Services

All evaluations include a comprehensive written report detailing test findings and a treatment recommendation plan. A standard battery of assessments is included in all comprehensive evaluations; however, additional tests are individualized based on referral concerns and the specific needs of the child.

 

 

Comprehensive Psycho-Educational Evaluation

 

A comprehensive psycho-educational assessment is appropriate for a child who is struggling to meet grade-level expectations in one or more areas of academic functioning. This assessment involves standard cognitive testing, which will identify any delays or processing areas that might be contributing to the child’s learning difficulties, as well as academic testing that will provide specific information regarding the child’s achievement in reading, writing and math. A comprehensive assessment may also include testing to assess oral language and phonological processing skills and/or testing to rule out an underlying attention or emotional disorder that may be impacting the child’s learning and day-to-day functioning.

 

Testing for College Disability Resources and Testing Accommodations

 

This assessment is for students who are preparing for college and will continue to need program modifications and/or testing accommodations. A recent psycho-educational evaluation is most often required by postsecondary schools as part of the application for academic adjustments and is also required by the College Board for testing accommodations on the SAT and ACT. Parents should be aware that it can take up to seven weeks for the College Board to review an application for testing accommodations so it is important to be familiar with their deadlines for submission.

 

Psycho-Educational Re-evaluation Assessment

 

A psycho-educational re-evaluation should be completed at least every three years for a child who has been previously diagnosed with a disability that impacts learning. The purpose of a re-evaluation is to determine the extent to which an identified area of disability continues to present. A re-evaluation also provides information regarding academic progress and areas of continued concern, which can be used to determine appropriate changes to the child’s individual learning plan.

 

Gifted/IQ Assessment

 

This assessment provides information regarding a child’s overall intellectual functioning in addition to specific areas of cognitive processing. This type of evaluation is offered to parents who are interested in learning more about their child’s intellectual profile and may be required for admission into certain gifted programs.

 

Kindergarten School Readiness Assessment

 

School readiness is influenced by several components, including cognitive ability, fine-motor functioning, social and emotional skills, and self-help skills. The kindergarten readiness assessment evaluates each of these areas in addition to assessing knowledge of early number and letter concepts and phonological processing. This information can be helpful to parents who are unsure as to whether or not their child is ready to meet the academic, social and developmental demands following pre-school. Additionally, the information gained from this assessment can be used by teachers to adapt their instruction and learning environment to meet the individual needs of the child.

 

Therapy Services

 

Therapy services are offered for a variety of needs aimed at increasing personal development and growth necessary for facing life’s challenges. Whether your child or adolescent is struggling with social-emotional, behavioral, executive function or attention related deficits, therapy can help to address the day-to-day challenges they face and help them function more successfully at school and within their families and social relationships.

 

Consultation Services

 

Consultation services are available for a variety of needs including, but not limited to, phone consultations; face-to-face meetings with school personnel; participation in school meetings to discuss test findings; classroom observations; feedback regarding previous testing (including school assessments); and the development of behavioral intervention plans.