Psycho-educational evaluations consist of assessment procedures administered to gain information about the child’s development, learning, memory, academics, behavior, physical and emotional health. Various assessment procedures are used depending on the presenting problem identified by the parent including observations, interviews, records review, norm-referenced, criterion-referenced tests, screeners/checklists, and self-ratings. All of this information is then analyzed in a complete assessment report to assist parents in identifying the interventions needed to support their child. The parents and psychologist often find it useful to discuss the findings with all those working with the child and including the child if appropriate. The purpose is to help drive interventions, accommodations and service delivery planning.

It can include 12-20 hours of assessment and report writing.

*Christine Wyeth is listed on the County’s Independent Educational Evaluation List (IEE)

School Neuro-psychological Evaluations incorporate all of the same assessment techniques as the Psycho-educational Evaluations.  However, a School Neuropsychological Evaluation dives deeper into the neuropsychological processes of the brain. Based on the referral question, this can include using specific tests that measure multiple types of attention, memory, executive functions, and sensory-motor functioning. A School Neuro-psychological Evaluation is often used when the previous testing has failed to find the cause of a child’s learning or behavioral difficulty. It is used in instances when a child has a known neurological condition such as a Traumatic Brain Injury, Cerebral Palsy, Epilepsy, and Brain Tumor. These evaluations are becoming increasingly popular for diagnosing Dyslexia, AD/HD, and Executive Functioning Issues. It is extremely effective in identifying the correct evidence-based interventions and recommendations.  It can include 20-30 hours of assessment and report writing

Do you have a student who is preparing for college? Do they have an IEP, and/or diagnosed learning disability? Or did they manage in high school with a lot of parent, teacher support and undocumented accommodations? Perhaps you are an adult who believes you have had an undiagnosed learning disability and would like to go back to school? Would accommodations such as extra time, a note taker, free tutoring, or access to audio text, make a huge difference in you or your child’s success as a student? Colleges have disabilities services and are required to offer accommodations. However, they are in need of a recent evaluation and diagnosis.  Psycho-educational Evaluations can provide the recommendations for accommodations you need to help you maximize your college education and help you find the support you will need.

Is your child getting ready for Kindergarten? Would you like to know the skills they need to have a successful first year of Kindergarten? Would you like recommendations for what to work on during the year or summer prior to their entrance into Kindergarten? A Kindergarten Readiness Evaluation can help you identify where your child is at and how you can help them be successful during their first year of elementary school.

Are you applying for entrance into a private school, but you are worried about how your child will do on the entrance exam? A complete psycho-educational evaluation that is up to date (within the last three years), is required when you apply. If you are able to provide evidence of a disability that requires accommodations, the ISEE and HSPT will allow for your child to have accommodations. Accommodations such as extended time, individual testing, and directions read aloud will allow your child to do his or her best. Further, the evaluation itself can help in the application process. It can be used as evidence of your child’s academic and cognitive functioning. It’s very valuable since the entrance exams are only a snapshot of your child’s actual abilities. It can help make sure your child gets the best possible placement in the school. 

https://www.erblearn.org

Do you suspect that your child might have learning differences such as dyslexia, dysgraphia, AD/HD, Autism, etc,  but are not ready to begin the IEP process or full assessment process? Would you like to know more about prevention and pre-referral interventions? A screening can help you to determine whether you should take that next step, or it can provide recommendations to try before starting the assessment and IEP process. All money paid towards screenings can be applied to the cost of the full evaluation if requested within 6 months of completion of the screening.

Functional Behavior Assessments consist of observations of the child in settings and situations where the problem behavior(s) typically occur. Data is collected and analyzed to determine antecedents for the behavior, how often the behavior is occurring, the intensity of the behavior, and the consequences that are maintaining the behavior. From this analysis, the function of the behavior is determined and recommendations are made for interventions to reduce the problem behavior. Parents/Professionals receive a formal assessment report stating the findings, and it is often found useful to discuss the findings with all those working with the child and including the child if appropriate. The purpose is to help drive interventions, accommodations, and service delivery planning.

Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing, and/or math. They can also interfere with higher-level skills such as organization, time planning, abstract reasoning, long or short term memory, and attention. It is important to realize that learning disabilities can affect an individual’s life beyond academics and can impact relationships with family, friends, and in the workplace.

Reading disorders occur when a person has trouble with any part of the reading process. Reading and language-based learning disabilities are commonly called dyslexia. These disorders are present from a young age and usually result from specific differences in the way the brain processes language.

There are many different symptoms and types of reading disorders, and not everyone with a reading disorder has every symptom. People with reading disorders may have problems recognizing words that they already know and may also be poor spellers. Other symptoms may include the following:

• Trouble with handwriting

• Difficulty reading quickly

• Problems reading with correct expression

Reading disorders are not a type of intellectual and development disorder, and they are not a sign of lower intelligence or unwillingness to learn.

