My Services

 

Each Assessment Includes:

  • Phone consultation to determine purpose and expectations for the assessment.

  • Initial interview with parents and student.

  • Written report with detailed recommendations.

  • Meeting to explain results and recommendations.

  • Assistance in the development of Individualized Education Plans (IEPs), 504 Plans, appropriate interventions, college accommodations, standardized test accommodation recommendations, and future academic and vocational goals.

  • Psychoeducational assessments include collaboration with school and all IEP meeting participation.

Cognitive Assessment

Process

  • Initial meeting and interview.
  • Complete IQ test (WISC-V, WPPSI-IV, WAIS-IV).
  • Naturalistic observation completed if necessary.
  • Discuss results and appropriate recommendations.

GOALS

  • Learn about your child’s overall cognitive strengths and weaknesses.
  • Consider placement in a special program, such as gifted and talented or a specialized school for children with unique learning profiles.
  • Obtain general information for academic and vocational decisions.

Academic Achievement Assessment

Process

  • Initial meeting and interview.
  • Complete academic test (WIAT-III, KTEA-3, WRAT-5).
  • Discuss results and appropriate recommendations.

GOALS

  • Learn about your child’s academic skills as they compare to a national sample.
  • Find out about academic areas that are strengths and weaknesses for tutoring decisions.
  • Provide academic information to compare to your child’s cognitive and processing skills.

Neuropsychological Assessment for Dyslexia and Other Learning Related Disorders

Process

  • Initial meeting and interview.
  • Complete IQ test.
  • Complete Academic assessment.
  • Complete appropriate processing and neuropsychological battery based on cognitive and academic results (e.g. NEPSY-II, RBANS, WMS, CMS, TAPS-3, D-KEFS, PPVT-IV, Beery-VMI).
  • Naturalistic observation completed if necessary.
  • Discuss results and appropriate recommendations.

Goals

  • Discover cognitive, processing, academic, and neurological strengths in order to make academic and vocational decisions.
  • Provide academic information to compare to a student’s cognitive and processing skills.
  • Understand in detail why your child struggles in some areas of learning.
  • Determine if your child has a neurological condition, such as dyslexia, dysgraphia, or dyscalculia.
  • Develop accommodations and interventions that can help your child succeed.

Neuropsychological Assessment for Attention Deficit and
Hyperactivity Disorder (ADHD)

Process

  • Initial meeting and interview.
  • Complete IQ test.
  • Complete appropriate neuropsychological battery in order to measure attention, impulsivity, and executive functioning skills (e.g. NEPSY-II, RBANS, D-KEFS).
  • Naturalistic observation completed if necessary.
  • Discuss results and appropriate recommendations.

Goals

  • Highlight cognitive strengths in order to make academic and vocational decisions.
  • Determine if your child may be struggling with learning because of attention, impulsivity, or executive functioning challenges.
  • Determine if your child has symptoms consistent with ADHD.
  • Develop accommodations and interventions that can help your child succeed.

Autism Spectrum Assessment

Process

  • Initial meeting and interview.
  • Naturalistic observation completed in a variety of settings.
  • Complete IQ test (WISC-V, WPPSI-IV, WAIS-IV).
  • Parents, teachers, and students (if age appropriate) complete a variety of diagnostic questionnaires (ASRS, ABAS-3, BASC-3, ADOS-2).
  • Neuropsychological tests (e.g. NEPSY-II, DKEFS, may be added if they may provide additional useful information.
  • Discuss results and appropriate recommendations.

Goals

  • Highlight cognitive strengths and weaknesses in order to make educational and vocational decisions.
  • Determine if your child has symptoms related to Autism Spectrum Disorder (ASD) and how these may impact learning.
  • Discover the unique profile of a child with an existing diagnosis of ASD.
  • Provide information on how Autism affects behavior in different settings.
  • Develop interventions, accommodations, and interventions that can help your child succeed and also help professionals working with your child understand how to best work with her/him.

Psychoeducational Assessment

Process

  • Initial meeting and interview.
  • Classroom, preschool, or daycare observation.
  • Complete IQ test (WISC-V, WPPSI-IV, WAIS-IV).
  • Complete Academic test (WIAT-III, WPPSI-IV).
  • Parent, teacher, and student questionnaires may be used if they provide useful information.
  • Additional tests completed in order to determine eligibility for Special Education (e.g. TAPS-3, Beery-VMI).
  • Discuss results and participate in Individualize Education Plan (IEP) meetings.

Goals

  • Work with you and your school in order to determine if your child qualifies for Special Education and could benefit from interventions and classroom accommodations.
  • Explore your child’s learning challenges as they relate to California Special Education Law.
  • Provide useful information that can be used to develop an IEP or 504 plan.
  • Develop accommodations and interventions that can help your child succeed.
  • Provide additional in-depth information that can supplement an evaluation completed by your child’s school.
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