The Evaluation Process

Initial steps

•Developmental Intake Questionnaire completed by parents and returned prior to intake appointment.

•Initial intake appointment. Dr Brudos meets with parents to understand the concerns, obtain a detailed history of the concerns and background history including the child’s development and medical history, define the scope of the evaluation, and agree on an assessment plan. The estimated fee for the evaluation is quoted and due before testing begins.

•Paperwork completed: HIPAA, Consent to evaluate, and relevant authorizations to exchange information are completed.

•Previous assessments are provided and reviewed, including IEPs, 504 Plans, and Learning Plans; previous assessments are also shared with Dr. Brudos for review and comprehensive understanding.

SCHOOL OBSERVATION

Depending upon the concerns and purpose of the assessment, this can be a rich source of information and can be essential to understanding how a child is meeting the demands of their particular learning environment with their strengths and challenges. School observations are an integral part of evaluations for children in preschool and elementary school, and often undertaken for middle school-aged children, as well.

Parents send a joint email of introduction to Dr. Brudos and the classroom teacher or learning specialist at their school so that they can work directly to coordinate the details of the observation.

TESTING APPOINTMENTS

•Testing Sessions: Standardized tests are administered across one or more sessions with the child and Dr Brudos. Snack and breaks are taken to obtain optimal performance from the child. Parents are often surprised to find that even reluctant children report enjoying their time working with Dr Brudos.

IQ only assessment: An assessment of intellectual reasoning alone, would typically consist of a brief parent intake and a one two-hour testing appointment. Results are conveyed in a written report, and if requested, by a parent conference.

Psychoeducational Assessment: A standard psychoeducational battery consists of intellectual reasoning, academic achievement, cognitive processes underlying achievement, and social-emotional and behavioral screening. This typically consists of four two-hour appointments (8-9 hours testing).

Neuropsypchological Assessment: A more comprehensive evaluation includes the above and may additionally involve social-pragmatics, a play-based assessment, or more in depth assessment of emotional functioning may involve five or six appointments and 9-1o hours of testing.

•Rating Scales: To obtain a thorough understanding of the child in various settings and in their natural daily life, parents and teachers complete standardized rating scales. Young adults and some children complete standardized self-report measures.

PARENT AND STUDENT FEEDBACK

•Parent Conference: Dr. Brudos meets with parents one to two weeks after the final testing appointment to share the findings of the evaluation, clinical impressions, and evidence-based recommendations. If needed, referrals to providers in the community are also provided at this time or shortly thereafter. Sometimes, a treating psychologist, therapist, or counselor may be invited, with parents’ permission, to attend this feedback meeting.

•Student Feedback Meeting: When appropriate and requested, Dr Brudos will meet with the child/teen to share findings of their strengths/challenges profile and provide guidance on self-advocacy and next steps.

written evaluation report

Following the parent feedback meeting, parents receive a fully detailed written report including the purpose of the evaluation and referral questions, background information, detail of all results, clinical impression and diagnosis (if relevant), and detailed recommendations for educational accommodations, evidence-based interventions, and strategies. The written report serves as an advocacy tool to pursue formal accommodations and also provides a road map for parents and providers for targeted interventions and next steps.

SCHOOL MEETINGS

When requested and when scheduling allows, Dr Brudos will attend school meetings to present findings and assist in advocacy. This includes attendance at IEP and 504 meetings (public schools) and Learning Plan meetings (private schools).