What Should I Expect When Getting My Kid Tested?
C4L has been assessing students of all ages for over 20 years. (We think we are pretty good at it!) While most assessment processes generally follow the same methods, here is what you and your child can expect when undergoing an evaluation with the Center for Learning.
THE ASSESSMENT PROCESS
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The assessment process will generally take place over a span of approximately 2 – 4 weeks for 1.5- 2 hours per visit (8-10 hours total). It is important that your student not become overwhelmed with the testing. Your student will most likely also experience some “brain fatigue” after the sessions due to the amount of effort they will be putting forth. We want to see the true strengths and weaknesses that your student possesses; consequently, we want them to be well-rested, well-nourished, and comfortable. |
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In order to obtain the most comprehensive picture of your student, the assessment sessions will be conducted preferably in the morning, by several different examiners. It is important to have input from several different experts to identify each facet of your student’s learning potential, social-emotional skills, and behavioral health. Our multi-disciplinary approach is what separates us from most other assessment programs. |
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A comprehensive psycho-educational assessment typically involves a number of tests. The assessment process covers a variety of different areas to ensure that we are seeing the whole student and covering all possible explanations for the presenting problem. Exactly which tests are chosen depends upon the individual student. As the assessment proceeds, additional instruments are commonly added based on the results of the tests administered early in the assessment. Norm-referenced (comparing performance to a typical American child of the same age) tests are administered. In addition, the results are cross-validated to ensure that a skill or ability is assessed using more than one measure. Depending on presenting concerns, additional domains, such as speech and language, may be covered, as well as more in-depth neuropsychological assessment. |
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WHAT TO TELL YOUR STUDENT ABOUT THE ASSESSMENT PROCESS:
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As a rule, most students know they are struggling – academically, socially, or behaviorally. It is important to present this assessment in a positive light. Acknowledge that they are working hard but that some things are just “harder” for them than for other students and you want to help them figure out how to make things “easier.” Use phrases like “I see you working twice as hard as everyone else to do half as well,” or “If you couldn’t see clearly, I wouldn’t tell you that you are just dumb, I would take you to the eye doctor to figure out how to help you. We are getting you tested so we know exactly how to help you.” Remind them that everyone struggles with something in their lives, whether it is math, reading, singing, hitting a baseball, or painting a picture. Your student is no different. We will identify where they are strong and where they are weak in order to help them build their skills. |
PREPARATION:
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There is no way to “study” for any of the assessments we will be giving your student. We want to identify your student’s current levels. All of the tests are made to administer to a specific age range (i.e., 5 – 11 years old, or 9 – 18 years old). They will generally start easy and progress in difficulty until your student no longer knows any of the answers. We explain this to students and remind them, for example, that if they are in 5th grade and are being tested on 8th grade material, we just want to see what they know. We do not expect them to know material that has not been presented to them yet. However, we often find that students excel in a specific area and it is important to identify those areas – both for our information, but also to encourage your student by pointing out their personal strengths. |
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It is vital that your student arrive for testing well-rested and well-nourished. A good night’s sleep and a balanced, healthy meal will enable your student to perform their very best. They are welcome to bring snacks if they wish. We keep a supply of crackers and animal cookies on hand and are always willing to take water breaks. We encourage your child to ask questions, express any concerns or feelings they may have, and communicate openly with us throughout the testing process. We reassure them that we are here to support them every step of the way and that the evaluations are designed to help them succeed and reach their full potential. |
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If your student takes daily medication, it is critically important (unless otherwise advised by our staff) that you continue their medication regimen. We will ask about medication prior to each testing session. If your student is sick or does not feel well, please call us to reschedule your appointment, not only out of consideration of our staff and other clients, but also because a sick student cannot perform to their full potential. |
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RATING SCALES
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Rating scales are a significant component of our assessment process. It is important to obtain feedback from the student, parents, and teachers regarding academic, social, and behavioral performance. Rating scales will be specifically chosen for your student. We may ask you to provide your student’s teacher email, or if they have several teachers, to choose two teachers who know your student best. If your student attends one of the private schools we collaborate with, our Site Coordinators will take care of obtaining teacher ratings. Rating scales are to be completed within two weeks of the start of the assessment process as the information included may lead us to include more tests or examine a certain area more closely. |