People with reading disorders may have other learning disabilities, too, including problems with writing or numbers. Visit learning disabilities for more information about these problems.

Types of Reading Disorders

Dyslexia is a brain-based type of learning disability that specifically impairs a person’s ability to read. Individuals with dyslexia typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with phonological processing (the manipulation of sounds), spelling, and/or rapid visual-verbal responding. Dyslexia can be inherited in some families, and recent studies have identified a number of genes that may predispose an individual to develop dyslexia. Examples of specific types of reading disorders include:

• Word decoding. People who have difficulty sounding out written words; matching the letters to sounds to be able to read a word.

• Lack of fluency. People who lack fluency have difficulty reading quickly, accurately, and with proper expression (if reading aloud).

• Poor reading comprehension. People with poor reading comprehension have trouble understanding what they read.

A related problem is Alexia (pronounced uh-LEK-see-uh), or an acquired inability to read. Unlike most reading disabilities, which are present from when a child starts to learn to read, people with Alexia were once able to read but lost the ability after a stroke or an injury to the area of the brain involved with reading.

Source: www.nichd.nih.gov

Dysgraphia is a condition that causes trouble with written expression. The term comes from the Greek words dys (“impaired”) and graphia (“making letterforms by hand”).

Dysgraphia is a brain-based issue. It’s not the result of a child being lazy. For many children with dysgraphia, just holding a pencil and organizing letters on a line is difficult. Their handwriting tends to be messy. Many struggle with spelling and putting thoughts on paper.[1] These and other writing tasks—like putting ideas into language that is organized, stored, and then retrieved from memory—may all add to struggles with written expression.

Source: www.understood.org   

Dyscalculia is a specific learning disability in math. Kids with dyscalculia may have difficulty understanding number-related concepts or using symbols or functions needed for success in mathematics.

Dyscalculia is a common learning issue that impacts kids’ ability to do math. It doesn’t just affect them at school, however. The challenges can also create difficulties in daily life. The good news is there are various supports and strategies that can help kids gain the skills they need.

Source:  www.understood.org

Autism, or autism spectrum disorder, refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech, and nonverbal communication, as well as by unique strengths and differences. We now know that there is not one autism but many types, caused by a combination of genetic and environmental influences.

Source: autismspeaks.org

Depression

Depression is different from the normal “blues” and everyday emotions that occur as a child develops. Just because a child seems sad doesn’t necessarily mean he or she has significant depression. If the sadness becomes persistent, or if the disruptive behavior that interferes with normal social activities, interests, schoolwork, or family life develops, it may indicate that he or she has a depressive illness. Keep in mind that while depression is a serious illness, it is also a treatable one.

Source: Web MD

Anxiety

All children experience anxiety. Anxiety in children is expected and normal at specific times in development. For example, from approximately age 8 months through the preschool years, healthy youngsters may show intense distress (anxiety) at times of separation from their parents or other persons with whom they are close. Young children may have short-lived fears, such as fear of the dark, storms, animals, or a fear of strangers. Anxious children are often overly tense or uptight. Some may seek a lot of reassurance, and their worries may interfere with activities. Parents should not dismiss a child’s fears. Because anxious children may also be quiet, compliant and eager to please, their difficulties may be missed. Parents should be alert to the signs of severe anxiety so they can intervene early to prevent complications. There are different types of anxiety in children.

Symptoms of separation anxiety include:

• constant thoughts and intense fears about the safety of parents and caretakers

• refusing to go to school

• frequent stomachaches and other physical complaints

• extreme worries about sleeping away from home

• being overly clingy

• panic or tantrums at times of separation from parents

• trouble sleeping or nightmares

Symptoms of phobia include:

• extreme fear of a specific thing or situation (ex. dogs, insects, or needles)

• the fears cause significant distress and interfere with usual activities

Symptoms of social anxiety include:

• fears of meeting or talking to people

• avoidance of social situations

• few friends outside the family

Other symptoms of anxious children include:

• many worries about things before they happen

• constant worries or concerns about family, school, friends, or activities

• repetitive, unwanted thoughts (obsessions) or actions (compulsions)

• fears of embarrassment or making mistakes

• low self-esteem and lack of self-confidence

Source: www.aacap.org

Bipolar

Bipolar disorder is a serious brain illness. It is also called manic-depressive illness or manic depression. Children with bipolar disorder go through unusual mood changes. Sometimes they feel very happy or “up,” and are much more energetic and active than usual, or that other kids their age. This is called a manic episode.Sometimes children with bipolar disorder feel very sad and “down,” and are much less active than usual. This is called depression or a depressive episode.

Bipolar disorder is not the same as the normal ups and downs every kid goes through. Bipolar symptoms are more powerful than that. The mood swings are more extreme and are accompanied by changes in sleep, energy level, and the ability to think clearly. Bipolar symptoms are so strong, they can make it hard for a child to do well in school or get along with friends and family members. The illness can also be dangerous. Some young people with bipolar disorder try to hurt themselves or attempt suicide.

