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We offer a number of types of assessment to suit a variety of needs. Diagnoses are provided when appropriate.


Common testing referrals include:​

  • Attention Deficit Hyperactivity Disorder (ADHD)

  • Learning Disabilities (e.g. Dyslexia, reading, writing, math difficulties)

  • Executive functioning difficulties (organization, time management)

  • Extended time on standardized tests

  • College accommodations

  • Autism Spectrum

  • Mood Disorders (e.g. Depression)

  • Emotional/behavioral regulation 

  • Anxiety Disorders

  • Social difficulties

  • Kindergarten readiness

  • Giftedness/Private School Placement

Comprehensive Assessment​

We view assessment as the first step in treatment and intervention. Assessment reveals the nature of the problem and points to potential solutions. We tailor each assessment based on the presenting concerns, choosing a battery of tests unique to the situation. Sometimes, one presenting concern (like ADHD) could in reality be due to a number of factors. For this reason, it is important to assess a number of domains to consider alternative explanations. The degree of comprehensiveness is discussed in the initial consultation or intake interview. ​Once assessment is determined to be the most appropriate course of action, we begin the assessment with a thorough intake interview so that we understand the referral concerns. Depending on the nature of the concern, testing may take place over several sessions. Additionally, we sometimes conduct classroom observations and/or speak with your child's teacher, school staff or others who have perspective on your child's functioning. At the end of the testing process, you will receive an individualized, comprehensive written report with a diagnosis, when applicable, and detailed recommendations specific to your needs. This report will be discussed with you at an interpretive conference. We remain available for ongoing consultation at the end of the assessment.

Dyslexia Screening

Are you concerned about your child's early reading skills? Skills such as rhyming, hearing the sounds in words, and identifying letters/sounds are important building blocks of reading. Dyslexia screening is provided for children in mid-kindergarten through first grade who are having trouble with these early markers of reading. The goal of screening to understand your child's skill level in these areas, determine if there is a risk to develop dyslexia, and most importantly, to provide recommendations for early intervention services to prevent future reading problems. 

​​Cognitive Assessment for Gifted and Private School Placement

We offer cognitive assessments for the purposes of application for gifted programs and private school placement. All of our practitioners have extensive experience working with children and families who seek these services.


Kindergarten Readiness

The decision to start kindergarten relies on a number of factors. We offer kindergarten assessments that examine cognitive abilities, pre-academic skills, and social/emotional development.

Psychoeducational Assessments versus Neuropsychological Assessments

Parents frequent ask if we conduct neuropsychological or “neuropsych” assessments. The short answer is no, because we are not neuropsychologists, but it is more nuanced that that. Traditionally, neuropsychological evaluations are primarily used when there was a concern about a neurological condition, such as a brain injury or medical issue that could impact cognitive functioning. These evaluations are often conducted in medical settings like hospitals or outpatient clinics. Over time, some of the same cognitive assessment tools used in neuropsychological evaluations have been adopted by private practitioners to evaluate everyday issues such as attention, memory, and their impact on learning. Even when not related to a medical condition, questions about cognitive processes like attention may warrant the use of neuropsychological instruments in a private practice setting. As school psychologists, we understand how neurological processes influence a child's academic performance and development. While we refer to our evaluations as "comprehensive psychoeducational" since they examine the psychological and educational aspects, we also consider how neuropsychological factors - such as attention - are implicated. Using cognitive measures from neuropsychology allows us to fully understand a student's strengths and challenges from a biological perspective too. To identify a learning disorder like dyslexia, or ADHD, or other learning/emotional/behavioral factors impacting a student, a full neuropsych is not typically necessary.  Please reach out if you have further questions, we’re happy to help figure out what will best support your student. 

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