HOME AND SCHOOL OBSERVATIONS
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For some students, our doctors will wish to observe them in their school and/or home environment. If this is the case for your student, you may be asked to arrange the observation with your student’s school and teacher. If the school requires release forms, please ensure these get to our office at least one week prior to the scheduled observation. Unless otherwise specified, please do not tell your student about the observations. We want to observe your student in the most natural environment possible. |
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TIME FRAME:
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As mentioned before, the assessment process generally takes between 2 – 4 weeks, but this can vary based on availability, the comprehensiveness of the evaluation, and your student’s testing style. Some students provide prompt responses and move through the process quickly. Other students take their time to consider each response and consequently, the process can take longer. We want each student to move at their own pace (within reason, of course!). Your student’s file is scored as they progress through the process. At C4L, we have weekly team meetings where we discuss each student’s progress in testing and determine if more specific testing is warranted. Once testing is completed, your student’s file will move into the finalization process. This will generally take 2-3 weeks and includes any rating scales that have been emailed out as well as assuring that your student’s file is complete with history and previous testing information. |
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A review of results will be scheduled for parents only. At this time, one or two of our doctors will meet with you (usually via zoom) and review all of the information obtained during the assessment. You will be provided with a diagnosis and a plan of action. A one-page summary of the results will be completed during the review and will be sent to you the same day via your Simple Practice portal. Please allow up to 2 hours for this meeting. |
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For older students, we will often schedule a 30 minute meeting with your student and one of our psychologists to review the results of their testing with them. Specific scores are not shared at this meeting. Rather, strengths and weaknesses are reviewed as well as learning patterns that may help the student understand more about themselves. The student will have opportunities to ask questions about their performance or specific tests. |
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After the review is completed, your student’s file will move to the reporting process. Reports are written in order that the reviews are completed and generally can take 3 -4 weeks to complete. The reports are comprehensive and include a description of each test administered, the results obtained by your student, and a thorough discussion of those results. In addition, a diagnosis (if appropriate) and a plan of action are included. |
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At C4L, we take the assessment process very seriously. We understand that the decision to have your student tested is not an easy one and that you may be feeling anxious about the process and the results. We feel honored every time a parent entrusts us with their child and do our best to make the process as comfortable and positive as possible.
We have even found, over the years, that while it is not necessarily “fun,” most students enjoy the process and learning about themselves. They feel encouraged and supported – and most importantly, seen.
Stay tuned for Part 5 in our Assessment Series: All About Assessment: I Got My Kid Tested…Now What?
If you are considering such testing for your child, C4L can provide you with information about our process.
Click HERE to Contact Us
Learn More
WHERE Should I Get My Kid Tested?
Seeking out an assessment for your child can be daunting –
Where do you go?
How much does it cost?
How long does it take?
Will it be worth it?
In part 3 of our Assessment Series, we will be breaking down the pros and cons of different evaluation options. This should help provide clarity as you choose the best option for your child and your family.
First, what is an assessment?
As we outlined in our previous blogs in this series, as children grow and develop, they sometimes have trouble learning, difficulties concentrating, or psychological or social problems. When this happens, a psycho-educational or a neuropsychological assessment can pinpoint where the difficulties lie. An assessment offers insights into a child’s learning, attention, social, and emotional functioning with the goal of tailoring recommendations to plan a child’s educational and mental health needs.
Who can do an assessment??
Choose a qualified professional with expertise in child and adolescent assessment and a provider with experience in diagnosing and treating the specific concerns you have.
Where do I get referrals?
Your child’s pediatrician, school counselor, or other healthcare providers involved in your child’s welfare can be an important resource for obtaining appropriate referrals for specialists who have experience with assessment and intervention services for children and teens with learning or behavior difficulties. Recommendations from other parents and teachers can also be helpful.
There are three main options for having your child assessed:
1. YOUR LOCAL SCHOOL DISTRICT
2. A PRIVATE CLINICIAN
School Psychologist – School psychologists often complete a bachelor’s degree in psychology, education, or a related field, and a master’s in school psychology or educational psychological development.
