We provide a detailed written report that will offer recommendations tailored to one’s individual learning style – a kind of “user manual” for the brain to support learning and wellness.
We provide a range of testing and assessment services for diagnostic clarification, as follows:
A Neuropsychological Evaluation, also known as a “neuro-psych eval,” refers to testing that assesses various brain functions, such as visual and auditory processing, language processing, various types of memory, and overall cognitive functioning. A key part of this type of evaluation is an assessment of one’s “executive functioning,” which is the ability to plan and organize information, as well as manage various aspects of attention and impulse control.
Our ADHD Assessment is an abbreviated version of the full neuropsychological evaluation and can determine the presence of Attention-Deficit/Hyperactivity Disorder, and any of its subtypes. ADHD is the best thought of not as a “disorder” but as a learning style remarkable for strengths, such as thinking on your feet (i.e., spontaneous problem-solving and crisis management), big-picture thinking, and the creativity that comes with wandering attention. Frequently associated traits include charisma, humor, and leadership skills. At the same time, there are disadvantages of wandering or involuntary attention that can potentially interfere with productivity, achievement, relationships, and overall wellness. These disadvantages can manifest as any of the following symptoms:
Frequently distracted, or prone to losing cognitive stamina (i.e., attention that “expires” over the course of time)
Difficulty starting and following through, especially with multi-step tasks
Frequent forgetfulness, losing track of details, misplacing belongings, and overall disorganization
Physical restlessness that can range from mild fidgetiness to a more pronounced inability to remain seated (i.e., frequent urges to get up and walk around in settings when being seated is normal and expected)
Tendency to barge in on conversations and interrupt others, and overall difficulty with patience and turn-waiting.
For those who relate to the above ADHD descriptions, and have no other cognitive, academic, or social-emotional concerns, our ADHD Assessment may be the next best step for diagnostic clarification and identifying optimal recommendations. Our evaluators can help guide you in this process.
An Academic or Educational Evaluation (sometimes referred to as “achievement testing”) assesses school-based skills pertaining to reading, writing, and mathematics. It screens for various learning differences, such as giftedness, dyslexia, dysgraphia, and dyscalculia. An Academic evaluation is sometimes conducted concurrently with a school’s IEP Testing, which determines the appropriateness of an Individualized Educational Plan and relevant accommodations. Specifically, this type of evaluation yields various scores to compare a student’s functioning to same-age peers (i.e., age equivalency, grade equivalency, percentile rank), however, it is arguably more important to “compare a student to him or herself.” For instance, comparing one’s reading skills to math skills; comparing various subskills within reading (or math) to each other; and, comparing present-day performance with any previous performance, yields extremely helpful insights into one’s learning style, and is instrumental in tailoring recommendations. Additionally, academic evaluations are most useful in corroborating neuropsychological and social-emotional findings and can lend diagnostic value to assessments for ADHD, nonverbal learning disorder (NLD), and other concerns.
A Social-Emotional Evaluation can be tailored to individual needs and serves to assess the presence of depression, anxiety, post-traumatic stress, or other clinical concerns. It may also assess the symptoms and traits of autism spectrum disorder, which is marked by challenges in social communication, emotional regulation, cognitive flexibility, and sensory processing. Social-emotional evaluations consist of a direct clinical interview, and typically include some combination of behavioral or personality checklists and “projective testing.” This refers to testing activities that prompt a person with minimal language, thus inviting them to “project” their own experiences into the process, wherein they can freely express their worldviews and self-views.
All evaluations include a clinical interview, 3-8 hours of testing (depending on the type and scope of testing and one’s personal processing speed), a feedback session, and a thorough, easy-to-read report. Our goal is for your report to serve as a kind of “user manual” for the brain. Our recommendations are tailored to the person’s individual learning style, in order to help them meet life’s demands in school, at work, and in relationships — and promote overall emotional wellness.