Reasons for Referral
While there are many reasons for referrals, our typical referral questions include the following:
- reading, writing, and/or math difficulties
- questions about possible dyslexia, dysgraphia, or dyscalculia
- difficulties sitting still and following directions
- a discrepancy between intellectual ability and academic achievement
- poor spelling or reading despite good verbal skills
- trouble with oral or written expression
- concerns about how much effort is required for academic success
- poor standardized test or benchmark scores
- negative self-talk regarding ability to complete schoolwork or manage behavior
- lack of self-confidence
- significant frustration around completing homework
- family history of dyslexia, AD/HD or other learning difficulties
Comprehensive Psychoeducational Evaluation
We evaluate children (age 6 and older), adolescents, and young adults with concerns related to how readily they are able to meet demands at school, at home, or socially. Sometimes students present with specific challenges, such as difficulty with reading or problems paying attention, but often there are more general questions about why a student is struggling to function optimally at school, at home, or with friends. Many parents are puzzled by these difficulties and are not sure how to help. A thorough evaluation strives to identify what is getting in the way of success and self-confidence, and identifies strategies to best support the student.
The process of conducting a comprehensive psychoeducational evaluation includes three parts: gathering a thorough developmental history, completing testing, and providing verbal and written interpretation of the results.
Information is gathered from parents, teachers, and other professionals (e.g., doctors, tutors, therapists). Parents participate in an initial intake session, during which we review the developmental history form that parents completed prior to the session, expanding on pertinent aspects of their child’s history. Parents also fill out several standardized questionnaires that focus on various aspects of their child’s general and academic functioning. Additional history is gathered from any previous testing, school records, report cards, and communication from teachers. With the parents’ written permission, teachers provide information by completing several questionnaires that are teacher versions of the questionnaires parents complete. For each elementary student, we observe them in their classroom. Depending on each student’s unique situation (and with parent permission), we also contact relevant professionals who have worked with the student and obtain their insights and perspectives.
STRATEGIC EVALUATIONS 