The Psychological Evaluation Process
What to Expect During the Evaluation Process
Every child brings a unique combination of strengths, challenges, experiences, and personality to the evaluation process. My goal is not only to understand how your child learns and functions, but also to help your child feel comfortable enough to show what they truly know. From the initial parent consultation through the feedback session, each step is thoughtfully individualized to your child and your family’s concerns and questions.
The Evaluation Process
Step 1
Virtual Parent Consultation
The process begins with a parent-only virtual consultation. We will discuss your child’s developmental, medical, educational, and social-emotional history, as well as your current concerns and the questions you hope the evaluation will answer. This conversation helps me develop an initial understanding of your child and determine the most appropriate type and scope of evaluation.
Step 2
Review of Records & Individualized Test Planning
Before testing, I review relevant records, which may include previous evaluations, report cards, school records, intervention plans, and information from other professionals. I then select an individualized group of measures based on your child’s age, history, and presenting concerns. Since no two children are exactly alike, no two evaluations are exactly alike.
Step 3
In-Person Testing
Testing is generally completed over two in-person sessions, depending on your child’s age and the scope of the evaluation. Activities may assess areas such as reasoning, attention and executive functioning, memory, language, visual-spatial skills, academic achievement, and social-emotional functioning.
Testing is conducted individually in a quiet, supportive setting. Breaks are provided as needed, and the pace and structure of the sessions are adjusted to help your child remain comfortable, engaged, and able to demonstrate their abilities.
Step 4
Scoring, Interpretation & Comprehensive Report
After testing is completed, I score and interpret the results while considering your child’s history, behavior during testing, and performance across different tasks. In addition, if I need more information from teachers or therapists, then I will reach out (with written permission) to schedule a telephone call. The goal is not simply to report test scores, but to understand the patterns within those scores and what they mean in your child’s daily life.
You will receive a comprehensive written report that explains your child’s strengths and areas of difficulty, provides any appropriate diagnoses, and offers practical, individualized recommendations for home, school, and treatment.
Step 5
Parent Feedback Session
During the parent feedback session, we will review the findings together in clear, understandable language. I will explain how the different pieces of the evaluation fit together, answer your questions, and discuss recommendations and next steps. My goal is for you to leave with a clearer understanding of your child and a practical plan for moving forward. I also offer feedback sessions to students as deemed appropriate.
Creating a Comfortable Testing Experience
Students do their best when they feel safe, understood, and connected to the person working with them. I take time to build rapport and adjust my approach to each child’s age, personality, communication style, and individual needs.
Some students arrive eager to participate, while others may be anxious, hesitant, highly active, slow to warm up, or worried about getting answers wrong. I do not expect every child to enter the office ready to begin immediately. When needed, we may start by talking, exploring the space, or easing into activities gradually.
Throughout testing, I pay close attention to signs of fatigue, frustration, anxiety, or loss of focus. I may offer breaks, vary the order of activities, provide encouragement, or change the pace of the session. These adjustments do not interfere with the integrity of the evaluation. Instead, they help create the conditions in which your child can participate meaningfully and show what they are capable of doing.
My experience includes working with children who have anxiety, ADHD, autism, language or communication differences, behavioral challenges, and difficulty engaging with unfamiliar adults.
There is no expectation that your child must behave or perform in a particular way to be successfully evaluated. How your child approaches the testing process is itself valuable information and helps me understand how to support them.
Frequently Asked Questions About Testing
How long does testing take?
The length of testing depends on your child’s age, the reason for the evaluation, and the measures needed to answer the referral questions. Comprehensive evaluations are generally completed over two sessions that last approximately 3 to 4 hours. Younger children may have shorter sessions, while older children are often able to work for longer periods with breaks.
Can my child take breaks?
Yes. Children take regular breaks for snacks, movement, bathroom use, or simply to reset. I also monitor for signs of fatigue and may suggest a break even sooner if necessary.
What if my child has ADHD or difficulty sitting still?
Children are not expected to sit perfectly still or maintain uninterrupted attention throughout the session. Testing can be paced to include movement and breaks, and I vary activities when possible. I also consider how attention, activity level, impulsivity, and stamina may have affected your child’s performance when interpreting the results.
What if my child is anxious?
It is very common for children to feel nervous about testing or meeting someone new. I explain activities in child-friendly language, reassure children that they are not expected to know every answer, and allow time for them to become comfortable. I adjust my approach based on what helps each child feel most secure and engaged.
What if my child is anxious?
Children are not expected to sit perfectly still or maintain uninterrupted attention throughout the session. Testing can be paced to include movement and breaks, and I vary activities when possible. I also consider how attention, activity level, impulsivity, and stamina may have affected your child’s performance when interpreting the results.
What if my child refuses to participate?
A hesitant or resistant child is not necessarily an untestable child. I first try to understand what is driving the reluctance and then adjust my approach accordingly. This may involve spending more time building rapport, beginning with an activity that feels more manageable, offering appropriate choices, or slowing the pace. If testing cannot be completed as planned, I will discuss the available options with you.
Should I prepare my child for the evaluation?
You can tell your child that they will be meeting with someone who works with children to learn more about how they think and learn. They will complete different kinds of activities, some of which may feel easy and others more challenging. Avoid describing the evaluation as a test they must pass or study for.
Can I remain with my child during testing?
Parents generally do not remain in the testing room because children often participate more naturally and independently without a parent present. For very young or highly anxious children, however, I will determine the best approach based on the child’s needs and the requirements of the assessment.
Understanding the Results
The feedback session is designed to make the evaluation useful—not simply to present a list of scores. We will discuss:
- Your child’s cognitive and learning profile
- Areas of strength that can be used to support growth
- Factors contributing to current difficulties
- Any appropriate diagnoses
- Recommendations for school, home, and treatment
- Potential accommodations, interventions, or educational supports
- Priorities and next steps
You will also receive a comprehensive written report that brings this information together. Recommendations are tailored to your child rather than drawn from a standard list. When appropriate, the report can be shared with your child’s school, physician, therapist, or other professionals involved in their care.
Questions? I’m Here to Help.
Choosing an evaluation can feel like a significant decision, and it is natural to have questions about whether the process is right for your child. Please use the form below to tell me a little about your concerns and what you hope to better understand. I will be happy to help you determine the most appropriate next step.
I’m here to help
If you have questions about the evaluation process, fees, or whether an evaluation is appropriate for your child, please feel free to contact me. I would be happy to discuss your concerns and help determine the next best step.
Addresses
17 East 89th Street, Ground Floor
New York, NY 10128
71 N. Franklin Turnpike, Suite 7
Waldwick, NJ 07463