In general, a testing battery is completed within one or two sessions, but number of sessions can vary based on the nature and pace of testing. The process includes 4 phases:
Preparation: bring documentation about you or your child’s academic, psychological and social history (ie, copies of prior testing, report cards, IEPs, comments by teachers, employers, tutors or professionals, etc).
The Intake: background is obtained that includes family, academic, social and medical histories. Typically, the intake requires 60 to 90 minutes and is followed by test administration.
Testing Administration: Administration may involve several paper and pencil tests, computerized tests, questionnaires or self-reports. This part of the process requires several hours of testing, but frequent breaks are offered to meet your comfort level.
Feedback: Patients are invited to participate in a feedback session which lasts about 60 minutes. This is when diagnosis and recommended interventions are discussed with the parent or patient.
Used to evaluate developmental history, memory, academic achievement, cognitive development, auditory and visual abilities, as well as emotional, behavioral and social development. This process is useful for assessing the presence of a reading, language, writing or math disorder, etc.
Is involved in controlling behavior and readying a person for situations. Testing may be called for when a child or adult demonstrates noticeable weaknesses in planning, organization, study skills, self-monitoring and has difficulty responding to changing or new situations.
Sometimes it is difficult to distinguish whether a person’s behavior is due to emotional difficulties or cognitive impairment. Testing can help diagnose this problem and recommended interventions are provided.
Typically these children are physically awkward, exercise poor social judgment and have weak abstract reasoning skills, but may show excellent memory, and possess a great vocabulary.
Testing services (GRE, SAT, LSAT, etc.) are required by law to provide reasonable accommodations to test takers with disabilities. The requirements for applying for extended time and other accommodations on these exams are extensive and can be time consuming. But isn’t your future worth it?
If you think you may be eligible for extended time, you must know the requirements and gather the appropriate materials within the given time period. Testing is my primary role in the process and is central to obtaining extended time, but it is not enough. Historical documentation is also crucial and should be obtained as early in the process as possible. It is your responsibility to get this to me in a timely manner. Be advised that there is no guarantee the testing will result in a diagnosis of having a learning disability and result in extended time or other accommodations.
When requesting accomodations testing, we will need school records, letters from doctors, teachers, school officials, even relatives and parents, attesting to your learning problems. Additionaly, you will be asked to provide a written statement discussing the academic/learning problems you have experienced. This statement should include: past struggles; whether you received any informal accommodations from teachers (like extra time on tests or allowed to use an electronic device); whether you got help with homework (parent, tutor, relative) as well as your medical and developmental (childhood) history. My report will more likely be successful if there is a well-documented history of your disability.