Educational Psychologist – Licensed educational psychologists generally are required to complete two years of full-time experience as a credentialed school psychologist and one year of supervised experience in an accredited school psychology degree program.
Neuropsychologist – Neuropsychologists need a doctoral degree in psychology with a neuropsychology concentration, plus a year or more at an internship.
Clinical Psychologist –Clinical psychologists must have a doctorate, either a Ph. or a Psy D., and usually require training to get licensure to practice, commonly taking one or two years.
Developmental Pediatrician – Developmental pediatricians are medical doctors who specialize in evaluating children for developmental and learning difficulties.
3. THE CENTER FOR LEARNING (We are awesome!… And maybe a little biased!) The Center for Learning team consists of Clinical Psychologists, Neuropsychologists, Educational Psychologists, School Psychologists, Speech/Language Pathologists, and Educational Therapists who work together providing evaluations and interventions for students of all ages, backgrounds, and learning styles.
Let’s dive in.
Choice #1: YOUR LOCAL SCHOOL DISTRICT
Whether or not your child attends your local public school, they are eligible for special education services – if they qualify. You can request an evaluation for learning disabilities and the school is legally required to honor your request – if your child attends public school, private school, or is homeschooled.
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It’s free. If your child is a student at that school, the assessors can easily review records and observe your child. The school district has to stick to a time frame so the process may be faster.
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The school has to agree to the evaluation and you may need to wait for approval. The assessors are part of the school’s team and recommendations may be shaped by school resources. Testing typically does not take place over vacations and breaks (like summer) and may end up taking significantly longer. Typically, your student will have to display significant weaknesses to qualify for services. If there are relative weaknesses in your child’s academic performance, they may not qualify for services.
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Choice #2: PRIVATE CLINICIAN
The assessment is typically completed in an outpatient clinic with either a clinical psychologist, educational psychologist, or neuropsychologist.
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Private practice professionals often have specialized training and expertise in diagnosing learning issues and developmental disorders. They may have access to a wider range of assessment tools and interventions tailored to individual needs. You can choose who is assessing your child. Generally more individualized assessments. You can choose whether or not to share results with your child’s school. Private practice settings may offer more flexibility in terms of scheduling assessments and providing individualized attention to each child. They may also have access to a broader range of assessment tools and therapeutic interventions compared to what is available in a school district, which can be advantageous for children with complex learning profiles. Parental Involvement – In a private practice setting, parents may have more direct involvement in the assessment process and decision-making regarding their child’s evaluation and treatment plan. They may also have greater control over the selection of professionals and services. |
Private assessments conducted in a private practice setting may be costly and may not always be covered by insurance. Your child’s school may not consider the evaluation results and may require their own assessment. There is no standard timeline so the process may take longer. Sometimes these assessments may not be comprehensive and only evaluate for specific concerns such as ADHD or a learning disability. Consequently, some diagnostic information can be missed.
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Choice #3: CENTER FOR LEARNING (C4L)
The assessment is completed in an outpatient clinic, over several days, with clinical psychologists, educational psychologists, and/or neuropsychologists who specialize in child assessment and intervention.
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ALL providers have specialty training in child assessment and intervention. The assessment in comprehensive –no matter what! All aspects of the child are assessed – including cognition, academic skills, attention, and emotional and behavioral functioning. C4L uses a wide range of assessment tools and therapeutic interventions and is always seeking cutting edge technology and practices. C4L has a strong reputation for valid and reliable results. Most schools honor our findings. C4L works closely with area private schools. C4L obtains feedback from parents and teachers and considers this information in the diagnostic progress. You can choose whether or not to share results with your child’s school. C4L provides a thorough review of all assessment findings with parents as well as a comprehensive report. |
It is not free and can be expensive. Your child’s school is not required to honor the evaluation findings. There is no standard timeline so the process may take longer. However, at C4L, we do our best to complete testing and review results in a timely manner.
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At the end of the day, the decision is yours. What is most important is that your child receives a thorough evaluation with results you can trust. Above all, testing should be viewed as a tool to better understand your child’s unique strengths and challenges. This will help you provide them with the support and resources they need to thrive academically, socially, and emotionally.
