We offer a wide range of evaluation services based on the strengths and needs of the child, and are specifically customized to address the referral question(s). During evaluation, we make use of empirical and developmental principles, with an individualized battery of testing procedures.
Commonly, evaluations will include a mix of both psychometric and qualitative assessment tools and procedures. Psychometric (or normative) measures are utilized in an effort to compare individuals to similar groups of individuals (gender, age, grade level) who have also completed these tests. Conclusions regarding functioning, prognosis, and treatment needs are developed from comparative analysis — comparing individual performance to “normed” scores and groups of individuals exhibiting similar features or performances. Qualitative and criterion-based information gathering may include records reviews, developmental history, clinical interview data (symptoms and current status, including unstructured and semi-structured interviews), as well as rating scales and inventories. The evaluation plan will be dependent upon the referral questions and activities.
Typically, evaluations require three to four sessions. The first meeting is with a legal guardian or parent where office policy regarding the limits of confidentiality, informed consent, release of information, and billing policies are reviewed and defined. Issues related to the nature of the presenting problem as well as medical, developmental, familial, and educational history are then reviewed. The following sessions will involve direct testing with the child/adolescent/young adult, clinical interview, and emotional testing wherein identity/personality development, specific symptom patterns, and social functioning are examined. A final appointment will be scheduled to provide post-evaluation feedback and review of findings and impressions, in addition to recommendations for treatment and support, modifications, and/or reasonable accommodations.
School district may also request an assessment for the purposes of educational identification and/or programming. The specific procedures of the evaluation will be determined at the time of referral. At the conclusion of the evaluation, written reports of findings are sent to the parent and school district simultaneously and a representative from the school schedules a team meeting. The purpose of the meeting is to review evaluation results and address programmatic questions. Oral feedback can be provided prior to the meeting upon request.