Testing to Evaluate School Performance & Testing for Accommodations At School
Have you noticed your child having particular difficulties with reading, math, or writing? Do they frequently miss deadlines or lose important documents (homework, notes, etc.)? These issues might indicate the presence of a barrier to optimal academic performance.
Learning disabilities, low cognitive ability, ADHD, Anxiety and Depression can impact your child’s ability to succeed academically (Shalev, Manor, & Gross-Tsur, 2005). Schools are invested in supporting children with academic difficulties, but first they must identify those who can benefit from additional assistance. As this assistance tends to be funded by the State, a qualified mental health professional must provide a diagnosis before services are rendered. Many schools have a system for assessment; yet, these tend to have lengthy waitlists and are prioritized for those who have severe impairment.
If you believe your child may have academic difficulty due to a learning disability or mental health (i.e. ADHD, Anxiety, Depression) issue and testing is not currently available, you have come to the right place.
What is a Learning Disability?
Many people have learning difficulties and differences that prevent them from performing their best. In fact, an estimated 1 in 6 people in the United States suffer from some form of learning disability (Boyle et al, 2011).
Learning disabilities are very common and often go unnoticed. Many people with learning disabilities are labeled as “lazy,” “unmotivated,” “unintelligent,” or “disobedient” (see May & Stone, 2010). We quickly judge those who learn differently, leading to discouragement and shame.
Common signs of a learning disability include (DSM-5):
- Difficulty reading (dyslexia)
- Confusion with word meaning
- Difficulty with math and understanding number concepts
- Difficulty pronouncing words or communicating ideas
- Issues with writing
- Trouble with activities normal for children their age (tying shoes, speaking on the phone)
Dyslexia, which means difficulty with words, is one of the most common learning disabilities. Children with dyslexia often struggle with seemingly basic academic tasks and become quickly left behind by classmates (Fredrickson & Jacobs, 2001).
Fortunately, people with learning disabilities can flourish and grow with the right support (Mercer, Campbell, Miller, Mercer, & Lane, 2000). School support can help ameliorate the effects of a developmental disabilities and improve performance in the classroom (Chard, Vaughn, Tyler, 2002), as well as increase your child’s self-worth (Elbaum, Batya, & Vaugh, 2001).
How Can Testing Help?
Testing for learning disabilities is an extensive, but important, process of psychological assessment.
The assessment process will include:
1) An initial 1-2 hour interview with you and your child
- We’ll discuss your child’s developmental history, any major medical concerns, and academic performance
- We will also go over any report cards or school records that are available
- I will also send home forms for you and your child’s teachers to complete
2) 4-8 hours of test administration
- Your child and I will meet to go through a series of psychological assessments, including cognitive, academic, and additional diagnostic tests as needed.
- *4-6 hours of scoring, interpreting and writing up results of testing data (this is completed without the child/student present).
3) 1-2 hours for a feedback session and report review
- We review the final results and discuss the next steps for finding help for your child
- I provide a diagnostic summary and recommendations based on the findings
The final report includes the diagnosis and any recommendations I may have for your child and the school. The school’s Special Education Director can then use that report to determine qualification for services. We will discuss the process for doing this in our feedback session, and I will be happy to help you work with the school in providing sufficient support for your child.
I believe that accurate testing will provide your child with the path to success. Together, we can help your child reach their potential.
Interested? Let’s Connect!
If you are interested in therapy services, please contact me as soon as possible. I would love to hear from you and answer any questions you may have about my practice.
I provide assessments for children and families throughout the Newport Beach area, but I also work with folks from Orange, Costa Mesa, Anaheim, Mission Viejo, Laguna Beach, Rancho Santa Margarita, Aliso Viejo, Fountain Valley, Laguna Hills, Irvine, Tustin, Huntington Beach, Seal Beach, and Dana Point.
It is never too late to receive answers. I believe I can help make a difference in your child’s life.
Read About Dr. Montgomery
Want to learn more about me?
Click on the About tab to find out more about my credentials and get a better sense for who I am.
Want to Learn More?
Want to learn more about therapy, assessment, and mental illness?
Check out the tabs above, or click on the links below:
- Therapy with Children
- Therapy with Teens
- Therapy with Adults
- Testing for Academic and Professional Exam Accommodation Eligibility (California Bar Exam, LSAT, GRE, MCAT and more)
- Testing for School Performance (Psychoeducational Evaluations, Learning Disabilities, IQ, ADHD, and more)
- Testing for Diagnosis (Depression, Anxiety, Bipolar, ADHD and more)
Boyle, C. A., Boulet, S., Schieve, L. A., Cohen, R. A., Blumberg, S. J., Yeargin-Allsopp, M., ... & Kogan, M. D. (2011). Trends in the prevalence of developmental disabilities in US children, 1997–2008. Pediatrics, 127(6), 1034-1042.
Chard, D. J., Vaughn, S., & Tyler, B. J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of learning disabilities, 35(5), 386-406.
Elbaum, B., & Vaughn, S. (2001). School-based interventions to enhance the self-concept of students with learning disabilities: A meta-analysis. The Elementary School Journal, 101(3), 303-329.
Frederickson, N., & Jacobs, S. (2001). Controllability Attributions for Academic Performance and the Perceived Scholastic Competence, Global Self-Worth and Achievement of Children with Dyslexia. School Psychology International, 22(4), 401-416.
May, A. L., & Stone, C. A. (2010). Stereotypes of individuals with learning disabilities: Views of college students with and without learning disabilities. Journal of learning disabilities, 43(6), 483-499.
Mercer, C. D., Campbell, K. U., Miller, M. D., Mercer, K. D., & Lane, H. B. (2000). Effects of a reading fluency intervention for middle schoolers with specific learning disabilities. Learning Disabilities Research & Practice, 15(4), 179-189.
Shalev, R. S., Manor, O., & Gross-Tsur, V. (2005). Developmental dyscalculia: a prospective six-year follow-up. Developmental medicine and child neurology, 47(2), 121-125.