Psychoeducational Evaluation
We conduct psychoeducational evaluations of children/adolescents ages 3-18 years old, as purpose of a psychoeducational evaluation is to assess
intellectual, academic, and emotional/behavioral functioning. Additional assessment of phonological processing is also seen for a psychoeducational
evaluation if there is question about the presence of a learning disability/disorder. Test results are used to determine a child’s strengths and
weaknesses in various domains with the goal of helping her/him to be more successful in school, social, and other situations. If a diagnosis seems
appropriate, test results can help determine if the child qualifies for reasonable academic accommodations under the Individuals with Disabilities
Education Act (IDEA). The results of the evaluation are used to develop treatment recommendations and interventions.

Evaluations involve a review of available records; interview of the parent/guardian, child, and potentially school staff or other professionals familiar
with the child; and psychometric testing. Children are typically finished by lunch, but if not, are given a lunch break before completing testing.  

Once the evaluation is completed, a report is written providing a summary of test results and recommendations. A feedback session (usually 1 hour)
is scheduled to review the findings and recommendations with parents/guardians, and potentially with the child in a separate feedback session (if
desired). We provide  numerous recommendations related to accommodations needed in school to improve performance and behavior, as well as
interventions that may be beneficial.

As further described in the "Child Neuropsychological Evaluation" section of this website, children with reading difficulties may have underlying
problems related to phonological awareness (awareness and access to the phonological structure of oral language), rapid naming (retrieval of
phonological information from long-term or permanent memory, and the ability to execute a sequence of operations quickly and repeatedly), and/or
reading comprehension. We evaluate the child’s strengths and weaknesses, and this information is helpful for developing appropriate interventions
for improving the child’s reading skills.

Similarly, children who struggle in math may experience deficits in visual-spatial skills (e.g., writing out problems and carrying numbers), although
these deficits may not hinder math performance until later grades since earlier grades place less emphasis on complex math calculations. Other
children struggle with math because of limited math knowledge, and subsequently benefit from drilling in math facts and concepts. Children may also
experience difficulties performing math story problems because of reading comprehension difficulties. Test results can be used to determine the
specific strengths and weaknesses related to broad math skills. However, neuropsychological testing (described on another page) is often needed to
further assess certain abilities that can reduce math performance, including higher-level visual perceptual/spatial skills, working memory, and
planning skills). Test results are used to develop specific recommendations for interventions and accommodations in school to improve the child’s
math skills and academic performance.

Finally, children with problems related to spelling and/or written expression may experience problems with phonological processing and/or hand
graphomotor skills (which may result in sloppy handwriting or slowed written production). These children may benefit from participating in
occupational therapy to improve their hand motor skills. We also determine possible accommodations that may be beneficial for these children in
school, which may include dictating test responses, receiving note-taking services, etc. We carefully evaluate various problems that may underlie
spelling/written expression disorders, including basic spelling and written sentence/paragraph writing. Certain tasks requiring hand graphomotor
skills and visual perceptual/spatial skills are assessed within a psychoeducational evaluation, but these abilities are more thoroughly assessed within
a neuropsychological evaluation.

Attention/concentration and executive functioning deficits often contribute to academic difficulties. Although these domains are briefly assessed
through psychoeducational evaluations, neuropsychological testing is needed to more thoroughly assess these domains.

Baker Neuropsychology
Jason J. Baker, Ph.D.
Phone: (602) 274 - 1462 | Fax: (602) 274 - 7402 | Email: jasonbaker@bakerneuropsychology.com


1515 E. Missouri Ave. Suite #110
Phoenix, Arizona 85014
The following domains are typically
assessed in a psychoeducational
evaluation:
  • Various forms of intelligence
    (e.g., verbal and nonverbal
    abilities)
  • Academic skills (e.g., basic
    reading, reading
    comprehension, spelling,
    written expression, math
    calculations, math reasoning,
    and academic fluency/speed)
  • Phonological Processing (e.g.,
    phonological awareness and
    rapid naming abilities)
  • Emotional/behavioral
    functioning

Baker Neuropsychology
Jason J. Baker, Ph.D.
Phone: (602) 274 - 1462 | Fax: (602) 274 - 7402 | Email: jasonbaker@bakerneuropsychology.com