Stay tuned for Part 4 in our Assessment Series: All About Assessment: What Should I Expect When Getting My Kid Tested?
If you are considering such testing for your child, C4L can provide you with information about our process.
Click HERE to Contact Us
Learn More
When or Why Should I Get My Kid Tested?
Getting your child tested is an important decision that can have significant implications for their development and well-being.
However, the reasons for assessment can change as your student gets older, and testing can lead to everything from early intervention services to college accommodations – and many other things in between.
In this post, we are going to break down reasons why testing might be helpful for your child throughout their early childhood and later academic years.
WHEN TO GET TESTED IN EARLY CHILDHOOD:
Getting your toddler or preschooler tested may be necessary to ensure they receive the appropriate support and interventions for their early development. Early intervention and support can make a significant difference in your child’s long-term academic and social-emotional success.
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Developmental Delays: If you notice that your toddler or preschooler is not reaching developmental milestones in areas such as speech and language, motor skills, social interaction, or cognitive abilities. Speech and Language Delays or Disorders: If your toddler or preschooler has difficulty communicating, understanding language, or expressing themselves verbally. Pre-Academic Delays: If you suspect that your toddler or preschooler may have learning differences or disabilities that could impact their school readiness or future academic success. |
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Behavioral or Emotional Challenges: If your child exhibits challenging behaviors, emotional outbursts, social difficulties, or signs of anxiety. Concerns About Autism Spectrum Disorder (ASD): If you notice signs or behaviors associated with autism spectrum disorder, such as limited eye contact, repetitive behaviors, difficulty with social interactions, language delays, or sensory sensitivities,. Family History of Developmental Disorder : If there is a family history of developmental disorders, learning disabilities, autism spectrum disorder, or other conditions that may impact your child’s development. |
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Concerns from Educators or Healthcare Providers: If teachers, daycare providers, pediatricians, or other professionals express concerns about your child’s development, behavior, speech, or interactions with peers. Access to Early Intervention Services: Early identification of developmental delays or disabilities can lead to earlier access to intervention services, therapies, and supports that can help your child make progress and reach their full potential. In some cases, having a formal diagnosis through testing can help your child qualify for specialized services, therapies, and educational supports. Peace of Mind: Testing can provide clarity and reassurance for parents who are concerned about their child’s development or behavior. It can also help alleviate uncertainty and guide decisions about appropriate interventions and support. |
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WHEN TO GET TESTED IN ELEMENTARY SCHOOL:
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Academic Struggles: If your child is having persistent difficulties with reading, writing, math, or other academic subjects despite efforts to help them catch up or improve. Social or Emotional Challenges: If your elementary schooler exhibits signs of emotional distress, social isolation, or behavioral issues that interfere with their learning, relationships, or overall well-being. Elementary school is a critical time for social and emotional development, and many children experience stress, anxiety, depression, or difficulties with peer relationships. Difficulty Concentrating or Paying Attention: If your child has trouble focusing in class, completing tasks, or following instructions or if they are in constant motion, have difficulty sitting still, or keeping their hands to themselves. Difficulty with Executive Functioning Skills: Elementary school introduces more structured academic tasks and organizational demands. If your child struggles with organization, time management, planning, prioritizing tasks, or completing assignments independently, testing can help identify any executive functioning deficits that may be impacting their academic performance. |
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Family History of Learning or Developmental Disorders: If there is a family history of learning disabilities, ADHD, autism spectrum disorder, or other developmental disorders, it may increase the likelihood that your child could be experiencing similar challenges and may benefit from testing. Concerns from Teachers or School: If your child’s teacher expresses concerns about their academic progress, behavior, or social interactions in school. Access to Support Services: Testing can allow your child to qualify for additional support services, accommodations, or interventions that can help them succeed academically and socially in school. |
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Transition to Middle School: The transition to middle school can be challenging for many children, particularly if they have learning differences, social anxiety, or difficulty adapting to new routines and expectations.
