 | Interview: To get the most thorough understanding of a given learning
problem we gather information about academic, developmental, and medical history; current
adjustment to school life, including social support, and study habits. We also request copies of counseling and previous
educational evaluations. |
| Ability Testing: Tests of ability give a good estimate of aptitude for
the cognitive demands of work or school. They
provide information on cognitive strengths and weaknesses.
We usually use the Wechsler Intelligence Scales or the Stanford Binet Intelligence
Scales. Alternative tests are sometimes used,
depending upon the student’s facility with
the English language and prior experience with ability tests. |
| Achievement Testing: Achievement tests tell us what basic skills the
client has acquired. At a minimum, we usually
examine basic reading skills, reading comprehension, mathematical calculation and
reasoning skills, and written expression. We
commonly use the Wechsler Individual Achievement Tests and Woodcock-Johnson Tests of
Achievement. |
| Memory Testing: Memory Problems sometimes account for learning
difficulties. We may evaluate immediate and
delayed memory for both visually and orally presented information using the Wechsler
Memory Scales and the Wide Range Assessment of Memory and Learning. |
| Attention and Concentration: Attentional deficits (characteristic of
ADHD) can interfere with in-class learning, notetaking, sustained work, and study skills. Many of the tests listed above demand sustained
attention. We sometimes administer
supplemental tests to evaluate attention, such as the Continuous Performance Test. |
| Personality Testing: Personality testing can point to emotional
difficulties that are interfering with academic or job performance. We often use one or more of : the Minnesota
Multiphasic Personality Inventory-2, the NEO Personality Inventory, or the Beck Depression
Inventory-II. |
