Psychoeducational evaluations provide information about a student's learning profile that can help us teach her more effectively. Even though it can be costly, this type of evaluation can serve as a valuable tool for helping the school in its work with students and their families. We recommend that the guidelines listed below be followed so that the evaluation will be useful to the school and worth the family's time, effort and expense. A psychoeducational evaluation should include:

1. An assessment of ability measured by a standardized intelligence test, preferably using the Wechsler Scales (WISC-IV or WAIS-R).

2. Achievement testing - Assessment of abilities in reading, writing and mathematics are required. Tests currently used to assess academic achievement include, but are not limited to:

• Woodcock-Johnson Psychoeducational Battery III
• Wechsler Individual Achievement Test (WIAT)
• Test of Written Language 3 (TOWL-3)
• Nelson Denny Reading Skills Test- timed and untimed administration
• Stanford Diagnostic Mathematics Test
• Woodcock Reading Mastery Tests - Revised
• The Wide Range Achievement Test - 3 (WRAT-3) is not a comprehensive measure of achievement and should not be used as the sole measure of achievement.

3. Processing Skills - Other areas of information processing such as short and long-term memory, visual and auditory processing, and processing speed may also warrant evaluation as indicated by the other tests mentioned above. Acceptable instruments include, but are not limited to:

• Detroit Tests of Learning Aptitude -3 (DTLA-#3)
• Wide Range Assessment of Memory and Learning (WRAML)

4. Testing for dysgraphia (fine motor disability) - This impacts the student's ability to write, use the keyboard, to draw and paint etc. Tests currently used to test this disability include, but are not limited to:

• Beery Buktenica Developmental Test of Visual Motor Integration
• The Rey Complex Figure Test

For an evaluation to be worthwhile, it must provide a descriptive narrative of your child's functioning, not simply test scores or a reiteration of the presenting problem. A clear picture of your child should be painted which captures a sense of her uniqueness. This narrative should discuss whether your child is functioning at her potential and if not, what factors are interfering. The examiner must keep in mind not only national norms but the expectations of The Chapin School. Information should be provided about your child's strengths as well as weaknesses. The evaluation should specify the ramifications of your child's learning profile in the classroom and make specific recommendations for home and school about how we can accommodate your child's needs.

If accommodations such as extended time testing are recommended, a formal diagnosis specifying the nature of the learning disability needs to be included. The diagnostic report must also include specific recommendations for accommodation(s) as well as a detailed explanation of why each accommodation is recommended.

Psychoeducational testing must be performed by a qualified evaluator. Licensed psychologists, learning disability specialists and educational therapists are most often involved. Their names and titles must be clearly indicated on the report.

 

Last updated 01.25.07

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