A disorder that includes difficulty staying focused and paying attention, difficulty controlling behavior and hyperactivity. Although ADHD is not considered a learning disability, research indicates that from 30-50 percent of children with ADHD also have a specific learning disability and that the two conditions can interact to make learning extremely challenging.

Source: ldaamerica.org

Educators need to have specific guidance on how to best teach a child who has a neurologically based condition. This information can come from a thorough evaluation that is conducted by someone qualified to take the medical information into careful consideration during the neuropsychological evaluation. However, that’s only the beginning. The most important piece is defining how the child must learn and deliver that information to educators and parents.

How to sight it:

• Brain malformations

• Chronic headaches

• Sleep disorders

• Hydrocephalus

• Spina bifida

• Chiari malformations

• Cerebral palsy

Language-based learning disabilities or LBLD are “heterogeneous” neurological differences that can affect skills such as listening, reasoning, speaking, reading, writing, and maths calculations. It is also associated with movement, coordination, and direct attention.

Source: Wikipedia

Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18.

Intellectual functioning—also called intelligence—refers to general mental capacity, such as learning, reasoning, problem-solving, and so on.

One way to measure intellectual functioning is an IQ test. Generally, an IQ test score of around 70 or as high as 75 indicates a limitation in intellectual functioning.

Adaptive behavior is the collection of conceptual, social, and practical skills that are learned and performed by people in their everyday lives. 

• Conceptual skills—language and literacy; money, time, and number concepts; and self-direction.

• Social skills—interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized.

• Practical skills—activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of the telephone.

Standardized tests can also determine limitations in adaptive behavior.

Source: http://aaidd.org/

Treacher-Collins Syndrome, Phelan-McDermid Syndrome, Down Syndrome, Klinefelter Syndrome, Turner Syndrome, Prader-Willi Syndrome, William Syndrome, Angelman Syndrome. Additionally, we have worked with children who experience Single-Gene Deficits, such as Neurofibromatosis, Huntington Disease, Phenylketonuria (PKU), Sickle Cell Disease, Cystic Fibrosis (CF). These syndromes and diseases often don’t fully get appreciated by educational staff

Work with an experienced Board Certified Behavior Analyst (BCBA) to identify problem behaviors occurring at home and/or school, receive recommendations and coaching for behavior change interventions you can use at home, for creating effective environments and routines, and providing consistent and positive reinforcers. 

Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior. Our BCBA’s are well experienced in providing ABA therapy and are experienced special education teachers that have worked in the school environment, giving them a unique perspective on target skills and behaviors and the interventions used to teach and respond to them. They can work with you to provide consultation and coaching in teaching different desired skills and behaviors in the areas of language, communication, social skills, functional academics, functional life skills, and decreasing problem behaviors.

Created by Jenna Sleichter, BCBA, and Special Education Teacher. 

These programs were designed to be used with a specific type of student who has Autism. Jenna calls them the “memorizers”. These students are ones who have the ability to memorize multiple stimuli in a teaching session, but their speech and social interactions are limited to repeating what they have memorized in a rote way. Three different programs have been designed and listed below to target different types of social skills and interactions. Parents/Professionals can download digital copies of the programs so that they can implement them with their child at home or school. Parents/Professionals can also access consultation/coaching for how to implement these programs from a trained provider of the techniques. When implemented correctly and consistently for a few weeks, individuals can learn to generalize and apply these skills to real-life situations quickly, allowing them to connect with others in a more personal and in-depth way.

Shape Talk
The goal of this program is to teach individuals with Autism to initiate and participate in conversations independently in a spontaneous and genuine way, by making conversation a pattern that individuals with Autism can understand and complete with appropriate initiations and responses.

Time Unboxed
This program is for individuals with Autism that struggle with responding to questions like “What did you do at school today?” Or “what did you do this weekend?”. Often they answer with rote responses like “I went to school, I ate lunch, I went on the bus.” This program gives them a concrete way to access that information and grasp the concept of time in relation to events in order to connect with others with more detailed responses more unique to their experience.

Questioner
Many individuals with Autism are very focused on their own interests and/or unable to expand conversations based on what someone else is talking about. This program teaches individuals to listen to what others say and appropriate ways to respond to continue a conversation on what someone else is talking about or saying.

Supportive consultation can be provided to address specific areas of a child’s IEP. Parents often have questions about the IEP process and ensuring that their IEP is written so that their child will be receiving appropriate services.

To help parents create a plan to motivate their child to improve their behavior at home and in school and improving their grades. We can help you identify the problem behavior, decide how you would like the behavior to change, use supports that have been tested and proven to work, change environments and daily routines, and provide consistent positive reinforcers.