Neuropsychological And Psychoeducational Evaluations

​My approach to assessment starts with a thorough understanding of current concerns and a collection of background information, including information about past assessments, supports, and services. Building from the background information, standardized assessment of foundational cognitive and academic skills is the next step in assessment, coupled with a screening for social, emotional, and behavioral adjustment. As needed, these initial assessments are complemented by additional cognitive, academic, and or social/emotional testing in relevant domains of functioning. Additionally, input is sought from parents and teachers through the use of standardized questionnaires. Through consideration of each student's background, the results of testing, and input obtained via questionnaires, I am able to arrive at an understanding of an individual's profile. Feedback to students and their families as well as recommendations for supports, accommodations, and personal learning strategies are provided. 

Full evaluations thus typically include the following steps:

1. Brief Telephone Consultation - We will first speak briefly by phone for me to learn about your reasons for contacting me and to determine appropriate scope of evaluation.  
2. Gathering Information - Parents (our young adult clients themselves) will attend an initial meeting to discuss background information in more detail, to clarify reasons for seeking an evaluation, and to provide initial paperwork and paper/electronic copies of all previous assessments, medical and educational records, and other requested information.
3. Questionnaires - Following the initial meeting, I will issue via email a series of electronic questionnaires to be completed by parents and teachers about the student. 
4. Testing Sessions - Depending on age and reasons for referral, students will attend three to five testing appointments, each approximately two hours long. For elementary-age children, I am also likely to recommend an on-campus observation session in the child’s classroom.
5. Feedback Meeting(s) - After testing is completed, I will meet with clients to present findings and recommendations. For minors, this is usually a parent-only meeting, and a separate student feedback meeting will be conducted at a later time. For young adults, this feedback meeting is for them, and parent involvement is at their discretion.  
6. Report - The written report, typically available 1-2 weeks after the feedback meeting, includes a summary of academic, work, and evaluation history, interpretation of test results, diagnosis/es (if any), detailed recommendations, and all test data.

Additionally, I offer the following services:

​Consultations

A consultation is a good starting point when there is uncertainty about whether an evaluation is needed or not. During a consultation, the student's current challenges and relevant background are discussed as are the alternatives to support given the presenting concerns. In some cases an evaluation will be recommended, and in other cases recommendations for and referrals to appropriate tutors or therapists may be more appropriate.

​School Observations

School observations are highly recommended for elementary school aged children where concerns center around attention, behavior, and/or social functioning. If done as part of an evaluation, school observations are conducted before a student comes for testing so that a representative sample of his or her behavior can be observed. Observations typically last one hour and will be arranged so that both classroom time and free time (recess, lunch) are observed. 

​School Meetings

When needed, advocacy at school meetings is an option as well. School meetings can be those for establishing an IEP, 504 plan meetings, or other collaborative meetings. School meetings are only attended for students with whom I have completed an evaluation. Attendance at school meetings is subject to my availability and that of other school personnel needed in attendance.