Personalized and Comprehensive
Evaluators at The Ross Center conduct individually administered, personalized, and comprehensive assessments in order to obtain detailed information about a person’s social/emotional, behavioral, intellectual, and academic functioning. Our evaluators have extensive experience assessing all age groups, and formal assessment is conducted for individuals ranging from early childhood (preschool age) through adulthood.
Our evaluators are highly sensitive to the fact that, for some, going through the assessment process may be stressful and challenging. Our aim is to provide a relaxed atmosphere for children and adults alike where we can discover patterns of strengths and weaknesses unique to each individual. Our evaluators ensure that the testing process is engaging so that it allows each individual the opportunity to perform their best.
Our approach to testing is multidisciplinary, and consultations with staff psychiatrists regarding diagnosis and recommendations are often regular components of the assessment process. Additionally, many of our evaluators hold dual licensure and training in both School and Clinical Psychology and have experience working in a variety of school, medical, and clinical settings. All evaluations are completed by licensed psychologists who have completed supervised training in neuropsychological testing.
The Ross Center provides expert advice for the complicated process of selecting a private school.
Our experienced clinicians have long-established relationships with most private schools in the area, and our evaluators have extensive experience guiding families through the private school decision-making process. Many private schools require that an individually administered test of intellectual ability be submitted as part of consideration for admission. The most commonly required tests are The Wechsler Intelligence Scale for Children, Fourth or Fifth Edition, (WISC-IV or WISC-V) and The Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI-IV).
Adult Attention Deficit/Hyperactivity Disorder (ADHD) Testing
An increasing number of individuals are being diagnosed with ADHD for the first time in adulthood.
ADHD testing is often necessary in adult patients in order to clarify and confirm an initial diagnosis of ADHD. The testing can serve as a way to assess the severity and extent of presenting symptoms, as well. It can also clarify whether psycho-pharmacological intervention is warranted. Additionally, ADHD testing provides specific insight into symptom presentation, which can guide individualized treatment planning and recommendations across multiple settings. WIth a positive diagnosis, a treatment plan can be developed with a member of our clinical team.
Neuropsychological or Psychoeducational Evaluation
Neuropsychological assessment is often indicated to determine a specific diagnoses.
A neuropsychological evaluation is recommended when there is suspected impairment in one or more domains of functioning due to a potential medical or psychiatric condition.
Generally speaking, this type of evaluation includes:
- assessment of cognitive/intellectual ability
- academic ability
- executive functioning
- language, memory
- visual-motor abilities
- fine motor skills
To deepen the insights through a formal assessment, we will often include a variety of measures including social/emotional evaluation, interviews, questionnaires, and personality measures. In some instances, when a full neuropsychological evaluation is not warranted, a psychoeducational evaluation can provide targeted insight into an individual’s intellectual abilities, basic academic abilities (reading, writing, and math) and visual-motor abilities. A behavioral screening may also be included.
Psychoeducational Assessments are offered to help determine school needs.
A psychoeducational assessment may be required as part of an initial school assessment to determine eligibility for special education services, as part of a student’s IEP triennial evaluation, or to determine what general academic or behavioral supports may be needed in a school setting. It does not provide the comprehensive, diagnostic information of a neuropsychological evaluation.