Evaluations
Evaluations are individualized based on presenting issues, and are fine-tuned by professional judgment and extensive experience as testing progresses. The following describes the broad categories of evaluation, although parts of each may be incorporated into any individual assessment.
Neuropsychological Evaluation- this is a comprehensive evaluation to assess, understand, and integrate physical and psychological issues that disrupt cognitive and social/emotional functioning. This evaluation may be requested to help diagnose or gain a greater understanding of the impact of acquired, genetic, neurologic, or developmental disorders, insults, injuries, or diseases, and/or on-going physiological influences (e.g. drugs, sleep disorder, nutritional imbalances) on social and school/work functioning. Common questions involve the presence and/or impact of learning disabilities, attention deficit disorder, tourette's syndrome, autism and Asperger's spectrum disorders, nonverbal learning disabilities, cerebral palsy, seizure disorders, brain injury, lyme's disease, mood disorders, sleep disturbance, and other neurologic and psychiatric disorders. The evaluation includes a through review of background information and relevant records, current information from those familiar with the individual, and testing of intellectual, cognitive and executive functioning (e.g. attention, processing speed, memory, cognitive flexibility, abstraction ability, language, visual processing, motor, sensation) along with educational and social/emotional assessment, as needed. Not only is the pattern of test scores considered but equally important is careful and knowledgable observations of the process by which the individual approaches and solves problems. Further, testing procedures are used to learn how to maximize an individual's ability to perform. The information gathered is analyzed and integrated into a functional understanding of the individual, emphasizing strengths and understanding deficits. Comprehensive treatment recommendations are provided to address all issues found, including psychological intervention, medication recommendations, and academic accommodations.
Concussion Assessment- Please click on this link to read about this specialized assessment, performed by Dr. Joseph Bleiberg, for helping to assess and manage concussion and mild traumatic brain injuries.
Psychoeducational Assessment- this type of evaluation assesses a student's intellectual, cognitive, executive functioning, and educational abilities in depth to understand strengths and weaknesses affecting learning and school performance. Reviewing background information including educational records, gathering observer information, administering standardized intellectual, cognitive, verbal/language, visual processing, executive functioning, and educational testing are performed. When necessary, a classroom observation is performed. A screening of social/emotional functioning is included since such issues often coexist with, or are consequences of, learning difficulties. Psychoeducational assessment typically is requested to investigate learning disabilities, attention deficit hyperactivity disorders, processing speed disorders, language disorders, visual processing disorders, or poor school performance. Utilizing the information obtained, a comprehensive set of educational recommendations and accomodations are provided, including teaching strategies and extended time for test-taking during courses or on standardized tests such as the SAT and ACT.
Psychological Evaluation- the focus of this assessment is understanding personality makeup, including temperament and coping styles, and the interplay between the individual and social factors, including family, friends, and school. Reasons for such an assessment may be to 1) help with diagnosis of psychiatric disorders, such as anxiety, depression, bi-polar disorder,obsessive-compulsive disorder, post-traumatic stress disorder, and personality disorders, 2) assist mental health professionals to ascertain underlying psychodynamics to clarify therapy issues and more quickly and effectively guide and implement treatment plans, 3) help individuals or families better understand and cope with the dynamics of a situation. Interviews, observations, objective personality measures, projective tests, and rating scales all may be part of this assessment.
Independent School Admission Testing- this includes administration of appropriate intellectual test, such as the Wechler Intelligence Test for Children (WISC-IV), Wechsler Preschool and Primary Scale of Intelligence (WPPSI), or other intellectual tests (e.g. the Leiter International Performance Scale, a nonverbal test of intelligence when language is an issue), as well as any necessary educational achievement testing.
Neuropsychological Evaluation- this is a comprehensive evaluation to assess, understand, and integrate physical and psychological issues that disrupt cognitive and social/emotional functioning. This evaluation may be requested to help diagnose or gain a greater understanding of the impact of acquired, genetic, neurologic, or developmental disorders, insults, injuries, or diseases, and/or on-going physiological influences (e.g. drugs, sleep disorder, nutritional imbalances) on social and school/work functioning. Common questions involve the presence and/or impact of learning disabilities, attention deficit disorder, tourette's syndrome, autism and Asperger's spectrum disorders, nonverbal learning disabilities, cerebral palsy, seizure disorders, brain injury, lyme's disease, mood disorders, sleep disturbance, and other neurologic and psychiatric disorders. The evaluation includes a through review of background information and relevant records, current information from those familiar with the individual, and testing of intellectual, cognitive and executive functioning (e.g. attention, processing speed, memory, cognitive flexibility, abstraction ability, language, visual processing, motor, sensation) along with educational and social/emotional assessment, as needed. Not only is the pattern of test scores considered but equally important is careful and knowledgable observations of the process by which the individual approaches and solves problems. Further, testing procedures are used to learn how to maximize an individual's ability to perform. The information gathered is analyzed and integrated into a functional understanding of the individual, emphasizing strengths and understanding deficits. Comprehensive treatment recommendations are provided to address all issues found, including psychological intervention, medication recommendations, and academic accommodations.
Concussion Assessment- Please click on this link to read about this specialized assessment, performed by Dr. Joseph Bleiberg, for helping to assess and manage concussion and mild traumatic brain injuries.
Psychoeducational Assessment- this type of evaluation assesses a student's intellectual, cognitive, executive functioning, and educational abilities in depth to understand strengths and weaknesses affecting learning and school performance. Reviewing background information including educational records, gathering observer information, administering standardized intellectual, cognitive, verbal/language, visual processing, executive functioning, and educational testing are performed. When necessary, a classroom observation is performed. A screening of social/emotional functioning is included since such issues often coexist with, or are consequences of, learning difficulties. Psychoeducational assessment typically is requested to investigate learning disabilities, attention deficit hyperactivity disorders, processing speed disorders, language disorders, visual processing disorders, or poor school performance. Utilizing the information obtained, a comprehensive set of educational recommendations and accomodations are provided, including teaching strategies and extended time for test-taking during courses or on standardized tests such as the SAT and ACT.
Psychological Evaluation- the focus of this assessment is understanding personality makeup, including temperament and coping styles, and the interplay between the individual and social factors, including family, friends, and school. Reasons for such an assessment may be to 1) help with diagnosis of psychiatric disorders, such as anxiety, depression, bi-polar disorder,obsessive-compulsive disorder, post-traumatic stress disorder, and personality disorders, 2) assist mental health professionals to ascertain underlying psychodynamics to clarify therapy issues and more quickly and effectively guide and implement treatment plans, 3) help individuals or families better understand and cope with the dynamics of a situation. Interviews, observations, objective personality measures, projective tests, and rating scales all may be part of this assessment.
Independent School Admission Testing- this includes administration of appropriate intellectual test, such as the Wechler Intelligence Test for Children (WISC-IV), Wechsler Preschool and Primary Scale of Intelligence (WPPSI), or other intellectual tests (e.g. the Leiter International Performance Scale, a nonverbal test of intelligence when language is an issue), as well as any necessary educational achievement testing.