Evaluation and Reporting

We provide information accessibly and in a timely manner from the beginning to the end of an evaluation. We want people to know up front what will and will not be involved in the evaluation and, later, what we have found and what it means in practical terms. We have found that, when clients and their families really understand the purposes and processes of evaluation, and when we provide evaluation findings and recommendations promptly and usefully, everyoneʼs commitment to optimizing learning increases.


Psychological evaluation usually involves collection and integration of information from a variety of sources. Collecting a thorough history is an important part of any evaluation. We work to understand the specifics of the current problem, clarify when it began and how it developed. Information about pre-natal and birth history, early development, as well as a personʼs medical and educational history, and family history can be useful to understanding the current situation. We want to know about the person's current health status and life stresses as well.

As part of a psycho-educational evaluation, we conduct interviews with:

Also, we frequently speak with others who know the person well:

Where appropriate, we spend time observing a school-aged person in the classroom.

Formal testing isnʼt always needed. Where formal testing is required, selection of tests depends on the nature of problems, and also upon what, if any, testing has previously been conducted (for example, through the school or in another psychologistʼs office). Psychological tests fall into broad categories, including:


After collecting and integrating all of the information, we provide verbal feedback of our findings to the person weʼve been working with, his or her family, or both. A feedback meeting is an interactive process of discussion meanings of what weʼve found and havenʼt found, and a time for developing plans for intervention collaboratively.


Following the feedback meeting, we turn to completing and filing our final report on the evaluation. The written report is usually the central product of evaluation, and the thing toward which weʼve been working during our time together. The report is a document summarizing the referral questions of the evaluation, sources of information, background, observations, and findings, as well as recommendations to direct action and intervention going forward. We aim to produce useful, understandable, comprehensive reports.

We provide the original report to the client (or to his or her guardian) and, as planned during the feedback, we distribute copies of the original to the clientʼs school, for action by classroom teachers, resource teachers, and others, or to college or university staff, or to medical doctors and other professionals.

We aim for fourteen day written reporting or, in other words, to have the written report finalized and in the hands of those who need it, within fourteen days of the verbal feedback meeting. (As mentioned, fees must be paid in full before we can release the report.)