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| The PsychoEducational Consultant Group |
| Licensed School Psychologists |
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| 9191 RG Skinner Parkway, Suite 603, Jacksonville, Florida 32256 |
| (904) 874-6164 |
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| Patrick E. Hughes, Ed.S. |
Laura B. Nilsen, Ed.S. |
Faye M. Nussbaum, Ed.S. |
Laura E. Smith, Ed.S. |
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Frequently Asked Questions
You and your child will benefit most from the psychoeducational evaluation process if you are fully informed and trust the professionals involved. Below are examples of frequently asked questions and answers.
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Who are school psychologists?
School psychologists have received specialized training in both psychology and education. Their training and skills allow them to work together with educators, parents, and other mental health professionals to ensure that every child learns in a supportive and safe environment. School psychologists understand that district procedures and effective teaching strategies are necessary for a child's success, and are trained to help parents and educators. School psychologists are required to complete a graduate program of 60+ semester hours, including a year-long internship. Their training emphasizes the following components: child development, mental health, learning, behavior, motivation, and school organization. School psychologists provide the following services: consultation, assessment, intervention, prevention, education, research and planning, and health care provision.
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Why does my child need a psychoeducational evaluation?
A comprehensive psychoeducational evaluation is a useful tool in understanding your child's ability level, academic strengths and weaknesses, and learning styles. The information gathered through the evaluation process will help you and your child's teacher(s) understand how to help him or her achieve success at home or at school. Academic remediation and interventions can then be tailored specifically to your child's unique abilities.
Important note: It is to your child's advantage that you share any information about prior testing with the school psychologist who is completing the evaluation. Most tests cannot be administered within a full year of the last test administration. If a test is unknowingly administered sooner than one full year, results are deemed “invalid”. Additional expense is then incurred, as it will be necessary to administer additional tests to your child.
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What does a psychoeducational evaluation involve?
Several different methods are used when obtaining information about your child. The school psychologist first gathers information about your child regarding developmental milestones, academic and/or behavioral strengths and weaknesses, and supplemental information found in your child's cumulative records. After obtaining this information, the school psychologist will meet with your child during one or more sessions. The school psychologist will establish a rapport with your child prior to any evaluations to ensure your child's level of comfort. During the evaluation session(s), the school psychologist will administer diagnostic tests, which provide detailed information about specific areas (intelligence, academic skills, learning processes). These tests are used to determine how well your child performs, where your child is having difficulty, and what instruction or support is needed to help your child achieve success. When all tests have been administered, the school psychologist will compile the results in a written report, which will then be explained to you.
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What kinds of tests will be given to my child?
The components of your child's psychoeducational evaluation depend on your concerns and the needs of your child. The following is a brief description of what your child's psychoeducational evaluation may include:
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Intelligence Tests
Usually referred to as “IQ” tests, intelligence tests are norm-referenced, standardized, diagnostic tools that broadly measure traits which predict academic success. The tests most commonly used provide an overall score or estimate of your child's “ability” to learn what is typically taught in school. Intelligence tests can include a combination of the following: verbal/language-based tasks, nonverbal problem solving skills, short-term auditory memory, and processing speed. Subtests involved can be both timed and untimed.
Achievement Tests
These tests measure academic skills acquired through schooling (basic skills needed to master reading, math, writing, and oral-language tasks). Subtests can be both timed and untimed.
Cognitive Processing Tests
These tests measure how your child uses information when learning. Areas may involve: language, long-term memory, short-term memory, working memory, visual-spatial skills, visual-motor integration skills, auditory processing, and processing speed. Subtests can be both timed and untimed.
Behavior Rating Scales
These usually refer to checklists or rating scales which can be completed by parents, teachers, and the student. These tools can show how a student's behavior is perceived in different settings by different individuals. The rating scales can also indicate how a child perceives his or her own behavior. However, there are drawbacks to consider. Results from behavior rating scales are only accurate if the adults (parents, teachers) and the student completing them respond honestly to the questions posed. As rating scales are “subjective”, various individuals can rate the same student very differently.
Personality Tests/Social-Emotional Functioning
These include rating scales, questionnaires, and “projective” procedures which measure your child's personality traits, behavior at home and school, and emotional adjustment. Questionnaires or interviews involve asking your child about his or her feelings in specific situations, and about fears and concerns, etc. Projective procedures indirectly evaluate your child's personality and feelings via pictures, stories, etc. Your child's responses can indicate underlying personality traits, fears, life stressors, anxiety, etc. Keep in mind that interpretation of these measures is very “subjective”.
Developmental Abilities
These instruments measure your child's development in the areas of adaptive skills, social-emotional functioning, communication, cognitive abilities, and motor skills.
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How long does an evaluation take?
The length of the evaluation session(s) depends primarily on your child. The amount of sessions needed to complete your child's psychoeducational evaluation depend on your child's age, level of attention or distractibility, ability level, response style, stamina or fatigue, and the areas we are assessing. In addition, the amount of time needed to establish a rapport with children varies with each individual. We begin the evaluation only after establishing a rapport with your child. Throughout the evaluation session(s), we strive to maintain your child's level of comfort by providing short breaks and allowing him or her to work at their own pace.
On average, an intellectual assessment (for possible “Gifted” eligibility) takes 1 to 1 ½ hours. A comprehensive psychoeducational evaluation for learning difficulties takes approximately 4 to 6 hours. A comprehensive evaluation for attentional or social-emotional difficulties can take up to 7 hours. These estimates are for the time we spend working one-on-one with your child. Consultation and interviews with parents and students, review of background information, test preparation, and report writing all require additional time.
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Why should I have my child evaluated by a school psychologist in a private practice instead of by the one at my child's school?
The evaluation procedures used by either the school psychologist at your child's school or by one in a private practice are essentially the same. We are required to inform you that a wide range of assessment services are available to your child free of charge through the public school system. However, you benefit from our experience and flexibility when scheduling appointments. We are committed to evaluating your child's unique strengths, weaknesses, and learning styles, while maintaining the highest level of integrity and empathy. Our office is a “family-friendly” environment, and allows for adequate time and opportunity to meet with you given your scheduling needs. We are often able to meet with your child more quickly, and can ascertain his or her abilities with fewer time restrictions, as we offer weekend appointments.
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Will the school district accept the test results from a private psychoeducational evaluation (to help determine the need for services through a 504 Plan or Exceptional Student Education)?
Yes. The school psychologists in our practice are licensed by the Florida Department of Health, and are Certified by the Florida State Department of Education. Having worked in the local school districts, we are all aware of district policies and procedures, and are careful to utilize assessment instruments that will be accepted by the school district.
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After my child's evaluation is completed, how long will it take before we have a meeting to discuss the results?
As a parent, you are entitled to a private, confidential conference with the school psychologist that evaluated your child. Our goal is to schedule a conference to discuss the results of your child's evaluation within three weeks from the last testing session. At the conference, you will receive two copies of your child's psychoeducational evaluation report.
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Click here to view school psychology resources.
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