We Follow Your Questions
There are different kinds of evaluations. In reality, the type of evaluation we conduct will be based on your needs and the questions you want answered. Sometimes, the focus is on psychological diagnoses, such as anxiety, depression, autism, social disorders, conduct disorders, developmental disorders, attention-deficit/hyperactivity disorders, intellectual disabilities, among others. Sometimes, the focus is on determining an individual’s strengths and weaknesses to develop specific, individualized recommendations that offer support, build independence, and improve overall functioning. Read more about the differing kinds of evaluations below.
“Be curious, not judgmental.” - Ted Lasso
Psychological Evaluations
(Ages 3 to 21)
Focus on general psychological functioning across settings, such as school, home, and community. The goal of these assessments is to determine what social-emotional challenges are affecting an individual’s academic, social, and occupational functioning, and recommend supports for that individual to function best.
Academic Evaluations
(Ages 3 to 21)
Assess an individual's reading, writing, and mathematics skills (also known as academic achievement). Academic evaluations are sometimes named Psychoeducational or Educational Evaluations. (Insurance note: some insurances do not cover academic/educational evaluations. Foreside can complete an eligibility verification to check.)
Neuropsychological Evaluations
(Ages 3 to 21)
Answers the question, "What is the barrier between the individual and their success at school and home?" A neuropsychological evaluation can include academic assessment, attention assessment, adaptive assessment, cognitive assessment (comprehension, processing speed, etc.), learning development (phonological processing, memory, neurological functioning), emotional assessment (anxiety, depression), social assessment, developmental disabilities (autism), executive functioning (cognitive flexibility, response inhibition, problem solving), and others.
Independent Education Evaluations
(Ages 3 to 21)
These evaluations are usually requested by parents or schools when there is more information needed about diagnosis or programing for a student. It can be helpful to have a third-party psychologist complete an evaluation, that is independent of the family and school, to provide balanced insight and recommendations.
Functional Behavior Assessments
(Ages 3 to 21)
When the purpose (function) of a behavior is known, targeted interventions and supports can be put in place to help an individual meet their needs. FBAs decrease the guess work in choosing interventions, and support the selection of strategies that work. FBAs are complex, scientific analyses of behavior that integrate data from direct observations, indirect observations, records and direct consequential/antecedent analyses. Due to the complexity of human behavior, FBAs are best completed by Board Certified Behavior Analysts (BCBA).
Positive Behavior Support Plans
(Ages 3 to 21)
These are behavioral treatment plans that aim to increase appropriate, adaptive behavior while decreasing inappropriate, interfering behavior. The goal is to teach an individual behavioral expectations and support the individual’s use of positive behavior, rather than focusing on what the individual “does wrong.”