Psychological Assessment

Neuro/psycho/educational assessments shed light on how neurological, psychological, and contextual (e.g., family, school, community) factors combine to block success.   I assess students in:

  • elementary school
  • middle school
  • high school
  • college
  • graduate school (e.g., law school, medical school)

We start off with a screening to determine whether a full assessment is indicated and whether a full report must be written.  After the assessment, I consult with the student and their family in order to explain the findings and provide comprehensive recommendations using strengths to overcome weaknesses.  I work collaboratively with school personnel and other professionals (e.g., therapists, tutors, educational counselors) to create a treatment team to remedy the problem.  Also, my psychological assessments provide the documentation needed for school accommodations and accommodations for standardized testing (e.g., SAT, GRE, LSAT, Bar Exam).

Here’s what you”ll learn from your psychological assessment:

Cognitive Abilities – neurological and cognitive assessment provide us with information on how the person takes in information, how well they process it, their fund of knowledge, and their ability to reproduce the information.  These tests assess for IQ, auditory processing problems, difficulties with memory, visual motor issues, Attention Deficit/Hyperactivity Disorder, visual vs. verbal strengths, and speed of mental processing. Signs of learning disorders include slow and difficult reading, problems getting ideas down on paper, struggling to understand math concepts, slow information processing, or difficulty remembering important material.  A typical evaluation of a possible learning disorder would include:

  • A Clinical Interview
  • A review of past records (grades, reports, etc.)
  • Woodcock-Johnson Tests of Cognitive Abilities-IV
  • Dynamic Assessment Tools

Academic Abilities – academic assessments determine what level the person is at compared to others his or her age.  The information tells us whether the student is behind his or her peers and whether there is a learning disability.  This testing will also give us an in depth look at what is going wrong with the writing, math, or reading, so that interventions can be targeted.  Learning disabilities are diagnosed by comparing the cognitive abilities (or IQ) with the academic abilities. A typical evaluation of academic abilities would include:

  • A Clinical Interview
  • A review of past records (grades, reports, etc.)
  •  Woodcock-Johnson Tests of Achievement-III

Psychological  Functioning – psychological assessment provides information about the symptoms that the person is experiencing and others are observing in order to determine whether there is a diagnosable problem.  Personality testing helps to understand the way the person looks at the world and their emotional functioning which may be causing the symptoms they are experiencing.  Academic problems may be caused by a number of psychological problems such as depression, anxiety, trauma, low self esteem, or self defeating attitude.  These may also be the result of struggling with AD/HD and learning disabilities.

Attention Deficit Hyperactivity Disorder- Signs of Attention Deficit Hyperactivity Disorder (ADHD) include distractibility, short attention span, disorganization, restlessness, making rash decisions and difficulty completing projects.  A typical evaluation of possible ADHD would include:

  • A Clinical Interview
  • Teacher Questionnaire
  • A review of past records (grades, reports, etc.)
  • Test of Variables of Attention (T.O.V.A)

To make an appointment and/or discuss referral questions, please complete the form below. 

 

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