Psychoeducational Evaluation

A psychoeducational evaluation is typically conducted when a child, adolescent, or young adult is struggling to achieve in school. Its purpose is to understand a student’s learning strengths and weaknesses, to rule out the presence of a learning disorder and/or attention problem (e.g., ADHD), and to provide recommendations to optimize learning and academic success. These types of evaluations are often required by universities and standardized testing organizations (e.g., SAT, ACT) in order to apply for accommodations. Evaluations are also provided for college students and adults who are seeking accommodations for higher education or graduate examinations (e.g., GRE). The psychoeducational evaluation is designed to assess an individual’s intellectual functioning, memory, information processing skills, and academic achievement.  Depending on the specific areas of concern, it may also include an assessment of attention capacity, executive functioning, and/or social-emotional-behavioral functioning.

Admissions/Gifted Testing

NSEC provides admissions testing for school application and placement.  This is a requirement of many independent schools and typically involves administration of an intellectual assessment such as the WPPSI-IV or WISC-V.

ADHD Evaluation

This evaluation is designed to determine if a diagnosis of ADHD is appropriate and what recommendations can be made to help the individual improve their functioning.  The ADHD evaluation includes an intellectual assessment, self-report and collateral report of ADHD symptoms, assessment of attentional capacities, and evaluation of executive functions (i.e., the ability to plan, organize, and solve problems).  A screening of social, emotional, and behavioral adjustment is also conducted in order to rule out other causes of attention problems.

Social-Emotional Evaluation

The NSEC also offers social, emotional, and behavioral evaluations for children, adolescents, and adults.  The purpose of this evaluation is to better understand underlying factors impacting an individual’s ability to function adaptively in the home, school, or community setting.  This is often a recommendation made by a treatment provider (e.g., therapist, psychiatrist) in order to clarify diagnosis or to help determine the best course of treatment.