Rationale / Areas Evaluated

Psychoeducational evaluations with a neuropsychological component are scheduled because a child, adolescent, young adult, or older adult is having some difficulty with a school or work environment; they are not performing up to expectations. They might be experiencing difficulties with reading, writing, math, or attention. The appropriate testing will uncover not only why those difficulties are encountered, but also will result in recommendations regarding what to do about these difficulties. Some children are gifted and need testing to qualify for special, advanced programs. Some individuals are experiencing social or emotional concerns. Others experience developmental delays that need to be diagnosed, such as Autism, Asperger Syndrome, or a Nonverbal Learning Disorder.

Each child or adult is approached in an individualized manner. Extensive history-taking is completed through questionnaires, face-to-face intakes, speaking with teachers and tutors, and reading report cards and past evaluations. Even when testing college students, graduate students, and other adults, early history is requested.

Evaluations will investigate areas such as:

  • Intelligence
  • Verbal knowledge, reasoning, and fluency
  • Receptive and expressive language
  • Auditory processing
  • Visual-spatial reasoning
  • Visual-motor integration
  • Memory
  • Speed of work
  • Academics: reading, writing, and math—timed and untimed
  • Attention and patience
  • Planning, organizing, and cognitive fluency
  • Working in structured vs. unstructured situations
  • Psychological/emotional well-being
  • Social skills, facial/emotional understanding, taking the perspective of another individual

Special attention is given to the goal of receiving the information by the recipient of the evaluation. Information might be needed by a school, for the SAT, ACT, GRE, LSAT, MCAT, other testing or credentialing agency, a college learning center, or a place of work.

Reports are written in a clear, concise, and very functional manner. Test scores and test behaviors are put in the context of real life, everyday occurrences.

Multiple recommendations are made based on test findings and the particular needs of the individual being tested. A variety of accommodations is considered, whether it is extended time on tests, a quiet room in which to take tests or work, a scribe, a reader, a foreign language waiver, the need for a learning and/or organizational specialist, a special school setting, a medical evaluation, special vision tests for scanning, social skills group, psychotherapy, and more.