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Creative Class

SPLAT SERVICES

Psychoeducational testing may assess intelligence, academic skills, emotional functioning, attention, memory, and adaptive skills. Certified school psychologist, Stephanie Taylor, M.S., administers all tests. Benefits associated with this assessment include gaining a better understanding of current strengths and weaknesses, providing practical recommendations to address issues, and

identifying treatments that are specific to client needs.

School Neuropsychological Assessment 

COMING SOON!

Psychoeducational Assessment

Initial meeting: 60 to 90 minutes

  • Administration of rating scales

  • Testing:

    • Gifted and School-based: up to 6 hrs.

    • Extensive: up to 18 hours

  • Interpretation of assessment data

  • Test protocols and scoring fees

  • Review of records and previous testing

  • School observation and travel

  • Emails and phone calls for testing

  • Preparation of a detailed written report

Final meeting: 60 to 90 minutes

Intelligence Testing with Brief Report

This assessment is typically used for

  • School entrance or for documentation of cognitive abilities. 

  • Assessment includes full-scale administration of the WISC-V (7 subtests) or WPPSI-IV (6 subtests) and a brief written summary of results. 

Specified Assessment

This assessment is offered to help gain insight into specific areas or when requesting a specific test.  Given that needs can significantly vary, an assessment plan would need to be developed at the time of intake.  Once needs are determined a more accurate assessment of estimated time and fees can be made.  These assessments are done at the discretion of the evaluator based on availability of the test/assessment and professional competence. 

Extensive Cross-Battery

  • This assessment is comprehensive in nature and takes an extensive look at the dynamics between cognitive processes and academics. 

  • Social-emotional assessment is completed to determine the impact on academics and executive functions.  Rating scales limits:

    • ​BASC3 or CBRS, CEFI or BRIEF, and one narrow measure of each area of suspected disability.  The ADOS2 is included if applicable.  ELL is included. 

Common School-based Model

This assessment follows a typical school-based protocol and is primarily used for eligibility purposes. 

Rating scales limits:

  • BASC3 or CBRS and one narrow measure of each area of suspected disability.  This does not include ADOS2 administration or ELL assessment (can be included as an add-on)   

Full Gifted Assessment (Standalone)

This assessment looks for giftedness using a typical school-based protocol.  Intelligence and academic data, and teacher input and ratings are gathered.  ***This does not include dual educational diagnosis.       

Screening (Attention or Emotional)

This assessment is offered to help gain insight into specific socio-emotional concerns.  This is a screener and is not for diagnostic purposes but can be used to provide information to inform and supplement the decision-making process and to assist in determining the best course of action for the client.  The total cost of the screener is based on each rating scale administered, but typically only requires one.

HOW DOES IT WORK?

INTAKE MEETING & FILE REVIEW

Initially, an intake meeting will be held to gain more insight regarding your child’s strengths, needs and the purpose for the evaluation.  Referral questions will be developed to help drive the purpose of the evaluation.  Additionally, assessment options and pertinent information regarding the assessment process will be discussed.  

 

Subsequently, a review of your child's file, in its entirety, if possible, will be conducted to support the creation of a thorough assessment plan and gain an understanding of your child's educational needs in conjunction with your input.

COLLECTING PARENT & TEACHER INPUT
OBSERVATION

During the process of the evaluation, a one to two observations will be conducted within the school setting ideally. An initial observation is done prior to ever meeting the child to obtain genuine observations of how your child navigates the learning environment.  Additional observations will be conducted if necessary.

SCHEDULING ASSESMENT

Initially, three 2-hour one-on-one test sessions will be scheduled to collect assessment data.  Testing may include administration and collection of tests measuring cognitive, academic, processing, behavioral, and social abilities. In office testing is preferred to minimize distractions and create an ideal testing environment. 

REPORT COMPLETION & FEEDBACK MEETING

Once all assessment data has been collected a comprehensive report will be drafted.  

 

Due to the complexity of these assessments, a feedback session will be scheduled to explain the results, address questions/concerns, and discuss next steps.  

 

Ideally, the entire process should take 60 days to complete from the initial referral to completion of the report.  

Comprehensive parent/guardian input which will seek to gain insight into information about a child's strengths, needs, health, developmental, social, and educational history. 

 

Similarly, teachers will be given a comprehensive teacher input form to gain insight regarding academic performance and behavior within the school setting.

 

Subsequently, rating scales will be sent to parents/guardians and teacher(s) to collect data relevant to the referral question.

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