Diagnostic Evaluations

All of our evaluators have extensive school based experience. Written by experts of the IEP eligibility process, all reports are prepared for practical implementation in the school based decision making processes.

  • Our comprehensive psychoeducational evaluations use cognitive, neuropsychological, socio-emotional, and academic assessment measures to determine how each student learns and processes information. Evaluations identify the root causes of school difficulties, as well as behavioral, emotional, and attention-related challenges. A psychoeducational evaluation provides a complete learning profile of the student and includes practical, evidence-based recommendations. These evaluations are essential for diagnosing and understanding difficulties that affect thinking, learning, and behavior.

    Common Diagnoses:

    • Attention-Deficit / Hyperactivity Disorder (ADHD)

    • Autism Spectrum Disorder (ASD)

    • Anxiety Disorders

    • Depression

    • Intellectual Disability (ID)

    • Learning Disorders (including Dyslexia, Dysgraphia, Dyscalculia)

    • Twice-Exceptional (2-e)

  • In cases where a comprehensive psychoeducational evaluation is not indicated, our targeted evaluations are used to identify specific areas of need.

  • A diagnostic evaluation for an emotional disorder is a comprehensive assessment conducted by one of our clinicians when standardized testing is not indicated. These clinical assessments determine whether an individual meets the criteria for a specific emotional or mental health disorder diagnosis.

    Common Diagnoses:

    • Anxiety Disorders

    • Depression

    • Mood Disorders

    • Obsessive Compulsive Disorder (OCD)

    • Oppositional Defiant Disorder (ODD)

    • Post-Traumatic Stress Disorder (PTSD)

    • Selective Mutism (SM)

    • Specific Phobias

  • An occupational therapy (OT) evaluation is a specialized assessment conducted to determine how a student's physical, cognitive, sensory, and motor skills affect their ability to participate and succeed in school and in activities of daily living.

  • The early childhood developmental screening is a brief, structured test used to identify young children (typically ages 2–3 years) who may be at risk for developmental delays or concerns in key areas of growth. This multidisciplinary tool includes both cognitive and occupational therapy measures. It helps determine whether a child is meeting expected milestones or may benefit from further evaluation or early intervention services.

  • Our Board Certified Behavior Analyst (BCBA) conducts Functional Behavior Assessments (FBAs) to identify what maintains challenging behaviors and to design individualized interventions. The process includes direct observations across settings, collection of data on antecedents and consequences, input from caregivers and school staff, and development of a functional hypothesis. Findings are presented in a clear report with measurable target behaviors, functional analysis when appropriate, and practical, evidence-based recommendations, including proactive strategies, teaching alternative skills, and response plans to reduce problem behaviors and support skill development. We collaborate with families, educators, and other professionals to ensure recommendations are feasible, culturally responsive, and aligned with educational goals.
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