Psychoeducational Evaluations
Does my child need an evaluation?
When your child is not meeting developmental milestones or you are concerned about their learning or academic progress, it is essential to determine the cause. A comprehensive psychoeducational evaluation will identify your child’s strengths, weaknesses, and needs. A comprehensive evaluation will help you develop a plan and provide guidance in making decisions about his/her educational programming.
What will the evaluation include?
A comprehensive evaluation will include: (a) identifying information, (b) presenting problems, symptoms, and parental concerns, (c) early development, family history, school concerns, (d) speech and language development, (e) social development, (f) interviews with parent and child, (g) behavioral observations of the child, (h) tests administered and test results, and (i) recommendations.
What happens in an evaluation?
In an evaluation, information is gathered through formal and informal measures, including background and family history, interviews with parents, students, and/or teachers, classroom and/or testing observations, work samples, and formal testing of intelligence/cognitive abilities, language abilities, and academic skills. The testing instruments used are norm-referenced, indicating how a student compares academically to their peers in reading, writing, and math. This type of evaluation is used to determine specific learning disabilities, including dyslexia and dysgraphia.
Do you provide updated evaluations?
The College Board requires evaluations to be up-to-date for accommodations to be considered for College Board exams—including the PSAT/NMSQT or PSAT 10, SAT, and AP Exams, which the College Board’s Services must first approve for Students with Disabilities (SSD). If a student has a documented disability, R.E.A.D. Evaluation and Dyslexia Center™ can provide updated diagnostic information, including test scores, narrative explanations of the student’s impairment, and how the disability currently impacts the student’s need for accommodations, as well as information about the functional impact of the disability.
