Assessment | Consultation | CounselingServices
We offer psychological & educational services for children, adolescents, adults and families. Our assessments and counseling can help you find more meaning and help your child be more successful. Our services include:
- Cognitive and Achievement Testing
- Neuroeducational and Neuropsychological Evaluations
- Child, Parent, and Family Counseling/Psychotherapy and Consultation
- School Consultation Services
- Executive Function Coaching
- Educational Therapy
- Educational Consulting
- Parent Education
- Parent Discussion Groups and Adult Discussion Groups
- Early Childhood Consultation, Screening and Evaluation Services
Summit Center offers various evaluations ranging in scope. 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). Each evaluation is tailored based on the goals for the assessment and questions to be answered.
Types of assessments include:
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 – Fourth Edition (WPPSI-IV), Wechsler Intelligence Scale for Children- Fifth Edition (WISC-V); and Wechsler Adult Intelligence Test – Fourth Edition (WAIS-IV).
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 – Fourth Edition and Wechsler Individual Achievement
Neuropsychological testing measures several aspects of processing which include, but are not limited to attention, executive functioning (i.e., organization and planning), memory, auditory processing, processing efficiency, and visual-motor integration. 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 Conners Continuous Performance Tests, NEPSY, Delis-Kaplan Executive Function System (D-KEFS), Wide Range Assessment of Memory and Learning (WRAML), Test of Visual-Motor Integration, SCAN, 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.
Early Childhood Services
Younger children have a unique set of needs. Summit Center offers evaluations designed especially for children ages 2.5 to 5 years.
Support begins with a parent consultation and initial screening led by a psychologist on our Early Childhood Team. This 60-minute meeting includes a parent interview to gather information and clarify concerns, discussion of results from a developmental screener and recommendations for additional evaluation or support services if needed. Evaluations often include a school-based observation and may also incorporate formal measures of cognitive ability, early learning skills and/or social/emotional development, depending on your child’s unique needs.
Creativity, Personality, and Learning Profiles
Personality and Learning Profile (PLP)
The Personality and Learning Profile (PLP) is recommended to learn more about how an individual’s personality preferences impact their ideal learning environment, their communication, their relationships, and their social-emotional processing. This includes recommendations for the classroom, friendships, family relationships, and homework/study strategies.
Creativity, Personality, and Learning Profile (CPLP)
The Creativity, Personality, and Learning Profile (CPLP) includes all the information from the PLP above as well as comprehensive creativity information using the Torrance Test of Creative Thinking. This generates both quantitative and qualitative information about six dimensions of an individual’s creativity. The CPLP also includes recommendations on how to best foster a person’s creativity based on their creativity profile.
Additional PLP and CPLP Information:
Both the PLP and CPLP can be done independently or in connection with a larger assessment. The evaluation includes parent and self-report measures, as well as assessment with the individual child or adult. The PLP or CPLP can be used to help identify an individual’s strengths, which can aid parents and students to find the right school fit, identify appropriate enrichment activities, and provide strategies to identify, nurture and support a person’s strengths and talents. For adolescents and young adults, potential career implications are also explored.
Components of an evaluation:
Components included in an evaluation are based on the goals of the evaluation and the questions to be answered. Depending on the scope of the evaluation, it may include:
- Interview with parents
- Interview with the child
- A range of 2-hour testing session(s) with the child
- Questionnaires completed by parents, child, and teachers
- Comprehensive written report with recommendations for parents and school. The recommendations often include suggestions for improving areas of function and/or specific educational modifications to meet the intellectual, academic, creative, and social-emotional needs of the student in – and beyond – traditional school settings.
- Post-evaluation consultation session(s) with parents
- Post-evaluation consultation session(s) with child and parents (when appropriate)
How long does an evaluation take to be completed?
The amount of time it takes to complete an evaluation specifically tailored for your child depends on the scope of the evaluation, amount of time needed to complete test administration, scheduling, and the number of evaluators involved in your child’s assessment.
Families need to plan significantly ahead if looking for an evaluation to get accommodations for a standardized test (SAT, ACT, ISEE, etc.) or an IEP or 504 Plan, as the testing process takes a considerable amount of time, and scheduling is dependent on availability of our evaluators. Further, each outside organization, such as the College Board, has their own review timelines.
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, a number of professionals will collaborate to provide a comprehensive understanding of your child and a comprehensive recommendation plan.
How do I get started?
Call (925) 939-7500 or (310) 478-6505 or email email@example.com to set up an initial consultation appointment and/or to learn more about our services.
We provide consultation on a variety of issues such as parenting, emotional sensitivities, learning profiles, giftedness, twice-exceptionality (2e), asynchronous development, differential diagnoses, academic and college preparatory accommodations (i.e., IEPs, Section 504 Plans, College Board accommodation requests). In addition, we consult and collaborate with allied professionals such as audiologists, speech and language pathologists, developmental optometrists, educational therapists, and occupational therapists to create an integrated intervention plan.
Summit Center offers individual, family, and group counseling (also known as psychotherapy) utilizing a strength-based approach to problem-solving and optimizing growth potential through a developmental lens.
We believe counseling needs to be provided in a safe and respectful manner through a caring and holistic approach. Trust and relationship are so important for feeling safe and for change. We understand that anxiety, worry, sadness, and depression can be necessary components of growth and development. While emphasizing positive developmental pathways, we acknowledge the inevitable challenges associated with life processes and transitions. Though difficult, these challenges may become catalysts for further growth and change. We seek to enhance each individual’s capacities to connect with others, enjoy meaningful work, and discover their natural abilities for learning, growth, and increased well-being.
Our counseling services can help clients address a wide variety of issues.
In addition, we understand that individuals’ expressions of their thoughts and feelings and themselves may vary across the life span of developmental tasks. In our work with individuals who have “asynchronous development,” we consider the whole person. We address the issues of strengths simultaneously with areas of individual challenge. We consider the person within the context of their environment, their relationships, values, and cultures.
Summit Center has vast experience and is a leader within the gifted and twice-exceptional field. With this unique lens, our professionals can provide a supportive therapeutic space in which the individual experiences support, understanding, and encouragement to address challenges, sensitivities, and complexities that coincide with asynchronous development.
Our approach synthesizes elements from positive psychology, cognitive-behavioral, psychodynamic, humanistic, and existential frameworks. We do what works.