Psychological & Psycho-Educational Testing

Psychological testing is an evaluative process by which a psychologist uses various research based instruments to assist in determining the emotional, behavioral, cognitive, or personality variables that contribute to an individual’s functioning.  Psychological testing is often used to assist in clarifying the underlying variables or diagnostic issues that may account for an individual’s difficulties, whether at home, school, or at work.   Sometimes, psychological testing is used to assist other treatment providers by providing valuable information about possible diagnosis or helping to determine which interventions are likely to be most beneficial in addressing a certain disorder for a certain individual.   In general, testing benefits an individual by providing the opportunity for early identification and intervention, enhancing current treatment, and/or forming recommendations to assist them in various ways.

The decision to participate in psychological testing is an important one.  While yielding highly valuable and useful information, it can be an extensive endeavor with respect to time and costs.  With few exceptions, testing is individualized.  It is based on what questions need to be answered and how the results will be utilized.  Therefore, the evaluation process typically consists of the following steps to ensure a comprehensive evaluation that will be most useful to your purposes. 

• First, a psychologist will meet with an individual (or individual’s parents in the case of a child) to discuss the current concerns and the reason testing is being sought.  In this initial meeting, a complete history is obtained and an individualized plan for testing is formalized.

• Second, one or more testing sessions will occur that last approximately two hours in time.  The number of sessions depends on the extent of testing that needs to be completed.  For children, sessions are typically shorter in duration.  Testing sessions are scheduled to accommodate an individual’s attention, work pace, and need for breaks. 

• Third, the psychologist will score all the tests, review performance and observations, analyze the results, and integrate all the data.  For gifted testing, a report will be immediately generated and released to the parents. 

• Fourth, with the exception of gifted testing unless specifically requested, a feedback session is scheduled to review all the test results and recommendations.  A test report will be presented and discussed at this time if previously arranged.  In some cases, individuals elect to discuss the nature of the report to be generated after the test results are discussed so that the report can be tailored to the individual’s needs. 

Psycho-Educational Testing

When the term psycho-educational testing is utilized, it refers more specifically to evaluating what underlies an individual’s difficulties at school.  Psycho-educational testing is used to assess for qualification into a public school’s gifted program, to determine whether a child has a Learning Disorder (LD), to differentiate cognitive or learning problems, to identify strengths and weaknesses to maximize a child’s success, to plan interventions for difficulties, or to diagnose Attention Deficit Hyperactivity Disorder (ADHD).  Each of these assessments will differ in the types of instruments chosen for the test battery.  Every assessment is individualized to ensure that the necessary questions are being answered so that test results can be used optimally to assist an individual.

Psycho-educational assessment can include an assessment of intellectual functioning (IQ), mastery of academic material (achievement tests), and tests of information processing and/or learning.  Clinical assessment, behavioral rating scales, and psychological measures are also used to assist in determining other variables that may account for difficulties in learning.  In addition to diagnosis, test results can provide information about what accommodations are necessary for an individual to succeed at school or work, whether a child is working to his or her potential, and about the child’s strengths and weaknesses.  Test results will guide recommendations for intervention, assistive strategies to use at school or home, and can recommend alternative educational placements or programs. 

Psycho-educational testing is also utilized to document diagnosis and special needs.  If certain eligibility criteria are met, recommendations are made for accommodations in the academic environment, modification in educational requirements, and accommodations for standardized testing including the FCAT, SAT, ACT, AP exams, and other college boards.  This type of testing is utilized to assist in the determination of whether a child qualifies for an ESE placement at a county public school, which if he or she is eligible, then grants him or her to the formulation of an individualized education plan (IEP).  An IEP is a legal document that is constructed by the school’s team of educators, along with the parents, to specify goals, accommodations, interventions, and resources to improve success. 

