Our Diagnostic Process
The primary purpose of a comprehensive psycho-educational evaluation is to determine if a student has a specific learning disorder (SLD) and to make recommendations regarding
educational placement and instructional interventions. Child-testing’s diagnostic process goes above and beyond compliance with local and federal law ensuring a very high quality report.
The Assessment Tools
Child-Testing incorporates a variety of reliable, valid and standardized assessments tools that comply with federal law which clearly specifies: that they must not be discriminatory on a racial or cultural basis, must be administered in the language and form most likely to yield accurate information and solely administered by an accredited and experienced school psychologist with knowledge and expertise in learning disabilities. In regards to standardized tests, our practice utilizes the complete Wechsler series, including: Wechsler Intelligence Scale for Children-Fifth Edition WISC-V (ages 6 to 16), Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition WPPSI-IV (ages 2 to 7), the Wechsler Adult Intelligence Scale-FourthEdition (WAIS-IV) for ages 16 through 71, and the Wechsler Individual Achievement Test-Third Edition (WIAT-III), for preschool through college level.
Other Data
In addition to the aforementioned assessment tools, we incorporate thorough clinical review of relevant data including:
-Prior evaluations (if available)
-Background information provided by the parent or caregiver, and other family members (if available) concerning: early development, family history, environmental factors and health history and historical academic trends of school performance.
-Past and recent progress reports and test grades
-Review of any existing IEP’s/504 plans
-Responses to academic interventions (RTI)
-Parent and teacher observations reports and in some cases, specific observational inventories or rating scales filled out by parents/caregiver or teacher.
Language and Culture
In making the determination for in-school service eligibility, we also consider if the appropriate instruction in reading or math, limited English proficiency, or cultural and linguistic differences is a factor. When assessing previous educational interventions and assessment techniques, it is important to determine if these are culture sensitive and have adequately addressed the issues related to English language learners.
Experience and Expertise
In addition to the aforementioned process, the evaluator’s expertise and experience with twice exceptional students is also paramount in the adequate identification of LD’s, ADD/ADHD and other conditions. Michelle Rexach, M.A. School Psychology has close to 20 years experience in the area of psycho-educational testing and is considered an expert in her field.
Testing Conditions
Our exclusive at-home testing process (where testing is done in the student’s own home) has been shown to significantly reduce testing anxiety, which can affect scores and data reliability.
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