Not every child needs a full neuropsychological evaluation – which are both time-consuming and expensive. I offer educational evaluations focusing on language and literacy, including the following:
short-term and long-term memory
executive function skills
foundations of literacy, including fluency, comprehension, orthography / spelling, word & phonics knowledge, and more...
I use a battery of formal and informal assessments to understand a child’s strengths, weaknesses, and areas of need. Using highly developed diagnostic skills, I determine which assessments are most informative for each child.
A complete evaluation requires multiple sessions. Over my long history of evaluation (and as the parent of a young child!), I have developed an easygoing approach that makes children comfortable; I provide many breaks, rewards, and positive feedback to increase children’s motivation and engagement during assessments. In fact, children working with me often think they are playing ‘word games’, not taking tests or being assessed.
Following the assessment procedures, I meet face-to-face with parents to discuss and explain my findings and recommendations. I also provide a clinical report, which may prove especially useful for schools and tutors.
+ What age child will you evaluate?
My expertise is language and literacy development for children PreK through Grades 8.
+ How are my services different than other educational psychologists or consultants?
My focus is primarily on learning, language and literacy development. Please note that I am not a licensed psychologist, and as such do not administer emotional assessments.
+ What sorts of assessments do I use?
Every case requires individual decisions tailored to the needs of the student. Typically, I use portions of the following:
- Weschler Intelligence Scale for Children (WISC-5)
- Phonological Awareness Literacy Screening (PALS)
- Peabody Picture Vocabulary Test (PPVT)
- Comprehensive Test of Phonological Processing (CTOPP)
- Woodcock Johnson Reading Battery
- Qualitative Spelling Inventory
- Test of Written Language (TOWL)
- Rapid Automatized Naming (RAN)
- Gray Oral Reading Test (GORT)
+ What might schools do with these reports?
I encourage parents to meet and share the results of the literacy screenings with classroom teachers. In many cases, the report may be useful information to create an Individualized Education Plan (IEP). While my report is not an IEP, it provides useful information in formulating an IEP.
+ What will the assessment look like for my child?
I first speak with parents/guardians to familiarize herself with your child as a student and a person. I gather information about your child's personalities, likes and dislikes, and use this information to find creative ways to engage students during the assessment time. We meet in my comfortable office, specially designed to provide choice and flexibility for children. I am sensitive to the short attention spans of young children and find creative ways to engage and motivate them. I am also sensitive to children's frustrational behaviors and stop assessments when children appear tired, frustrated, or discouraged.