Testing for Gifted

Gifted testing refers to an evaluation that is used to determine if a child meets the intellectual eligibility criteria for placement within a public school’s gifted program.  The evaluation requires that a child be administered a standardized test of intellectual functioning, or an IQ test.  The test must be administered by a licensed psychologist.  The two most commonly used instruments are the Wechsler Intelligence Test for Children – Forth Edition (WISC-IV) and the Stanford-Binet Intelligence Test – Fifth Edition (SB-V).  These tests measure broad range cognitive abilities that predict how well a child may perform in school.  For the School Boards of Broward and Palm Beach County, a child must achieve an overall IQ score of 130 or above to be considered eligible for placement.  (An average IQ score is 100, which is performance at the 50th percentile; gifted eligibility requires performance at or above the 98th percentile).  

In Broward, once this score is achieved, a parent can present the report to the school so that a meeting for eligibility and placement can be arranged.  The Palm Beach County School Board additionally requires that a child achieving a score of 130 or above must also be administered a test of academic achievement.  In these cases, a standardized test of achievement, such as the Wechsler Individual Achievement Test – Second Edition (WIAT-II) is also given.  A child must score at or above the 90th percentile on each of the academic areas measured in order to fully meet eligibility requirements.

Upon the completion of testing, a report will be completed and released directly to the parent.  The report will contain your child’s scores, an explanation of results, and important information about the way in which they process information.  A “qualifying report” does not automatically grant entrance into the gifted program, it is one critical step in the process.  Your child’s school needs to review the report, have the teacher complete rating scales, grant placement, and formulate an education plan (EP).   One advantage to private testing is that this qualification process is highly expedited; you avoid the long waiting list for testing by the school as well as the screening process before your child is placed on the waiting list for testing. 

If your child has been screened at school and it was determined that they did not meet the criteria to be placed on the list for a full evaluation, you still have the option to have your child tested privately.   Many times, children will perform much better than in the screening because they have the advantage of a full evaluation, which assesses many cognitive abilities, not just a few.  Gifted children commonly perform in the average range on one or two areas of cognitive functioning.  A full evaluation provides the benefit of these areas being averaged with the other cognitive abilities that may be in the superior range of functioning.  If your child was provided a full evaluation at school but you question the validity, you still have the option of a private testing.  In this case, the requirement is simply that an alternate measure of intellectual functioning is used (i.e. must use the SB-V instead of the WISC-III or vice versa) if re-testing is scheduled within one year.   

Testing for ADHD

It is a major misconception that there is a particular “test” for ADHD.  ADHD is a neurobiological condition in which an individual’s brain functions differently and results in certain behavioral manifestations that disrupt or limit adaptive functioning.   A comprehensive assessment of many variables is necessary in order to arrive at an accurate diagnosis and rule out whether the symptoms are attributable to another condition.   These evaluations are critical for intervention and treatment planning, whether one proceeds with medication, behavioral modification, psychotherapy, or a combination of these.  Any diagnosis of ADHD made after the completion of a simple checklist of symptoms is unacceptable and lacks diagnostic certainty. 

Testing for ADHD always includes a thorough assessment of an individual’s history; a diagnosis requires that there is evidence of symptoms and dysfunction that occurs across time and across different settings.   Testing will also include the completion of standardized rating scales and self report instruments to gauge the extent to which symptoms are present and the degree of impairment or limitation imposed by such symptoms.  Parents, major caregivers, and educators are part of this process.  A standardized measure of cognitive ability is often recommended to assess attention and the way in which information is processed.  If learning problems are significant, other testing may be indicated to rule out the presence of a learning disability as a contributing variable, alternate diagnosis, or concomitant diagnosis.  Finally, testing must include a behavioral and psychological screening to ensure that the difficulties noted are not symptomatic of another condition or problem. 

If a diagnosis of ADHD is made, the law provides for certain accommodations to be granted in the public school system, as determined necessary for the child’s education (this falls under the disability category of OHI – other health impaired, as identified within the public schools system).  You / your child may meet eligibility for placement within a public school’s ESE program, which means that an education plan (IEP) will be formalized to include necessary accommodations, compensatory or assistive strategies and resources, and goals for academic success.  Additionally, accommodations can be granted for standardized test taking including the FCAT, SAT, ACT, AP exams, and other college boards if certain eligibility criteria is met and documentation is provided. 

