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Specializing in 

Psychological and Educational Evaluations


​Testing to identify the source of difficulties in the classroom, at home or with peers

Testing to identify learning disabilities or ADHD

Assess achievement, IQ, behavior,

and social functioning 

Career Testing & Appeals for Educational Services 

Initial Interview

Evaluations begin with a meeting between the child’s parents (or caregivers) and the psychologist.

It is recommended that parents bring report cards, reports of standardized test performance and any reports of previous evaluations to the initial interview.

During this meeting, the psychologist gathers comprehensive information about the student including: 


  • Background information

  • Description of current concerns

  • Developmental history

  • School history

  • Information about any health, or medical illnesses or injuries, and treatment (both physical and psychiatric),

  • Social environment and interests

  • Strengths

testing sessions

The psychologist conducts her own testing and spends a minimum of six hours with the student conversing, observing, and providing psychological and educational measures to the student.  The purpose of each test session is to gain an understanding of how the student views their world and how he/she functions at school and at home and with their peers.



With parental permission, the psychologist may also seek additional information about a child from other significant adults in the child’s life.  This may include the child’s pediatrician, therapists, teachers, daycare providers or other relatives. The psychologist will also spend time reviewing school records to determine a pattern of performance that may be impeding the student’s learning progress.  Information gathered is often essential in assessing the nature of a student’s difficulties and to determine whether or not the student’s difficulties is consistent across settings and situations. The psychologist may speak with these adults directly or send them questionnaires to complete about the child.

Feedback Sessions

The final step in the evaluation process is a meeting in which the psychologist shares the results of the evaluation with the parents emphasizing a strengths based approach and providing a “roadmap” of current functioning and ways to nurture positive outcomes as the student progresses in school. The psychologist meets with the parents or with the student (if student is an adult). Following the longer parent session, a separate shorter meeting can also be scheduled with the student alone or with the parents to review the findings and recommendations.  


Generally, these meetings involve the following:

  • An explanation of the findings and diagnosis, if any, and the process involved in reaching the conclusions and recommendations.

  • A description of current cognitive, behavioral or emotional functioning in the student’s environment.

  • A description of strengths and weaknesses.

  • Recommendations for how to assist the student, which include evidence based practices such as educational therapy, educational accommodations or modifications, changes in behavioral management at home or at school. Recommendations may also include individual, group, or family therapy that may be beneficial to the student and his family or changes to the environment that would be helpful.

  • A prescriptive educational plan.

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