Psychoeducational Evaluations

A psychoeducational evaluation is a comprehensive evaluation that is focused on learning and academic performance. Cognitive and academic skills are assessed directly, while social-emotional and executive functioning skills are assessed using parent, teacher, and student ratings. The report also includes parent and teacher input, a review of records, and health history. Following testing, a comprehensive report is written and the examiner meets with the parents within 6-8 weeks to review the results. This evaluation helps identify if a student has a learning disability or learning difference, and may help differentiate between the impact of symptoms of ADHD versus learning ability. This evaluation does not diagnose conditions such as ADHD, anxiety, or depression; however, information gathered in this evaluation can be shared with a therapist or doctor to contribute to the diagnostic process.

The Hallowell Todaro ADHD Center provides psychoeducational evaluations for students in grades 1 through 12. At this time, we do not work with adults.

• When the child is having difficulties in learning, attention, memory, social skills, or behavior: A child may be experiencing these difficulties for a variety of reasons. A psychoeducational evaluation can help clarify why a student is struggling and provide guidance as to how to help the student succeed. This may include recommendations for IEP or 504 services and accommodations.

• When the child has recently received a diagnosis, such as ADHD, anxiety or depression: Psychoeducational testing at the time of diagnosis can be helpful in establishing a “baseline” level of functioning. The evaluation can help determine targets for intervention and provide recommendations to support the student across settings. Testing can help determine if there are factors related to learning that may be impacting the child’s present difficulties.

• Some key times that may be ideal for an evaluation:

  • When the student is going to transition to a higher level of education (such as from elementary to middle school) in order to get appropriate supports set up for the new school setting (start this process as early as possible)

  • For SAT/ACT accommodations: typically, testing companies want the student to have undergone the evaluation in high school, and need to have documentation of using accommodations for at least four months

  • Anytime a child is struggling in school!

Most public and private schools will consider the results and will implement recommendations, however, they are not required to. Although more comprehensive than a typical school evaluation, the psychoeducational assessment instruments are chosen to align with tests the school typically uses for easy transfer. The school may choose to do their own evaluation with their own test battery, or may choose to incorporate the results of this evaluation. The Hallowell Todaro Center has consultants available to work with the school on implementing evaluation recommendations if needed.