Evaluations

All evaluations include (1) a clinical interview, (2) testing sessions (1-2 days), (3) a review of records, and (4) a feedback session.  The type and number of tests administered are determined by the referral question and the information wished to be obtained by the individual and/or family. Below is information regarding the types of evaluations available.

Psychoeducational Evaluations

  • Psychoeducational evaluations are useful when trying to determine what is driving an individual’s difficulties, such as learning challenges, attention problems, and/or mood/anxiety issues.  These evaluations are comprehensive and determine an individual’s strengths and weaknesses and cognitive profile for the purposes of treatment and educational planning.

ADHD Evaluations

  • Attention-Deficit Hyperactivity Disorder (ADHD) is a pattern of behavior that is characterized by developmentally inappropriate levels of inattention, hyperactivity, and/or impulsivity.  An ADHD evaluation may be conducted when there is a question of whether or not a specific diagnosis of ADHD is present and contributing to an individual’s difficulties.

Autism Spectrum Disorder (ASD) Evaluations

  • Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by difficulties in the areas of social communication/interaction and behavior (the presence of restricted, repetitive, and stereotyped patterns of behavior, interests, or activities).  An ASD evaluation may be conducted to determine whether or not an ASD diagnosis is present and contributing to an individual’s difficulties for the purposes of treatment and educational planning.
  • Developmental evaluation, including ASD (ages 0-4): For initial diagnosis and diagnostic clarification of ASD versus developmental delay.
  • ASD evaluation (ages 5+): For initial diagnosis, re-evaluation of symptoms and progress, and/or transition planning (e.g., college, work)

Transition Evaluations

  • Transition evaluations are useful for adolescents and young adults transitioning into early adulthood (usually individuals 16-22 years of age).  This often means transitioning from high school to college or planning to enter the work force in the near future. 
  • These evaluations can also be useful for college students who are having difficulties adjusting to college life (e.g., academic demands, organization skills, dorm/independent living, social functioning). 
  • Transition evaluations provide an assessment of current skills for the purposes of treatment and educational/occupational planning.
  • For those individuals over 18 years of age, a parent/caregiver is encouraged to attend.

Targeted Evaluations

  • Targeted evaluations are commonly used to support a request for gifted services. Testing would include intelligence and academic/achievement assessment, adaptive skills scores, and any additional testing that addresses areas that the family or individual is looking to assess (e.g., memory, language, attention).
  • Can be useful when previous testing or evaluations have not answered specific diagnostic questions.