Assessment Process

Initial Session:

The process involves an initial information gathering session that involves meeting with the parent, guardian or the adult client and the psychologist. This is to gather information about the difficulties and to plan the assessment.  For school age children, it is recommended that parents bring report cards, reports of standardized test performance and any reports of previous evaluations to the initial interview.​ During this meeting, the psychologist gathers comprehensive information about the individual including: 

 

• Background information

• Description of current concerns

• Developmental history

• School history

• Family History

• Information about any health, or medical illnesses or injuries, and treatment (both physical and psychiatric),

• Social environment and interests

• Strengths and weaknesses

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Testing Session: 

The psychologist conducts her own testing and spends several hours (2-6), depending upon the type of evaluation with the student/individual conversing, observing, and providing psychological and educational measures to the student.  The purpose of each test session is to gain an understanding of how the student problem solves, views themselves, and functions in the home, school and social enviornments.

 

The psychologist may also need to seek additional information about a child or adult from other significant individuals in their life. This will be done with consent. This may include the child’s pediatrician, therapists, teachers, daycare providers or other relatives. The psychologist will also spend time reviewing school records to determine a pattern of performance that may be impeding the individuals learning and whether or not the individual’s difficulties is consistent across settings and situations. The psychologist may speak with these individuals directly or send them questionnaires to complete about the child or adult.

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Feedback Session:

The final step in the evaluation process is a meeting in which the psychologist shares the results of the evaluation with the parents emphasizing a strengths based approach and providing a “roadmap” of current functioning and ways to nurture positive outcomes as the student progresses in school. The psychologist meets with the parents or with the client (if client is an adult). Following the parent session, a separate shorter meeting can also be scheduled with the child alone or with the parents to review the findings and recommendations.  ​

• An explanation of the results and diagnosis, if any, and the process involved in reaching the conclusions and recommendations.

• A description of current cognitive, behavioral or emotional functioning in the individual’s environment.

• Identifying of strengths and weaknesses.

• Recommendations for how to assist the individual, which include evidence based practices such as educational strategies, educational accommodations or modifications, changes in behavioral management at home or at school. Recommendations may also include individual, group, or family therapy that may be beneficial.

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