How can an assessment help?
Understand whether learning differences exist - they may contribute to anxiety, sadness, low self-esteem, or behavior problems
Understand how an individual learns best
Help match expectations to an individual’s specific strengths and weaknesses
Understand why ongoing treatment has stalled
Formulate an individualized treatment plan that is effective and focused
What concerns can be addressed by an assessment?
IN CHILDREN & TEENS:
Feeling overwhelmed by schoolwork
Taking a long time to complete homework
Difficulty concentrating on schoolwork
Anxiety about schoolwork or going to school
Difficulty expressing thoughts clearly in writing
Punctuation or capitalization errors
Slow, laborious reading
Difficulty grasping math concepts
Difficult-to-read, laborious handwriting
Difficulty organizing or communicating ideas effectively
Time management problems
Difficulty finishing tasks
Making impulsive decisions
Anxiety specific to work or coursework
What are the different types of assessments?
Learning disability assessments
A combination of intelligence testing and academic achievement testing is used to assess whether a learning disability in math, reading, writing, or handwriting is present.
A clinical interview, standardized questionnaires, intellectual testing, and executive function testing is used to assess for the presence of ADHD and to characterize an individual's unique neurocognitive profile.
Integrated neuropsychological assessments
Learning disabilities, ADHD, anxiety, and depression frequently co-occur, and an integrated evaluation will blend two or three of the above evaluations. Learning or attention problems can be a source of anxiety or low self-worth – identifying this is an essential first step of a comprehensive treatment plan.
These are required for admission to some private schools.
Individualized assessments of executive functioning, memory, processing speed, learning
Assessments of functioning associated with neurodevelopmental, neurological, cardiovascular, genetic disorders, or concussions.
This may include impairment related to prenatal difficulties
How does the process work?
1. Assessments begin with a consultation (via video during COVID-19) so that we can gather the information needed to recommend an assessment personalized to your or your child's unique needs.
2. We ask multiple raters to complete questionnaires so we can obtain standardized data about how you/your child functions relative to his or her peers.
3. Depending on the age of the patient, clinical appropriateness, and parental interest, I may talk to relevant team members (e.g., teachers, psychiatrists, therapists) and/or do a school observation.
4. We conduct testing. During COVID-19, I am doing in-person testing with multiple safety precautions. As a result, all testing is completed over the course of no more than two days. Sometimes I will do a school observation if parents and I agree that it will add value and parents are comfortable with this.
5. Once all of the above are completed, I will meet (via video during COVID-19) with parents/adult patients to review findings and provide written, detailed recommendations so that you can immediately implement an individualized treatment plan. I will also meet with adolescents to provide a shorter summary of the results.
4. A detailed written report will follow with the data needed for documentation as well as explanations for parents/patients to understand assessment results.
5. I can also provide a number of optional follow-up services. I can attend IEP meetings and I can meet with you after the assessment to address follow-up concerns or process results.
I am highly trained in developmental cognitive and affective neuropsychology, meaning I am skilled not only in recognizing attentional and learning difficulties throughout development, but also in distinguishing them from the commonly co-occurring feelings of stress, anxiety, and sadness. I am well-versed in the latest research and will incorporate this into your personalized treatment recommendations.