Evaluation of Giftedness or Special Talents: On the flip side, testing can also be beneficial to identify if your child is academically gifted or has talents in specific areas that may not be fully recognized or addressed within the regular classroom setting. Testing can also be beneficial to identify ways to nurture their potential.
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WHEN TO GET TESTED IN MIDDLE SCHOOL:
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Academic Struggles: If your child is experiencing persistent difficulties with reading, writing, math, or other subjects despite efforts to help them catch up or tutoring. Difficulty with Organization or Executive Functioning: If your child struggles with organization, time management, planning, prioritizing tasks, or completing assignments independently. |
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Social or Emotional Challenges: If your middle schooler exhibits signs of emotional distress, social isolation, or difficulties with peer relationships. Unexplained Behavioral Issues: If your child exhibits challenging behaviors that interfere with their learning, relationships, or overall functioning, |
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Family History of Learning or Developmental Disorders: If there is a family history of learning disabilities, ADHD, autism spectrum disorder, or other developmental disorders. Concerns from Teachers or School: If your child’s teachers express concerns about their academic performance, behavior, social interactions, or emotional well-being. |
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Evaluation of Giftedness or Special Talents: Testing can also be beneficial to identify if your child is academically gifted or has talents in specific areas that may require specialized programming or support to nurture their potential. Transition to High School: Testing in middle school can help identify areas where your child may need additional support as they prepare to transition to high school, where academic and social expectations may become even more demanding. |
WHEN TO GET TESTED IN HIGH SCHOOL:
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Consistent Academic Struggles: If your student consistently struggles in one or more subjects despite putting in effort, it may be an indicator of a learning disability. This could include difficulties in reading, writing, math, or other areas as well as difficulty completing homework, assignments, or tests. Identification of Learning Disabilities or Special Needs: If your high schooler has not been previously diagnosed with a learning disability or special needs, testing can help identify any additional underlying issues that may impact their academic performance as well as provide them with access to appropriate accommodations and support services. |
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Inconsistent Performance: Learning disabilities can sometimes lead to inconsistent academic performance. If your student performs well in some subjects but poorly in others, it may indicate an underlying issue. Difficulty with Executive Functioning Skills Organization and Time Management: High school often introduces more complex academic tasks and organizational demands. If your child struggles with time management, organization, planning, prioritizing tasks, or completing assignments independently, testing can help identify any executive functioning deficits that may be impacting their academic performance. |
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Social or Emotional Challenges: High school can be a stressful time for many students, and they may experience anxiety, depression, peer pressure, or other social-emotional challenges. Testing can help assess their social-emotional functioning and identify any underlying issues that may require intervention or support. Unexplained Behavioral Issues: If your child exhibits challenging behaviors that interfere with their academic success, relationships, or overall well-being, testing can help determine if there are underlying emotional, behavioral, or developmental issues that need to be addressed.
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Teacher, School, or Parent Concerns: Teachers often notice when a student is struggling academically. If they express concerns about your student’s academic performance, it’s a good reason to consider testing. You will gain a better understanding of your student’s needs and how to provide appropriate support. Previous Interventions Have Not Worked: If your student has received additional support, such as tutoring or accommodations, and continues to struggle, it may be time to consider a comprehensive assessment for a learning disability. |
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Preparation for College Admissions Testing: Many high school students take standardized tests such as the SAT or ACT as part of the college admissions process. Testing can help identify areas where your child may need additional preparation or accommodations to perform their best on these exams. Testing may also identify if your student qualifies for accommodations such as extended time. Transition to College or Post-Secondary Education: Testing can help your high schooler identify their academic strengths and areas for improvement as they prepare for college or other post-secondary education options. Transition to Adulthood: Testing can help your high schooler develop self-awareness and self-advocacy skills as they transition to adulthood and take on increasing responsibility for their academic and personal growth. Career Planning and Vocational Assessment: Testing can help your high schooler explore their interests, aptitudes, and career goals, providing valuable information for career planning and vocational assessment. |
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Above all, testing should be viewed as a tool to better understand your child’s unique strengths and challenges. This will help you provide them with the support and resources they need to thrive academically, socially, and emotionally.
Stay tuned for Part 3 in our Assessment Series: All About Assessment: Where Should I Get My Kid Tested?
