​

The goal of a comprehensive assessment is to use test data, as well as interviews, observations, consultations, and reviews of records to identify strengths and  problems for the individual, and then to recommend concrete strategies for addressing difficulties. 

​

Assessment can, among other things, clarify why school or work failure is occurring; identify what school or testing accommodations should be available for students; delineate the individual’s strengths; provide the most appropriate diagnosis; explain why emotional problems persist despite therapy and/or other mental health interventions; and recommend treatment or intervention strategies that are most appropriate.

​

Testing serves a multitude of purposes and can be helpful at all ages and for all developmental levels.  

 

Common questions asked in  assessing a child or teen include:    

​​

• Why is school failure (or struggle) occurring?  Why is school so hard for my child?

• What school or testing accommodations will be helpful for my student?

• Is my child entitled to any services/revenues that have not yet been accessed?

• What are the individual’s strengths?

​​

Children, teens, and adults often seek evaluation to answer questions like:

​

• What is my, or my child’s, learning style?  Are there any information processing problems?

• Is there a learning disability?  An attention problem?

• How can I facilitate the optimal functioning of a family member (children, teen, adult off-spring, spouses, siblings, etc.)?

• Why do key problems persist in spite of therapy or other interventions?

• How are emotions being handled?  What are the person’s coping resources?  What will help them cope better or make more progress?

• What is the nature of any interpersonal problems and are there deficits in social communication skills?

​​

Formal diagnosis can be provided at the end of any assessment if that is helpful to the individual and/or family.