An evaluation is recommended when there are concerns about different areas
of functioning (e.g., social/emotional, academic achievement, behavioral, adaptive) and when there are concerns
about more than one condition (e.g., a child is showing signs of anxiety, attention problems, and learning problems).
Testing can also help us evaluate for the presence and severity of anxiety/mood disorders, AD/HD, behavioral
disorders, and developmental disorders.
Evaluation is also helpful in cases where the child is not making progress with his/her current treatment plan
and they are being referred for evaluation to help figure out diagnostically what is going on to help guide the
treatment plan (in therapy, educational planning, and medication management).
Dr. James Poysky
Dr. Laurel Casillas
- Academic problems
- Learning disorders- dyslexia, dysgraphia, dyscalculia
- Special education concerns & 504 accomodations
- Disorganized/Unmotivated student
- Attention-Deficit Disorder (ADD)
- Attention-Deficit Hyperactivity (ADHD)
- Neurological disorder - brain injury, epilepsy
- Tourette Syndrome
- Autism spectrum disorders
- Developmental delays
- Emotional adjustment
- Diagnostic clarification
- Private School Admissions Evaluations
- Psychological Evaluations
- Attention Evaluations
- Neuropsychological Evaluations
- Psychoeducational Evaluations
The Evaluation Process
The entire evaluation process from the initial appointment to the follow up, can be anywhere from 4 to 6 weeks depending on schedule availability.
The evaluation process is typically 3 appointments.
The intake or initial visit will be with the child and parent(s) attending.
This appointment gives the provider a chance to learn what has been happening and what your concerns are, as well as any background information that may be relevant.
The provider will also spend time talking to, and interacting with, your child in order to get to know him/her better, observe their behavior, and assess communication/social skills.
The provider will then talk with the parents about what the next steps will be.
The second visit will be for the recommended testing and can be 2-4 hours in length depending on the testing protocols that are done.
At least one parent is asked to stay for the duration of the testing.
The third visit is for feedback of testing results and recommendations.
Ordinarily, the child does not need to attend this appointment.
In come cases depending on the nature of the concerns, formal testing may not be needed or may be done as the child ages. In those cases Dr. Poysky may have parents/teachers complete questionnaires and have them come back for a follow up.
In some cases testing may be helpful to determine the correct diagnosis for a child, or to determine if there are developmental, emotional or behavioral problems that are contributing to their current difficulties (e.g., autism spectrum disorders, depression, anxiety, obsessive-compulsive disorder, etc.). The nature of the presenting concern will determine the amount and duration of testing that may be necessary. Opportunity for follow- up and written report will be provided to families.
Most cases of ADHD and ADD can be diagnosed by observation, clinical history, and parent/teacher reports. However, some parents may wish to obtain additional information to help them feel more confident about the correct diagnosis, or to use when making decisions related to treatment and intervention. To meet this need, KCPA offers ADHD/ADD testing to examine IQ, short-term memory, sustained attention, impulse control, processing speed, mental flexibility, planning/problem solving, and emotional adjustment. An in-person feedback session, as well as a written report of the results and recommendations, will be provided to families afterward.
Neuropsychological evaluations are usually conducted when there is concern that a medical condition or injury (e.g., epilepsy, brain trauma, stroke, insufficient oxygen/birth complications, or other neurological conditions) may have an impact on brain functioning. These are comprehensive evaluations designed to measure many different cognitive skills including IQ, short- and long-term memory, language, fine motor dexterity, visual perception, attention, impulse control, processing speed, executive functioning, and academic skills. Recommendations for intervention and/or compensatory strategies are developed based on the results of the testing. Neuropsychological evaluations may be broken up into two or more testing sessions, and may take 4-6 hours total, depending on the needs of the child. Opportunity for follow-up and a written report will be provided to families.
KCPA offers psychoeducational evaluations (testing) to help identify why a child may be having difficulty learning at school. This type of evaluation may help identify specific learning disorders such as Dyslexia (reading problems), Dysgraphia (writing problems), and Dyscalculia (math problems). However, at KCPA we go beyond the mere identification of learning disorders and closely examine specific cognitive processes that may be contributing to the overall problem. Our evaluation will meet requirements for discrepancy-based models of learning disorders, as well as Response-To-Intervention models. We work with families to take what is identified during testing and translate the results into practical goals and recommendations for intervention and remediation, at school and/or through private sources as needed. Assessments commonly look at IQ, academic skills, short-term memory, attention, fine motor dexterity and motor planning, phonological processing and emotional adjustment. Each evaluation is tailored to the unique needs of the child. Psychoeducational evaluations typically take 2-6 hours. An in-person feedback session, as well as a written report of the results and recommendations, will be provided to families afterward.