Common assessment instruments utilized include: WIPPSY, WISC-IV, WJ-III, NEPSY-II, DKEFS, CPT or TOVA, Grooved Pegboard, Beery VMI, CBCL, BAC-2, Roberts
Neuropsychological assessment concerns the relation between brain and behavior. It covers multiple domains of functioning and offers recommendations that are individualized to the child based on their unique cognitive profile. Whereas the psychoeducational assessment can be informative as to whether a problem exists, a neuropsychological evaluation can explain why the problem exists and give more specific recommendations as to what should be done to fix it or accommodate for it.
The various domains assessed include Intellectual, Academic Achievement, Language, Visual Perceptual, Memory, Processing Speed, Executive Functions, Attention, Motor, Behavioral, Social, and Emotional.
Common assessment instruments utilized include: ADOS, ADI-R, MMPI-A, Roberts, CBCL, BASC-2
A psychodiagnostic assessment is designed to determine if a specific diagnosis is present (e.g. ADHD, Autism, etc). It can also be requested for the purposes of ruling out diagnoses when differential diagnoses exist (e.g. language disorder vs autism).
Career & Occupational Assessment
Common assessment instruments utilized include:
Psychoeducational Assessments & Independent Educational Evaluations
Common assessment instruments utilized include: WIPPSY-IV, WISC-IV, WJ-III, GORT-V
Psychoeducational assessment consists of measuring the child’s intellectual level and current academic performance. Typically, this type of assessment is requested in order to compare the results for the purposes of determining if a learning disability is present. This assessment also includes suggestions for accommodating for the child’s learning disability if a disability is present.
Common assessment instruments utilized include: WIPPSY-IV, WISC-IV, WAIS-IV, TONI-4, WNV, CTONI-II
An assessment for giftedness consists of a standard intelligence test. This assessment provides a quantitative measure of the child’s level of analytical intelligence, including both verbal and non-verbal intelligence.
This type of assessment is typical sought when the goal is to plan for a child’s future academic placement, as a screener for the potential cause of academic problems, to qualify a child for advanced classes in school or to include the results as part of an application for admittance to exclusive educational opportunities. Our intelligence assessment instruments meet criteria for the testing required by such exclusive educational opportunities as the Stanford Institutes, Bridges Academy and the Davidson Institute.