findings and/or the report.
There are times when a comprehensive evaluation is not indicated. We are often asked specific questions regarding appropriate school selection, school admission, learning style, qualification for enrichment programs, setting of realistic expectations, learning disabilities, attention deficits, social/emotional issues, developmental concerns, and career choices.
Through consultation and analysis, our staff can provide information that will result in positive decision-making for the student and the family.
Specific assessment services include evaluation for:
- Academic Achievement
- Attention Deficit Disorders
- Autism Spectrum Disorders
- Brain Injuries
- Career and Vocational Options
- Career Guidance for Learning Disabled
- Developmental Concerns
- Intellectual Functioning
- Learning Disabilities
- Prescriptions for College and Post-Secondary Students
- Post Traumatic Stress
- Emotional Adjustment Issues
- School Admission
- School Readiness
- SSAT Administration
Other services include advocacy and consultation on school placement (for both individual educational prescription and developmental issues).
Parents often have questions regarding educational, developmental, and/or adjustment issues that do not necessarily require answers through testing. There are also occasions when results of previous evaluations should be reviewed in order to make current decisions about the student. Our staff is pleased to meet with parents to address their individual concerns.
Adults, including college students, also have questions about learning, attention and concentration, and emotional issues. Consultations are arranged to address each concern and to make recommendations for appropriate intervention.
As part of our ongoing support system, we offer school consultations with teachers, counselors and administrators. This provides the individual student with a powerful, coordinated educational and clinical approach that facilitates and integrates the student’s learning and emotional growth.
- Cocaine Addiction and Abuse - August 19, 2016
- Cocaine Addiction and Abuse - August 18, 2016
- Teen College Admissions - August 13, 2016
- Career Guidance - August 13, 2016
- Take Action - July 10, 2016
- Teen Suicide Prevention - September 21, 2015
- Teen Social Skills - September 21, 2015
- Teen Grief Counseling - September 21, 2015
- Teen Depression - September 21, 2015
- Teen Anxiety - September 21, 2015