© 2016 by John D. Wasserman. All rights reserved.
Intelligence Assessments: This type of
testing is often required as part of eligibility
determination for advanced (gifted)
academic programs and can typically be
administered in a single test session from
about 9:00 a.m. to noon. If you let me know
your ultimate objectives, I will make sure
that the tests I administer meet county or
program requirements for eligibility
determination. The general ability factor of
intelligence, usually estimated with an
overall IQ score, is the best available
predictor of a person’s likely academic and
vocational success, so intelligence
assessments can be very informative in
educational decision-making.
Psychological and Psychoeducational
Assessments: Psychoeducational testing is
oriented toward identifying areas of
academic difficulty (e.g., reading, written
language, or mathematics) and the specific
cognitive processes that may explain
performance problems. Intelligence tests are
also typically given. Psychoeducational
assessments typically require two half-day
(9:00 a.m. to 2:00 p.m.) test sessions. Other
measures are typically given for specific
presenting concerns, including possible
ADHD, anxiety or mood difficulties, or
oppositional defiant behavior.
Neuropsychological Assessments:
Usually following an acquired or
development brain injury, this type of
assessment is the most comprehensive, as it
measures performance across multiple
mental functions and processes. It includes
all of the content measured in
psychoeducational assessments, but it
extends coverage beyond intellectual and
educational performance alone. A
comprehensive neuropsychological
assessment in my practice typically requires
two to four half-day test sessions. I
administer a flexible battery, usually a highly
modified Halstead-Reitan battery with many
process measures. The typical battery
measures intelligence, academic skills,
attention and executive functions, memory
and new learning ability, and social and
emotional adjustment / personality. Other
domains that may be assessed, depending
on need, include language and
communication, visual-spatial processing,
and sensory-motor abilities.
ASSESSMENTS
An Individualized Approach
My approach to psychological assessment is highly individualized. First we talk about the purpose of the assessment and identify the questions you would like the assessment to answer. Next we complete a history--sometimes brief and over the telephone, and sometimes requiring a meeting and interview of one to two hours. Then I select the best-fitting tests for the needs (and unique style) of your child. For gifted eligibility decisions, I will select the measure that is most likely to highlight your child’s strengths. For more comprehensive assessments, I may measure intelligence, academic skills, learning and memory, attention and executive functions, auditory processing, visual-spatial processing, and/or social and emotional adjustment, as well as any other mental functions in question. I administer and score all tests myself, with no student examiners. My comprehensive assessment reports are light years beyond anything available through the public school system, often representing the most in-depth study that will ever be completed of how your child’s mind works. Most children find the tests interesting and enjoyable, and they leave with a toy of their choice from our treasure chest!
