1. Intake Session: While different practitioners may take different approaches, in my practice, an evaluation always begins by meeting with the parents and possibly the child, depending on their age. A meeting allows me to gather relevant information about the child’s educational, psychological, and medical history as well as current functioning in all areas. In addition, it is a good time to clarify the specific questions the parents and any professionals involved with the child would like answered–which allows me to develop an individualized assessment for that particular child. Parents and the child can also use this time to ask questions about the testing process. Following the meeting, the family is sent home with questionnaires, since obtaining information from teachers and parents is an essential part of the assessment.
2. Testing Session(s): The testing part of the evaluation then takes place over the next few weeks. Actual testing sessions are usually done across 1-3 days of testing, lasting 2-3 hours each, depending on the age, the temperament of the child, and the nature of the evaluation, with breaks for lunch or snacks.
3. Written Report: Once testing is completed, I begin the process of writing a comprehensive, integrated, interpretive report that answers referral questions and clearly explains the findings. In addition, I include a full Appendix with all test scores, which allows parents to enlist other professionals to review and interpret the scores if they wish. Specific and detailed recommendations for intervention and treatment are provided and these are essential in assisting parents with utilizing the findings in a concrete manner to help their child. These recommendations might include services, modifications or accommodations within the school, possibly as part of an Individualized Education Program (IEP), a 504 Plan and/or an application for extended time through the Educational Testing Service (ETS) for standardized testing (e.g., ACT and SAT). Services outside of school might also be recommended, such as learning support in the form of tutoring or academic language therapy, social skills group, psychopharmacology, biofeedback occupational therapy, speech therapy and/or engaging in psychotherapy. In addition, helpful and specific strategies may be suggested to professionals working with the child, such as treatment goals for therapy or interventions within the classroom. In some cases, a medical or psychiatric evaluation may also be recommended.
4. Feedback Session: As a parent myself, I know how eager families are to get the results! At the end of the testing sessions, we meet for a thorough review of your child’s test findings. This provides the parents with an opportunity to ask questions and clarify anything in the report that they do not understand.
5. Intake and Follow-up Phone Consults: At your request, I might speak with other clinicians or school personnel working with the child. With your permission, I also like to have a brief meeting with the child to explain the findings to them in an age-appropriate manner. I have found that most children express feelings of relief and optimism when they realize that not only their problems, but also their strengths and resources they have to draw on, have been identified. The goal being to help your child become more informed about their learning style so that they will become a better advocate for themselves.
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