Standard Psychoeducational Assessment

A standard psychoeducational assessment evaluates a child's cognitive ability, processing skills, and academic skills in order to determine their strengths and weaknesses. It designed to assess how a child learns, identify what their cognitive, processing, and academic profile is, and determine strategies to maximize their learning potential and academic success. 

The testing battery includes instruments such as the Developmental Assessment of Young Children (DAYC), Wechsler Intelligence Scale for Children, 5th Edition (WISC-V), the Woodcock-Johnson Tests of Cognitive Abilities, 4th Edition (WJ-IV COG), the Comprehensive Test of Phonological Processing, 2nd Edition (CTOPP-2), A Developmental Neuropsychological Assessment (NEPSY-II), and the Autism Diagnostic Observation Schedule, 2nd Edition (ADOS-2). Spanish bilingual assessments also use the Batería-III Woodcock-Muñoz Normative Update. The assessment includes:

  • Parent and teacher input

  • Review of records including background questionnaire and school cumulative file

  • Observations in the school setting

  • Cognitive testing in areas such as verbal reasoning, nonverbal reasoning, short-term and working memory, long-term memory, auditory processing, visual processing, and processing speed; sensorimotor processing is included as needed

  • Academic testing in reading, writing, and math; oral language is assessed as needed

  • Discussion of strengths, weaknesses, and implications for classroom functioning

  • Determination of whether or not there is a learning disability (e.g., dyslexia, dysgraphia, dyscalculia, etc.) or giftedness

  • Debriefing meeting with parents to discuss results and recommendations (optional: include school administrator/teachers in meeting)

  • Written report


Extended Psychoeducational Assessment

An extended psychoeducational assessment provides a thorough evaluation of a child's cognitive ability, processing skills, executive function, and academic skills. Social-emotional functioning is also evaluated as needed. It designed to provide a more in-depth assessment of how a child learns, processes information, and uses executive functioning skills as well as tailored strategies to maximize academic and behavioral success. It also gathers sufficient information to differentiate whether a child may have a learning disability, executive functioning disorder, ADHD, Autism Spectrum Disorder, or mood or anxiety disorder.

The testing battery includes instruments such as the Developmental Assessment of Young Children (DAYC), Wechsler Intelligence Scale for Children, 5th Edition (WISC-V), the Woodcock-Johnson Tests of Cognitive Abilities, 4th Edition (WJ-IV COG), the Comprehensive Test of Phonological Processing, 2nd Edition (CTOPP-2), A Developmental Neuropsychological Assessment (NEPSY-II), and the Autism Diagnostic Observation Schedule, 2nd Edition (ADOS-2). Spanish bilingual assessments also use the Batería-III Woodcock-Muñoz Normative Update. 

Rating scales such as the Behavior Rating Inventory of Executive Function, 2nd Edition (BRIEF2), Comprehensive Executive Function Inventory (CEFI), Conners Comprehensive Behavior Rating Scales (CBRS), Behavior Assessment System for Children, 3rd Edition (BASC-3), Children's Depression Inventory, 2nd Edition (CDI-2), Multidimensional Anxiety Scale for Children, 2nd Edition (MASC-2), Emotional Quotient Inventory: Youth Version (EQ-i:YV), Autism Spectrum Rating Scales (ASRS), and Vineland-3 Adaptive Rating Scales (Vineland-3) are included as needed to measure social-emotional functioning, behavior, and executive function.

The extended psychoeducational assessment includes:

  • Parent and teacher input

  • Review of records including background questionnaire and school cumulative file

  • Observations in school setting

  • Cognitive testing in areas such as verbal reasoning, nonverbal reasoning, short-term and working memory, long-term memory, auditory processing, visual processing, and processing speed; sensorimotor processing is included as needed

  • Neuropsychological testing in attention and executive function (e.g., cognitive flexibility, sustained attention, inhibition/impulsivity, hyperactivity, monitoring, and planning/organization)

  • Standardized rating scales measuring social-emotional, behavior, and/or executive function

  • Academic testing in reading, writing, and math; oral language is assessed as needed

  • Discussion of strengths, weaknesses, and implications for classroom functioning

  • Determination of whether or not there is a learning disability (e.g., dyslexia, dysgraphia, dyscalculia, etc.), ADHD, Autism Spectrum Disorder, mood or anxiety disorder, or giftedness

  • Debriefing meeting with parents to discuss results and recommendations (optional: include school administrator/teachers in meeting)

  • Written report