If you are considering such testing for your child, C4L can provide you with information about our process.
Click HERE to Contact Us
Learn More
What Does it Mean to “Get My Kid Tested?”
When someone mentions getting their kid tested for academic struggles or focus issues, it usually refers to a process of undergoing assessments to identify and diagnose potential learning difficulties or attention-related challenges.
A “comprehensive neuropsychological psychoeducational assessment” is a fancy way of describing a thorough evaluation that combines elements of neuropsychology and psychoeducation to assess a student’s cognitive functioning, emotional well-being, and academic abilities.
Think of it like a puzzle – there are many different pieces that make up your child’s development and abilities, each piece unique and important in shaping who they become and what they can achieve.
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At the Center for Learning, we believe that if your student is struggling in school, we need to look at the “whole child.” It is important to uncover the underlying factors contributing to their difficulties. That enables us to provide targeted interventions and support to address not just academic challenges, but also social, emotional, and cognitive aspects of their development. In this context, for example, symptoms of anxiety can manifest as inattention, and struggles in math can actually be vulnerabilities in working memory. A comprehensive evaluation is needed to clearly understand how your student learns, thinks, and feels. |
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Most students who are struggling in school cannot be fully understood by looking at a single piece of a puzzle. The Center for Learning utilizes a “multi-disciplinary” approach. What does this mean? We combine the expertise and perspectives of neuropsychologists, educational therapists, speech pathologists, and other specialists to provide a complete and individualized picture of each student’s strengths and weaknesses across cognitive, social-emotional, and academic domains. |
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This allows for collaborative problem-solving, and as a result, diagnoses, interventions, and support strategies that are tailored to address your child’s specific needs. |
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A comprehensive evaluation should look at the following areas:
| COGNITIVE FUNCTIONING
Assessments such as IQ tests are conducted to understand your child’s cognitive abilities and potential areas of strength or weakness. Various cognitive domains are evaluated, including memory (long-term, short-term, verbal, visual), attention, executive functions, language skills, and visual-spatial abilities. |
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ACADEMIC ACHIEVEMENT
This involves evaluating your child’s academic performance, including reading decoding, comprehension, and fluency; written expression, spelling, and visual-motor coordination skills; and math calculation, problem-solving, and fluency. It helps us to identify any foundational gaps or learning disabilities. |
| SOCIAL-EMOTIONAL DEVELOPMENT
Rating scales and personality inventories enable us to evaluate emotional well-being, social skills, and behavioral functioning, as well as personality traits and psychological factors that may influence behavior and learning. |
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In addition,
| PARENT and TEACHER INTERVIEWS:
Input from parents and teachers is valuable to understand the child’s behavior in different settings. C4L utilizes rating scales to gain insight into your student’s behavior and performance across home and school settings. |
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EDUCATIONAL HISTORY and BACKGROUND:
A review of your child’s educational history, including any previous assessments, interventions, or special education services, as well as other family members who may have similar learning profiles. |
| BEHAVIORAL OBSERVATIONS:
This involves gathering information about your child’s behavior both at home and in school. This is also helpful in identifying symptoms associated with ADHD, such as impulsivity, hyperactivity, and inattention. |
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By the end of testing, you should have a comprehensive and integrated understanding of your child’s strengths and challenges across cognitive, emotional, and academic domains. You may also have diagnostic impressions related to cognitive disorders, learning disabilities, or other conditions that may affect academic performance. Recommendations and interventions should be clear and may include recommendations for educational strategies and interventions to support your child’s learning needs, therapeutic interventions (if emotional or behavioral concerns are identified), and/or accommodations and support services that may be beneficial in an educational or workplace setting. |
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It’s important to note that the process may involve collaboration between educators, healthcare professionals, and psychologists. The goal is to provide a comprehensive understanding of your child’s strengths and challenges, leading to appropriate support and intervention if needed.
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In summary, a multidisciplinary assessment is essential for gaining a nuanced and comprehensive understanding of your child’s needs. It allows for a more cohesive and collaborative approach to assessment, diagnosis, and intervention, ultimately leading to more effective support and success.