The child psycho-educational testing process at Paradox is transparent and simple. Our evaluations are described by parents, teachers, and medical doctors as comprehensive and necessary for recognizing a child’s strengths and areas of need. Psycho-educational testing is used to uncover clients’ areas of strength and areas for growth. Evaluations also help lay the foundation for helping individuals reach their highest potential. Moreover, testing results are used to create academic and therapy goals to develop a plan for success.
Our clinicians use the most up to date educational and psychological test materials. So you know your’re getting the most accurate results as possible.
Areas we assess in our child psycho-educational evaluations include:
ADHD, ADD, learning disabilities, auditory processing disorder screening, language delay, autism (Autism Spectrum Disorder), mood related issues (anxiety and depression), personality, social-emotional development, trauma, bipolar disorder, and other underlying psychological issues and differences.
The child psycho-educational testing process generally involves the following:
An initial appointment to gather information and your child’s history.
A school observation and teacher interview.
Parent and teacher questionnaires are completed.
One-to-one testing sessions (generally between two and three sessions) with breaks that are often fun for kids.
Clinician scoring, writing, and interpretation of findings.
A final parent or adult individual meeting to discuss findings.
The parent feedback session is a time to go over the results and recommendations. Your psychologist will review recommendations for both home and school settings and clarify any questions you have. Also, specific materials (e.g., books, tutoring tools) will be suggested as well as possible referrals for therapy or school interventions.
The following is a partial list of child psycho-educational testing tools we may use during the evaluation:
- IQ testing using the WISC-V, WPPSI-IV, and WAIS-IV)
- Wechsler Individual Achievement Test, 3rd Edition (WIAT-III)
- Woodcock-Johnson IV Tests of Achievement (WJ-IV-ACH)
- Developmental testing (Bayley-III)
- A Developmental NEuroPSYchological Assessment (NEPSY-II)
- California Verbal Learning Test (CVLT-C and CVLT-II)
- Delis Kaplan Executive Function System (D-KEFS)
- Children’s Memory Scale (CMS)
- Wechsler Memory Scale (WMS-IV)
- Developmental Test of Visual-Motor Integration (VMI)
- Vineland Adaptive Behavior Scales, 3rd Edition (Vinelnd-3)
- Comprehensive Test of Phonological Processing (CTOPP-2)
- Gray Oral Reading Tests, 5th Edition (GORT-5)
- Nelson-Denny Reading Test (NDRT)
- Test of Written Language (TOWL-4)
- SCAN-3 for Auditory Processing Disorder Screening
- Autism Diagnostic Observation Schedule-Second Edition (ADOS-2)
- Conners CBRS (behavior rating scales)
- Behavior Assessment System for Children, 3rd Edition (BASC-3)
- Millon Adolescent Clinical Inventory (MACI)
- Millon Pre-Adolescent Clinical Inventory (M-PACI)
- Minnesota Multiphasic Personality Inventory (MMPI-II-RF)
- Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A)
- Millon College Counseling Inventory (MCCI)
- Revised Children’s Manifest Anxiety Scale (RCMAS-2)
- Reynold’s Child Depression Scales (RCDS-2)
- Reynold’s Adolescent Depression Scale (RADS-2)
- Thematic Apperception Test (TAT)
- Robert’s Apperception Test for Children (RATC)
- Child Self-Report and Projective Inventory
- School observation and/or teacher interview
- Parent Interview