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-emotional functioning and executive functioning. Additional measures (memory, 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 a 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

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 supports and accommodations in the school setting. Follow-up behavior consultation services are also available at the Learning and Therapy Corner. Per hour testing is available if it is determined that a comprehensive psychoeducational evaluation is not necessary.

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. The practitioner will meet with the family for an initial intake to gather background information as well as information around current concerns. The family will receive data sheets for home and school as well as preliminary strategies to implement across settings. The practitioner will set up a series of follow up consultation meetings to review additional strategies and complete progress monitoring.

The practitioner will meet with the family for an initial interview to gather background information, review previous evaluations and school records, identify areas of need, and write a treatment plan with therapeutic goals. After the initial interview, the practitioner will work with the family to set up weekly appointments for the child. The frequency of service will be decreased to every other week as the child makes progress in his or her sessions. Over the course of treatment, the practitioner will work with the child to develop practice, and generalize 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, reframing anxious thoughts, building self-control, reading emotional or social cues from others, planning, prioritizing, organizing, and self-monitoring. The practitioner will provide the family with suggestions to practice skills at home between sessions and will provide verbal progress reports. Preschool through third grade is generally scheduled using a 30-minute session, fourth grade and beyond are scheduled using a 45-minute session.

Canine-assisted therapy is a therapeutic intervention that incorporates a certified therapy dog into the treatment plan (see Therapeutic Skills Training). The client works together with the therapy dog and a Licensed Therapist/Animal-Assisted Therapy Interventionist to work on clearly identified goals for change, measurable objectives, and the expectation of identifiable progress toward the treatment goals. Canine-assisted therapy is used to enhance and compliment the benefits of traditional therapy. Therapy dogs can provide a sense of calm, comfort, or safety and divert attention away from a stressful situation and toward one that provides pleasure. Developing a therapeutic bond with an animal can help individuals develop a better sense of self-worth and trust, stabilize their emotions, and improve their communication, self-regulation, and socialization skills.