Integrative Psychoeducational Assessment

Psychoeducational Assessments are offered for students ages 6-18 years old to understand a student’s learning profile, strengths, and challenges. The results of the testing are used to determine whether a student has a specific learning disability or an attention disorder that can be diagnosed and possibly qualify them for accommodations and interventions within their school setting.

The 2 days of testing includes an interview with the student and parents, standardized testing of the student’s cognitive/intellectual levels, and academic achievement scores in the areas of math, reading, writing, and spelling. Depending on the reason for the referral additional specialized tests are administered to gather further data. Attention issues are also evaluated. Data is gathered from the student, parents, and teachers to ensure a complete picture of the student’s strengths and challenges.

A final comprehensive report is provided which includes results, recommendations, and a learning plan that can be shared with the student’s school. A Demystification Meeting is scheduled with the student and parents to review the results. The purpose of the Demystification Meeting is to help the student and their parents understand the unique their brain is wired for learning. An emphasis on the student’s strengths and affinities are offered to leverage their learning challenges.

ADHD Assessment

ADHD assessments are offered for ages 6 through adulthood to understand an individual’s attention, executive functioning, and self‐regulation profile, including strengths and challenges. The results of the evaluation clarify whether the individual meets criteria for Attention‐Deficit/Hyperactivity Disorder and can inform accommodations and targeted supports at school, work, and in daily life.

The 1–2 days of testing include a clinical interview (with parents for minors; with the individual and, when helpful, a partner or family member for adults), a review of developmental, educational, and occupational history, and standardized measures of attention and executive functioning (sustained focus, working memory, processing speed, impulse control, organization, and planning). Depending on the referral question, additional cognitive and academic tests may be administered to clarify learning needs or rule out other contributors. Data are gathered from the individual, parents/caregivers, and teachers for school‐aged clients, and when relevant from partners or workplace supervisors for adults, using rating scales and questionnaires to ensure a complete picture across settings.

A comprehensive report is provided that includes results, diagnostic impressions, recommendations, and a practical support plan that can be shared with schools, workplaces, and healthcare providers. A Demystification Meeting is scheduled with the individual (and parents/caregivers or partners, when appropriate) to review the results and discuss how their brain pays attention and organizes information.