Testing Process

• Initial Interview
  The initial interview will be conducted in one of two ways according to your preference: online via Zoom or in person at one of our two Jacksonville locations. Please see our contact page for addresses and maps.Children 12 and older should be part of the initial interview.

  Parents are asked to provide records of academic performance and prior assessment results at least one day prior to the initial interview so that a brief records review can be conducted in advance. A detailed history covering many aspects of the student’s life is obtained. This history, along with the records provided, allows the presenting concerns to be appreciated within a developmental and longitudinal framework.
  
  

• Assessment Planning
  Following the initial interview, we use the information from that meeting, as well as the records of academic performance and prior assessments to plan the assessment process and select assessment procedures.

• Formal Assessment
  Assessment is conducted face-to-face over one to three meetings. Assessments are scheduled during morning hours to minimize the effect of fatigue on test performance. Appointments last 1-3 hours. Academic testing and some information processing tests will be administered by a psychometrician. Measures of intelligence, academic skills, information processing skills, and behavior are administered and scored. Specific tests are chosen to address the concerns of each child.

• Interpretation and Integration Process
  Information from the assessment, the interview and the records review are consolidated and interpreted. This information is used to establish an intervention plan based upon the student’s strengths and weaknesses in order to achieve both short-term and long-term goals using research-based intervention practices.
  
  
• Results Review
  Approximately one week after testing, the findings and recommendations are reviewed with the parents and, depending upon their age, the child. The psychologist will recommend how to share results with your child, either together with you or in an independent review meeting. The proposed intervention is discussed. If additional information from other educational or health professionals is needed, referrals are made. Parents are provided with a written summary, typically two weeks post-session.
  
  
• School Consultations
  It is important to integrate findings of the psychoeducational evaluation and the student’s academic plans within the school setting. To that end,  an interpersonal dialogue with your child’s educational team allows for a more comprehensive understanding of your child’s strengths and challenges, and creates the opportunity for an effective intervention/support plan. The objective is to frame the student’s needs, develop an intervention and accommodation plan, assign responsibility for executing the components of the plan, and settle the schedule for monitoring the student’s response to the plan.Finally, a long-term plan will be established, anticipating changes in your child’s needs as they grow and develop new skills.

 To start the assessment process, please contact our office.