A 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 is 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 (e.g., dyslexia, dyscalculia, dysgraphia, or other learning disability), executive functioning or processing disorder, ADHD, Autism Spectrum Disorder, or mood or anxiety disorder.

Provides diagnostics of all the eligibilities according to IDEA including autism; • deaf-blindness; • deafness; • emotional disturbance; • hearing impairment; • intellectual disability; • multiple disabilities; • orthopedic impairment; • other health impairment; • specific learning disability; • speech or language impairment; • traumatic brain injury; or • visual impairment (including blindness).

• The Psychoeducational 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

• 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

• 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)

• Recommendations, suggests goals, and attends IEP's.

• Written report