Psycho-Educational Eval and Reporting

A psycho-educational evaluation is a process in which a trained professional will assess a child’s current functioning levels behavioral and academically, as well as identify their strengths and weaknesses. Information gathered during the assessment period will be analyzed and recommendations will be made regarding the child’s academic, social, and behavioral

needs.

• Age appropriate assessments using research-based tools.

• A written report of the assessment results, including recommendations and suggested

goals.

• A meeting with the child’s parents or guardian to go over the results.

• Representation at a PPT or school meeting for an additional fee. Meeting

attendance will include: a report the assessment findings and suggested

recommendations to address the needs of the child.

Cheryl Galligan, a current Licensed Professional Counselor in the state of Connecticut and New York. Ms. Galligan’s background includes 25 years as a special education teacher in NY where she administered academic assessments, wrote individual goals for her students based on their testing, attended CSE (PPT) meetings, at which a detailed report of the child’s goal progress, as well as current academic and behavior functioning were given.

The psycho-educational evaluation process is outlined below in the four Phases. The amount of time the evaluator spends with a child can vary from 1-2 hours on a single occasion to shorter periods of time on multiple occasions. This will depend on the assessments utilized, the ability of the individual to stay focused on the task, the cooperation of the individual, and the success of their performance. Most academic assessments increase in difficulty as the individual proceeds through the assessment. Behavioral assessment tend to take less time to complete. This evaluation is for educational and behavioral purposes only to assist parents and guardians with obtaining information about their child’s current academic and behavioral functioning. It does not include a neuro-psychological evaluation or IQ testing. For these services, we can refer you to an outside source. Typical findings as a result of a psycho-educational evaluation are learning disorders (e.g., disorders in reading, mathematics, and/or writing disorder), language disorders (e.g., weakness in

expressive language, receptive language and/or auditory processing) and attention

disorders (with or without executive dysfunction). When behavioral issues are identified

a “Behavioral Intervention Plan” for home or school will be developed if needed.

Phase 1: Background information and developmental history is obtained during an

interview with the parents or guardian. If it is appropriate, the child may participate in

this process as well. 

The purpose of this phase is to gain a comprehensive picture of the child. Intake

interview with the parent and child. During this time detailed questions will be asked

about the child’s birth history, developmental history, medical history, academic history,

social/emotional history and family history.

Parents will be asked about their areas of concern—when they first became areas

of concern, as well as your impressions of your child’s strengths and weaknesses. The

child’s current functioning at home and at school, struggles, observations, or reports

may be asked as well. This process could be 1.5 -2 hours.

Phase 2: Assessment of academic abilities and behaviors

This process could take 3-4 sessions or several hours based on the age and functioning

level of the child. It is during this phase that the evaluator will administer academic and

behavioral assessments to identify the child’s cognitive, academic, social/emotional

functioning. An assessment of the child’s processing abilities may be assessed as well.

Below is a list of assessments that may be used, but is not limited to.

• ASEBA Child Behavior Checklist

• Developmental History Checklist for Children (parent form)

• ABAS-3 Adaptive Behavior Assessment System

• BRIEF Behavior Rating Inventory of Executive Function

• Woodcock Johnson Reading Scale

• Key Math Assessment

• APS Adolescent Psychopathology Scale

• AARS Adolescent Anger Rating Scale

• Connors ADHD assessment (Parent and Child)

Phase 3: Report Writing followed by a post evaluation meeting to go over the results,

recommendations, and to ask questions. The evaluator will share the results of the

assessment and provide feedback about the results. This is the most important aspect of

the evaluation because it provides both the opportunity to hear the results and ask

questions. At this time, any question can be asked regarding the evaluation. It is

strongly suggested that you bring a notepad with you.

Who can join the post evaluation? It might be helpful to ask another family member to

join the meeting to assist with the questioning and information given. If the child is age-

appropriate, they may join the meeting as well. Generally middle schoolers are 

interested in hearing about the results. It may also provide for them validation and

encouragement, as well as the opportunity to hear about any recommendations

including accommodations to promote success in school.

At this time, the parents or guardians will receive a written report. It is recommended

that the family reads through the report several times before sharing it with the school

or with other professionals. You will then know exactly what information the school is

seeing, and also be in a position to contact the evaluator before it is shared should there

be any misinformation included in the report. Parents may request for the evaluator a comprehensive written report with suggestions for interventions for an academic or behavioral plan for use at home or school, advocate for your child’s educational needs (e.g., implementing school

accommodations, IEP, or 504 Plan), and/or facilitating communication among various

professionals working with your child. to attend PPT meeting to share results.

Phase 4- There is an additional fee for the services requested in this phase

                  Most of the services will be billed outside of insurance.

Phase 1 will be two separate sessions and can be billed under insurance. 

Phase 2- will be three or four sessions depending on the abilities and tolerance of the child will be included in the package price. 

Phase 3- will be included in the package price

Phase 4 will be billed separately as stated above at the rate of $200 per hour may be as many as 4 hours depending on child's abilities and tolerance, will be billed to credit card post meeting. 

                   For Developmental and psycho-educational evaluations

• A 50% non refundable deposit is due upon the intake appt. 

• The remaining balance is expected when results and a final report are received.

Comprehensive Psycho-educational evaluation: $4500

A full psycho-educational assessment explores how cognitive, attention, and

emotional/behavioral factors may be hindering academic, social, or functional

success. This is our most commonly requested assessment, as it covers all possible

areas of difficulty, including attention, learning, emotional/behavioral, and other

disorders. 

                        Assessments typically include:

• achievement testing in all academic areas

• comprehensive achievement testing in all academic areas (basic reading,

reading comprehension, reading fluency, math calculation, math reasoning,

math fluency, written expression, spelling)

• behavior/emotional/social assessment as needed

• comprehensive written report (typically 15 -25 pages) with suggestions for

intervention

 1. Prepare your child for the testing experience. Help them understand the purpose of the testing, how long each day may take, and answer any questions they may have about the experience.

2. Prepare yourself for the testing experience: collect and documents or data to share with the evaluator to help give a comprehensive picture of the client.

3. Check family schedule before beginning the process and make sure the testing won’t be interrupted due to other family responsibilities.

1. Ensure your child is well rested, well-fed, and hydrated on the days of the evaluation.