Psychoeducational and Neuropsychological Testing

Parents may decide to have their children tested as a result of a variety of events. In some cases, the school counselor or a teacher may suggest it. In other cases, the parents themselves suspect that their child needs to be evaluated. Parents often report that they just “know” that their child is brighter than their schoolwork demonstrates, or that something just “doesn’t add up.” Oftentimes, what parents and/or teachers have determined is that something is affecting the child’s ability to perform in school, that the challenge is not simply a lack of effort on the child’s part. Similarly, there may be a suspicion that a child’s “acting out” stems from a certain frustration.

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Testing may be suggested for one or more of the following concerns:

  • Early speech and language delays

  • Difficulty putting their thoughts into writing

  • Poor performance in one specific area or subject

  • Poor spelling

  • Poor reading comprehension

  • Difficulty remembering what he or she has been studying

  • Difficulty remembering basic math facts

  • Poor performance on tests despite the fact that they have studied

  • Difficulty finishing work or tests in the allotted time

  • Difficulty identifying what information is important when they read or study material

  • Difficulty with long-term projects or follow-through

  • Poor organization

  • Poor attention in class/excessive daydreaming

  • Anxiety and lack of school success

  • Poor self-expression and its effect on school performance

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Testing is crucial to allow for children to be diagnosed, receive services, adjust the learning environment, work on executive functions and be provided with accommodations. Our psychologist will do gather a thorough background, assess using various tools and tests and write a detailed report identifying issues and difficulties to allow for such adjustments.