Types of Services
Can you test my child for dyslexia? Can you test for dyslexia in adults?
Yes, I assess children and adults for dyslexia (reading disability). I can also help to determine whether preschool and kindergarten students who are not yet reading are at risk for dyslexia.
Do you assess for ADHD?
Yes, with students from kindergarten through adulthood. There is no single “ADHD test.” Instead, diagnosis is based on a variety of sources, including behavioral observations, interviews, questionnaires, and test results. It is also important to rule out other causes of attention problems, for instance, learning disabilities or medical conditions.
How can I or my child get extended time on standardized tests such as the ACT/SAT, GRE, or bar exam?
An up-to-date comprehensive psychoeducational evaluation and a history of needing accommodations in the past are usually required. You should contact the testing or licensing organization for more specific information.
How do you evaluate for behavioral or emotional problems?
Procedures include in-depth interviews, behavioral observations, parent and teacher surveys, and age-appropriate questionnaires and other measures completed by the child.
I am trying to decide whether my child should begin kindergarten. Can you help?
Yes. A developmental assessment can provide information about your child’s social development, behavior and attention, and learning skills.
My child has been evaluated recently, but I don’t understand or agree with the results. Can you give me a second opinion?
Yes. I can conduct either a complete or a partial re-evaluation. The first step is to meet with me to go over the initial report to clarify your questions and decide on the areas to be re-assessed
Can you tell me if my child is gifted?
You should first contact your school system to obtain an information packet that explains requirements and procedures. I can perform the cognitive (IQ) and academic skills components of the evaluation. After all of the required information is gathered, a team from your child’s school will determine eligibility.
The Assessment Process
How long will the evaluation take?
A typical comprehensive psychoeducational assessment consists of a half hour initial interview with the parent(s) or adult client, two or three testing sessions of 1½ to 3 hours each, and an hour-long interpretive conference. I usually see preschoolers and kindergartners for two to four shorter sessions lasting 30 minutes to an hour. A classroom observation before the first testing session is recommended for behavior and attention difficulties. The entire process is usually completed within two to three weeks but in some instances can be completed more quickly.
Should I give my child medication on the day of the assessment?
Yes. It is very important to give your child any medication he or she normally takes until specifically told otherwise.
What should I tell my child about the evaluation?
You might say that you are trying to find ways to make schoolwork easier for him or make sure he is working on the right things at school. To help figure this out, he will be asked to do a lot of different things like answer questions and look at pictures as well as read, write, and do math.
You can tell your child that she will not be getting a grade and is not expected to get everything right. You can say that what you find out will help her teachers or tutors teach her better and also figure how ways to help her study and learn.
For most students, it is best to avoid terms such as “IQ,” “learning disability,” “gifted,” or “ADHD.” Also avoid referring to the assessment as “playing games.” While some tasks use game-like items such as blocks and pictures, many others such as vocabulary and reading tests do not. For the same reason, do not say that “there are no right or wrong answers.”
What is IQ? Will you tell me my child’s IQ?
IQ (“intelligence quotient”) tests are standardized batteries that measure specific types of thinking skills. They provide scores on individual subtests, summary scores in specific domains such as verbal skills, and an overall summary score–often called “IQ” or composite–based on all of the subtests. It is common for individuals to obtain a range of scores. When skills are evenly developed across individual subtests and domains, the composite “IQ score” can be informative. However, when skills are very uneven, the summary scores can be misleading.
Some of the areas in traditional IQ tests, for instance vocabulary and verbal reasoning, are associated with academic success. Most IQ tests also assess skills in visual-spatial thinking, short term memory, and paper-pencil processing speed. IQ tests can give helpful information about skills in these particular areas. However, a comprehensive evaluation usually involves additional tests of cognitive processing, for instance, auditory processing, memory organization, and problem-solving.
Will I get a written report?
Yes. You will receive a comprehensive report that includes interview, history, observations, analysis, recommendations, and test scores.
Will the public school system accept your report for special education placement?
In almost all most cases, yes. However, your child’s school may require additional documents or procedures.
Do I have to give a copy of the report to my child’s school or pediatrician?
Results from evaluations are confidential. You can decide who will receive a copy of the report in almost all circumstances.
Do I have to get a diagnosis? I don’t like labels.
Every person’s learning skills are unique, and I will give you specific information about your or your child’s learning profile. However, for treatment recommendations, it can be very helpful to know when a profile is similar to that of others in a specific diagnostic group such as individuals with dyslexia or ADHD. In addition, schools and colleges, insurance companies, and other agencies usually require a specific diagnosis or certifying condition to provide services or benefits.
What will I tell my child about the results?
Each situation is different, and during the interpretive conference we will discuss ways to convey helpful information to your child. On occasion, high school students, along with their parents, participate in the interpretive conference. I can also meet with the student separately to talk about assessment results and recommendations.
Can I bring my tutor/therapist/concerned family member to the interpretive conference?
Yes. You may invite whoever you think would benefit from hearing the results.