PsychoEducational Evaluations
A PsychoEducational evaluation assesses a student’s cognitive ability and academic achievement, either to identify giftedness or more often to seek explanations for difficulty with school performance.
If a learning disability is suspected, PsychoEducational evaluations may be accomplished by a public school Child Study Team or by Educational Services Commissions for private schools. Sometimes, however, the family chooses to seek a private evaluation because they are seeking greater experience and qualifications in the evaluator; because they are uncertain whether they want to share information with the school district; because the student may have a learning disability that does not qualify for special education (Section 504) and the district is not mandated to perform testing; or because the student has already been determined to be Eligible for Special Education and Related Services (special education) and the family is exercising their right to an Independent Educational Evaluation (IEE) which is paid for by the school district. Additional reasons for a private PsychoEducational evaluation include updated testing after high school to document the need for accommodations and modifications for the GRE (Graduate Record Exam for graduate school), the LSAT (Law School Admission Test) or the MCAT (Medical College Admission Test).
The psychological component of the evaluation typically includes an IQ test and may incorporate assessment of perception or perceptual-motor integration. The educational component of the evaluation tests reading, writing and math levels as well as other aspects of learning readiness. Sometimes, social or emotional factors are assessed as well, to determine whether these may interfere with the student’s expression of natural intelligence. The scope and type of testing is individualized, typically following a review of the referral reason, consultation with the family, and a review of records.
PsychoEducational evaluations seek to answer, among other questions, whether school progress is being interfered with by: differences of attentional capacity and control (AD/HD); a significant discrepancy between ability and achievement in reading, writing, and/or math (Specific Learning Disorder); pragmatic language and social skills deficits such as is seen in those on the autistic spectrum (including Asperger’s); or extremely low IQ (Intellectual Disability) that confirms eligibility for adult services through the Division of Developmental Disabilities.
If requested, the evaluator may attend school meetings as familiarity with the law and a willingness to advocate on the part of the student will assist the family in procuring the program appropriate for their child.
PsychoEducational evaluations are not mental health treatment and typically are not reimbursed by behavioral health insurance policies. For further details and to arrange a consultation, please contact either Michael Gerson, PhD, or Lisa Tomasini, PhD.
