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.    

Behavior Consultation Services


Behavior consultation services at the Learning and Therapy Corner are driven by the principles of Positive Behavior Support (PBS).  PBS is a term used to describe an approach to behavior management that focuses on proactive, preventative, and instructive strategies to enhance your child’s quality of life and minimize problem behavior.  PBS incorporates the research-based techniques of applied behavioral analysis to examine the function of your child’s behavior within the context of his or her daily life.  Behavior consultation services consist of a Functional Behavior Assessment (FBA) which allows the examiner to analyze the target behavior(s) through direct and indirect assessment methods.  The direct assessment of behavior involves observing and recording the situational factors that surround the target behavior.  The indirect assessment of behavior involves the analysis of information obtained through a review of records and interviews with those individuals who are directly involved with your child on a daily basis.  A Behavior Intervention Plan (BIP) is created from the information obtained in the FBA.  The examiner will use your child’s strengths and interests to create a plan that is family and/or school friendly.  Finally, the examiner will work with your family to evaluate the overall effectiveness of the BIP and make changes if necessary.     

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.     

Family Counseling Services

The therapist will meet with the family to identify needs and create achievable therapeutic goals.  The therapist will work with family members as indicated to assist with the development of family routines, assist family members to cope with life changes and transitions, establish healthy communication patterns and identify effective parenting practices based on family needs.  The therapist will provide the family with suggestions to practice new skills and routines at home between sessions.