At Psychological Associates of North Jersey, children and adolescents are seen for assessments and evaluations for a variety of reasons. The goal, however, is often the same: To provide parents and/or schools with the ways to bring out the best in that child.

What questions can an evaluation of my child or adolescent address?

• Does my child or teen have a learning disability?
• Does my child or teen have an attention deficit disorder?
• Is my child or teen gifted?
• Is my child or teen’s emotional functioning impacting learning?
• What is my child or teen’s learning style and ideal learning environment?
• Why is my child or teen experiencing academic difficulties?
• Would my child or teen benefit from academic accommodations?
• Does my child or teen have a developmental disability, such as an autistic spectrum disorder?

Educational Assessments

An educational assessment is the evaluation of an individual’s mastery of academic skills based on expectations for their age and grade level. An educational assessment can be used to diagnose learning disabilities, identify learning issues or delays, and to assist in educational remediation and planning

Neuropsychological Evaluations

A neuropsychological evaluation is a comprehensive assessment that addresses issues of attention and concentration, auditory and visual processing, level of intellectual functioning, short and long term memory, sensory motor skills, organization and problem solving etc. A neuropsychological evaluation is often recommended as an enhancement that helps refine the results, and therefore the recommendations, of an educational assessment, and to diagnose a developmental learning disability, ADD and ADHD, and other neuropsychiatric disorders.

Psychological Evaluations

A psychological evaluation is an assessment of a child or adolescent’s social and emotional development. It can provide an objective examination of a child’s personality, determine severity of symptoms of emotional distress, including anxiety and depression, and assess the psychological impact of stress and trauma.

Evaluation batteries are developed for the individual child or teen. It is important to use those testing instruments that present insight into that particular child’s difficulties or address the particular referral question. Often we begin the testing process with traditional measures and may direct the testing process in the direction of issues that begin to unfold. After all, the results of this process can lay the foundation for interventions, educational or otherwise.

The Evaluation Process: We begin the evaluation process with a parent meeting, to gather relevant history and information. When appropriate, input from teachers is gathered and assessed and/or school records are reviewed. Input from other professionals working with the child or teen may also be appropriate. Testing session(s) with the child or teen is then conducted. When the assessment is complete, a feedback session with parents is usually conducted, during which findings will be discussed, recommendations will be reviewed and questions will be addressed. A written report will also be provided, which will summarize the findings and recommendations.

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