Psychoeducational testing (or commonly referred as psychological testing)

A comprehensive evaluation is a multi-step process of information gathering that leads to a better understanding of an individual’s strengths and weaknesses across multiple areas of learning, behavior, and functioning. The goal of the evaluation is to explain to you as parents (and/or guardians), as well as others who may interact with your child or adolescent the logic of how he or she best thinks and learns, and provide clear recommendations to help them thrive.

The components of a psychoeducational evaluation

  • Clinical interview with parents/guardians

  • Teacher input/school observation

  • Input from other specialists working with the client (as appropriate)

  • Clinical interview and test sessions with the child/adolescent/young adult

  • Feedback sessions with parents/guardians and client (depending on age level)

  • Written report and electronic copy of report

  • Attendance at school meetings (as appropriate)

Clinical Interview of parents/guardians

  • With parents/guardians, lasting approximately one hour to 90 minutes

  • Nature of the presenting complaint or difficulty

  • Relevant background information and history (i.e. developmental, academic, social, emotional)

  • What methods have been used to improve the condition?

  • At the conclusion of this interview, the scope of the evaluation will be discussed with parents/guardians and testing sessions with the client will be scheduled

 Teacher input/school observation

  • When appropriate, the child may be observed in school, in order to gain an understanding of the way in which he/she functions within the context of the group and academic setting.

  • Information is gathered from the classroom teacher(s) in the way of curriculum-based assessments and by online behavior rating measures of the student.

Consultation from other specialists as appropriate including:

  • Tutors, Educational Therapists, Speech and Language Therapists, Occupational Therapists, Physical Therapists, Pediatricians, Neurologists, Psychiatrists 

The Test Battery

Standardized psychoeducational assessment measures are utilized that compare an individual’s performance to that of others of similar age and/or education level as well as to his or her performances in other areas. Testing targets each of the following domains of functioning (but is not limited to):

  • General cognitive functioning (thinking, reasoning, IQ)

  • Academic skills (including reading, writing, and mathematics)

  • Attention and concentration

  • Processing Speed

  • Executive functions (i.e. planning, organization, problem solving)

  • Language skills (expressive/receptive, retrieval fluency)           

  • Visual and verbal memory

  • Visual-spatial organization

  • Motor coordination skills

  • Social skills and adaptive functioning

  • Social-emotional and behavioral functioning

  • Personality

  • 3 to 4 testing sessions lasting up to three hours each are conducted; testing is generally shortened for younger aged youth; and the number of sessions may be more or less based on the presenting behaviors.

    • Attention and fatigue level often affect how long testing takes and also how many sessions are needed. We take as many sessions as needed to provide the best testing results, as clients are given breaks from testing to facilitate their best performance. Parents or persons accompanying the client are welcome to stay in the waiting room or can return at a predetermined time. There are shops, malls, and restaurants within walking distance or a short drive from the office. 

The Results

The Feedback Session(s)

  • With parents and clients (depending on age level) where frequently, a separate session is scheduled with the child/adolescent so that feedback can be provided to help him/her gain knowledge about their learning profile.

  • First, Dr. Stebbins will conduct a parent feedback appointment, thereby allowing time for parents to really understand, to ask questions about the results, and know the recommendations to support their child going forward. Lastly, we schedule an additional meeting for the child/adolescent feedback session, where in a developmental way, Dr. Stebbins will explain their strengths and also any of the things for them to work on. Also, they get time to “teach the results” to their parents (ie., talking about the main points found), so they leave taking the results in an empowering way.

Written Report

  • The completed report will be provided with the goal of 14 days after the last testing session and/or once all testing materials are received.

  • Dr. Stebbins will provide an electronic copy of the report for your records. At your discretion, the report can be sent to authorized individuals you approve of (i.e., school, psychiatrist, educational therapist, tutor).

  • The report includes a comprehensive analysis of how background factors, test results, and current situation interacts to explain underlying reasons for the client’s presenting problem. The report is viewed as one of the most useful pieces of the evaluation because it communicates the nature of the presenting problem in clear language to parents and professionals working with the client. It is then used as a tool for treatment planning and tracking progress. 

Follow-Up

  • This may include attendance at school meetings/IEP, additional sessions with parents to further their understanding of their child’s learning profile, debriefing sessions with the child, etc.

  • Additional consultation with Dr. Stebbins is welcome beyond the completion of the evaluation. Moreover, status updates on how the clients are doing once recommended interventions are in place are appreciated.

  • A 3-year re-evaluation may also be recommended in order to measure academic progress, measure response to possible educational/psychological interventions, and the need for current and additional recommendations.