Psychological, Behavioral, and Therapeutic Services

Comprehensive Psychoeducational Evaluations

 

Comprehensive Psychoeducational Evaluations can be used to assess and diagnose:

·         Learning Disabilities

·         Intellectual Disabilities

·         Emotional Disabilities

·         Autism Spectrum Disorders

·         Giftedness

A comprehensive psychoeducational evaluation consists of a set of formal assessment procedures used to obtain information about your child’s learning, behavior, and/or mental health.  The evaluation allows the examiner to assess your child’s strengths and weaknesses to gain a complete understanding of his or her level of functioning.  A comprehensive psychoeducational evaluation consists of an intake interview, formal testing sessions with standardized measures, rating scales, structured observations and interviews, a written report, and a feedback session.  The intake interview allows the examiner to clarify the referral question(s) and obtain a complete developmental history.  Formal testing generally takes place across two to three sessions and consists of cognitive and achievement testing at a minimum.  Rating scales are given to assess your child’s social and emotional functioning.  Additional measures (memory, executive functioning, adaptive functioning, autism rating scales, etc…) may be necessary to further evaluate the referral question.  Once the examiner completes the data collection procedures, the data is compiled into written report which will be available within approximately two to three weeks.  Finally, the examiner will schedule a feedback session to review the results of the evaluation and outline practical recommendations for both the home and the school environment.    

ADHD Evaluations and Informal Screenings 

 

An ADHD Evaluation may be appropriate if your child:

·         Experiences difficulty attending to instruction

·         Experiences difficulty following directions and/or organizing his or her work

·         Experiences difficulty sustaining his or her attention during play activities

·         Loses things, is forgetful, or does not seem to listen when spoken to directly

·         Fidgets with his or her hands or squirms in his or her seat

·         Runs about or climbs excessively

·         Experiences difficulty waiting his or her turn and/or interrupts others

·         Talks excessively

An ADHD evaluation consists of an intake interview, formal observations, rating scales, a measure of executive functioning, a written report, and a feedback session.  An ADHD evaluation will assess your child’s current level of functioning to determine if he or she meets the diagnostic criteria outlined in the DSM-5.  If your child meets the diagnostic criteria, he or she may be eligible for accommodations in the school setting.  Follow-up behavior consultation services are also available at the Learning and Therapy Corner.  Informal screenings are available if it is determined that a comprehensive psychoeducational evaluation is not necessary.    

Therapeutic Skills Training

(Social Skills/ Coping Skills/ Executive Functioning Skills)

The psychologist will consult with the family and observe the child to identify areas of need and create achievable therapeutic goals.  The psychologist will work with the child to develop his or her skills, practice his or her skills, and then appropriately use and generalize those skills across settings.  Skills training may include but is not limited to initiating and maintaining social conversations, topic maintenance, making and keeping friends, negotiating conflict, expressing feelings, controlling anger or excitement, dealing with worry, reading emotional or social cues from others, planning, prioritizing, organizing, and self-monitoring.  The psychologist will provide the family with suggestions to practice the skills at home between sessions and will provide regular progress reports.     

Individual Therapeutic Behavior Training
The therapist will consult with the family and observe the child to identify areas of need in order to create achievable therapeutic goals. The therapist will work with the child to develop his or her skills, practice his or her skills, and then appropriately use and generalize those skills across settings. Skills training may include but is not limited to identifying and managing emotions in a developmentally appropriate manner, developing flexible responses to stressful situations, initiating and maintaining social conversations, making and keeping friends, negotiating conflicts, reading social and emotional cues from others, planning, prioritizing, organizing, self-monitoring, self-help, and functional life-skills. The therapist will provide the family with suggestions to practice the skills at home between sessions and will provide regular weekly progress reports.

 

Parent Behavior Consultation Services

The therapist will meet with the family to identify needs and create achievable goals. Family consultation provides ongoing support to caregivers and is a vital part of each treatment plan and essential to the overall success of the program. Goals are developed for each family based on their individual needs. These goals may include guidance in specific teaching strategies, using behavioral techniques, different intervention strategies or simple information on issues related to Autism, learning styles or child development. The therapist will provide the family with suggestions to practice new skills and routines at home between sessions.

 

Social Skills Group Therapy

The therapist will meet with a small group of children to address social emotional, social communication, and social skills. During group therapy children gain skills in social interaction, joint attention, having fun together with others, problem solving together, and learning to handle the challenges of social situations at school, extracurricular activities and at home. Some of the topics taught and experienced during social skills group therapy include but are not limited to: using and understanding appropriate body language, initiating interactions such as play and conversation, responding to interactions from others, taking turns, problem solving, accepting consequences, and gaining self-control. The therapist will provide the family with suggestions to reinforce these new skills at home.