ASSESSMENT

Psychological evaluations are structured based on the referral question and level of complexity. The goal is to arrive at a clear, grounded understanding of what is happening and provide recommendations that are practical and usable in real-world settings.

​

Evaluations are designed to be thorough, clinically sound, and useful for school, workplace, or treatment planning purposes when appropriate.

​​

Each evaluation includes a structured clinical interview, standardized psychological testing as indicated, a written report, and a feedback session. The scope and depth of assessment vary depending on the nature of the concerns.

​

Evaluations are typically scheduled within 1–2 weeks, with reports completed shortly after testing.

​​​

Approach to Assessment

 

Measures are selected deliberately based on the referral question and interpreted within developmental and contextual frameworks. Test scores do not speak for themselves; meaningful evaluation requires thoughtful integration and practical application.

 

The goal is not simply to generate data, but to arrive at a clear and usable understanding of what is happening and what to do next.

​​

Types of Evaluations

 

Focused Diagnostic Evaluation

 

Appropriate when a specific diagnostic question requires clarification, such as concerns related to attention, mood, or anxiety.

​

This option is focused and efficient, designed to provide clear diagnostic direction when concerns are more circumscribed.

​

Best suited for situations in which diagnostic clarity is the primary goal. Depending on the context, this may not meet requirements for school-based accommodations.

​

Psychoeducational Evaluation

 

Recommended when academic functioning and educational planning are central concerns.

 

This evaluation focuses on understanding how an individual learns, processes information, and performs academically, with recommendations tailored to support school-based decision making.

 

Reports are structured to be useful for educational planning, including 504 plans and related accommodations when indicated.

​

Comprehensive / Integrative Evaluation

​

Indicated when concerns are complex, overlapping, or longstanding across settings.

 

This option provides a broader and more integrated understanding of functioning, including cognitive, academic, and emotional or executive factors contributing to current difficulties, as indicated by the referral question.

 

Often appropriate when multiple concerns are present or when previous attempts to understand the issue have not provided clear answers.

​​​​

Getting Started

 

The process begins with a brief, complimentary 20-minute consultation to clarify the referral question and determine the appropriate level of evaluation.

​​

Not every concern requires comprehensive testing. Part of my role is helping determine what is necessary—and what is not.

​​

Consultations are focused and goal-directed, with the aim of providing clear direction regarding next steps.