Psychological Testing

Psychological evaluations for children and adolescents are conducted for various reasons. Most frequently, the testing is related to academic achievement, and begins after a Planning and Placement Team Meeting (PPT) is conducted by school. This only occurs after a series of interventions have been tried. Such an evaluation helps determine the root cause of underachievement and should provide recommendations to support a child’s progress.

If you choose to have your child assessed through the public school system, this evaluation remains part of your child’s permanent academic file. You have the option, however, to test your child privately and determine whether or not you’d like the evaluation to be shared with your child’s faculty. If the recommendations of the privately conducted evaluation are relevant to in-school interventions, accommodations, or services, you may choose to share the report with your child’s school; but if the results indicate that out-of-school support or services may be sufficient, you have the ability to maintain a higher level of privacy.

Psychological testing is also useful for reasons unrelated to academic functioning, but it is usually not the district’s responsibility to conduct the evaluation. This type of testing is usually completed privately, outside of school. Here are several examples of the types of evaluations I conduct:

  • To identify why a child is not succeeding academically
  • To identify neuropsychological problems (e.g. memory, attention, processing speed…)
  • To provide information about intellectual abilities
  • To assist in educational planning and services
  • To clarify diagnoses
  • To help understand emotional functioning
  • To identify the causes of behavior problems
  • To provide recommendations for treatment (e.g. therapy/counseling goals)