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Psychoeducational and Neuropsychological Assessment


An assessment is conducted to diagnose, determine current functioning level and guide treatment planning. For children, an assessment can be used to compare their level of performance with same-aged peers to determine the presence of issues that contribute to academic or behavioral challenges. For adults, the most common reasons for referrals are differential diagnosis and assessment due to cognitive functioning secondary to mental illness or acquired neuropsychological problems. Assessments provide critical information that can act as a baseline and serve as a starting point for further testing. Based on the results, a list of recommendations for appropriate interventions and resources are offered. We provide preschool/early childhood (two to five years old), psychoeducational/psychological assessments and neuropsychological assessments. We also provide comprehensive autism diagnostic evaluations for children and adults.


Evaluations are typically recommended due to the following:
  • Academic underachievement
  • Anxiety and depression
  • Defiance and noncompliance
  • Developmental delays
  • Emotional outbursts/tantrums
  • Hyperactivity and impulsivity
  • Inattention
  • Social skills difficulties
  • Language problems
  • Poor memory
  • Visual-spatial difficulties


Our process includes:
  • Referral — Testing may be recommended by pediatricians, psychiatrists or other physicians; teachers; or parents may request an appointment.
  • Intake — The intake is the first contact with the clinician. Information is gathered about the patient’s background and presenting problems.
  • Testing sessions — Testing will be scheduled within 30 days after the intake and will be accomplished in one to two sessions depending on the type of tests conducted and presenting problems. Most standardized tests use paper and pencil, while a few are computer-based.
  • Collateral input — The child’s teacher will be asked to complete questionnaires and rating scales of the child’s functioning at school to get a better picture of the child’s life and behavior. The parents may be asked to bring in other important records for review such as medical records.
  • Feedback — During feedback sessions, results of the tests will be reviewed. This is also the time the examiner will discuss possible diagnoses and provide appropriate recommendations for interventions and resources.

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