Testing for Learning Disability

For individuals who are struggling in school, getting poor grades, or failing to learn after successive efforts, an evaluation is necessary to determine whether a learning disability underlies their difficulties.  A learning disability exists when there is a severe discrepancy between what an individual is cognitively capable of and what an individual has been able to master academically.  Learning disabilities can exist in many areas, including Reading, Mathematics, and Written Expression.   This evaluation typically includes three kinds of instruments.

First, an IQ test is administered in order to assess cognitive abilities, determine strengths and weaknesses, and screen for any deficiencies.   This provides an indication of “what an individual is capable of”.  Second, an achievement test is administered in which an individual’s level of mastery in the major academic areas is ascertained.  These achievement tests are constructed, administered, and scored very differently than the standardized tests given in school.  Consequently, they provide different and often invaluable information that may not otherwise be attained.  Finally, a test of information processing is administered to assess cognitive processing, attention, learning, and memory.    Results from these three instruments are integrated and if certain criteria are met, a diagnosis is made. 

All assessments of learning disability must include a behavioral and psychological evaluation to ensure that any difficulties are attributable to a learning disorder and not another condition.  It is also important to determine whether other conditions or variables are influential and occur along with or without a learning disability.  If a diagnosis of learning disability is made, the law provides for certain accommodations to be granted in the public school system, as determined necessary for the child’s education.   You / your child will likely meet eligibility for placement within a public school’s ESE program, which means that an education plan (IEP) will be formalized to include necessary accommodations, compensatory or assistive strategies and resources, and goals for academic success.  Additionally, accommodations can be granted for standardized test taking including the FCAT, SAT, ACT, AP exams, and other college boards if certain eligibility criteria is met and documentation is provided. 

Testing for Emotional/Behavioral Conditions

Psychological testing is often used to assess how emotional, personality, and behavioral factors interact and contribute to an underlying condition, a level of distress, or degree of impairment.   Psychological evaluations include a clinical assessment, mental status examination, and some form of behavioral observation.  For children, there may be an observation of play, parent interaction, or school observation.  There are thousands of psychological instruments that are used in addition to provide insights into an individual’s dynamics, issues, and possible conditions.  They are typically classified as either objective or projective measures or instruments.  Objective instruments are typically paper and pencil tests that rely on self report.  They tend to have validity scales to assist in determining truthful reporting and their results usually generate clinical scales or profiles that are analyzed and interpreted after being compared with a normative population of peers.  Projective instruments present individuals with novel tasks to complete or respond to and their performance and responses are analyzed.  These instruments rely on professional psychological interpretation, clinical judgment, and experience.  Significant research is conducted to ensure that such interpretations are sound and valid.

Psychological evaluations are often requested by a psychiatrist or treatment provider to gain a deeper insight into psychological functioning or to assist in determining a diagnosis.  Testing can provide important information that is used for intervention, treatment planning, and for making recommendations for the future.  Psychological evaluations are also recommended to assess the emotional consequences of traumatic events, injuries, or illnesses.  These evaluations are useful in personal injury cases or in social security and disability determinations.  Psychological evaluations are sometimes ordered or recommended by the court in order to assist in determining mental capacity or psychological stability or to provide information needed to make determinations in domestic cases, such as divorce and custody.  Psychological evaluations can serve numerous functions, such as providing information for adoption or suitability to return to work.  Forensic evaluations are best performed by a forensic psychologist, a specialist who has an expertise in this sort of testing. 

Dr. Felicia Ann Tralongo, Psy.D. is a clinical psychologist who has developed an expertise in conducting psychological evaluations.  She has performed extensive evaluations for over ten years, in the all of the areas highlighted above.  Dr. Tralongo personally administers all tests, scores and interprets all data, discusses results, and writes the report.  She will provide a free phone consultation to discuss your testing needs and individualize a plan that best suits you.