Evaluations and Assessments

There are several types of evaluations which are tailored to the specific questions to be answered. Evaluations, also known as assessments, may be narrow in scope (i.e., IQ testing) or comprehensive, assessing a child’s multiple levels of functioning (i.e., intellectual, academic, neuropsychological, social, emotional, behavioral).

Types of assessments include:

Intellectual – Also known as IQ testing, intellectual assessment measures a child’s overall cognitive potential, as well as levels of functioning in the areas of verbal problem-solving, non-verbal (visual-spatial) problem-solving, working memory, and processing speed. IQ tests include the Wechsler Primary Preschool Scale of Intelligence – Third Edition (WPPSI-III), Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV); and Wechsler Adult Intelligence Test – Fourth Edition (WAIS-IV).

Achievement – Achievement testing assesses the level of knowledge a child has in the areas of math, reading, spelling, and writing. When assessing for a possible learning issue and/or level of current knowledge, academic testing is done in conjunction with IQ testing to determine whether a child’s cognitive potential matches his/her level of output (achievement). Achievement tests include the Woodcock-Johnson Test of Achievement – Third Edition and Wechsler Individual Achievement Test –Third Edition (WIAT-III). We also use additional reading, writing, and phonological processing measures when assessing for reading and writing issues.

Neuropsychological – Neuropsychological testing measures several aspects of processing which include attention, executive-functioning (i.e., organization and planning), memory, and visual-motor processing. Neuropsychological testing is a critical component of better understanding a child’s processing strengths and weaknesses when a child is having difficulty “working to their potential” and it is unclear why. Neuropsychological measures include, but are not limited to, the NEPSY, Delis-Kaplan Executive Function System (D-KEFS), Wide Range Assessment of Memory and Learning (WRAML), Test of Visual-Motor Integration, Wisconsin Card Sort, Rey Complex Figure Design, and more.

Emotional, Social, and Behavioral – A child’s emotional, social, and behavioral functioning is assessed using a variety of parent, teacher, and self-report measures, as well, as interviewing the child and parents. The questionnaires also assess personality type, learning styles, and attitude towards school and specific subjects. Further, qualitative information is gathered by observing and interacting with your child throughout the evaluation process.

Components of an evaluation:

Components included in an evaluation are based on the goals of the evaluation and the questions to be answered. A typical evaluation includes:

Interview with parents
Interview with the child
3-4 ½ hours of testing with the child
Questionnaires completed by parents, child, and teachers
Feedback session with parents
Feedback session with child and parents (when appropriate)
Comprehensive written report with recommendations for parents and school, including a Differentiated Education Plan which includes recommendations for educational modifications to meet the intellectual, academic, creative and social-emotional needs of the student in – and beyond – traditional school settings.

How long does an evaluation take to be completed?

Comprehensive evaluations often take 2 ½ -3 months from first meeting to the feedback session where the findings are explained and the comprehensive report is presented.

How much does an evaluation cost?

The cost of the evaluation is based on what is being assessed and the associated time it takes to complete the assessment.

Why have my child evaluated at Summit Center?

Summit Center evaluations distinguish themselves from others by involving several trained professionals in the evaluation process. Depending on the scope of the evaluation, 2-3 professionals collaborate to provide a comprehensive understanding of your child and comprehensive plan for intervention.

How do I get started?