Home » Diagnostic Center » Expert Evaluations for Learning Differences

Expert Evaluations for Learning Differences

Evaluations for Learning Differences

Welcome to The Diagnostic Center at Cambridge School  

The Diagnostic Center at Cambridge School was created in response to the needs of the greater community to assist in the identification and diagnosis of language-based learning differences including, but not limited to: dyslexia, dysgraphia, dyscalculia, expressive/receptive language disorder, and ADHD. A team of nationally certified professionals, who are experts in their field, offer comprehensive psychoeducational, speech and language, and occupational therapy evaluations, as well as screenings for ADHD and executive function. We provide a full range of learning differences evaluations for individuals ages 6 through adulthood. Our experienced and caring professionals are highly skilled in offering individualized testing in a warm and nurturing environment.

Psychoeducational Evaluations

We take a thoughtful and comprehensive approach to the evaluation process to ensure that it is individualized for each person. Standardized and functional assessments are selected based on each person’s profile. The evaluation process takes into account measures to identify language-based learning differences including, but not limited to: dyslexia, dysgraphia, dyscalculia, ADHD, and challenges with executive function. Each person encompasses specific strengths and areas of need, and this is taken into consideration throughout the evaluation process. A comprehensive report will be provided along with detailed recommendations outlining each individual’s needs

The battery of assessments is individually designed to address areas of concern, but all evaluations contain:

  • A detailed developmental history that addresses academic, physical, and social development
  • A thorough review of all school reports, previous evaluations and other pertinent data regarding the individual’s academic, medical, and social development
  • Observations of the individual in his/her current classroom environment (if applicable); interviews with relevant school personnel; teacher and parent input in the form of questionnaires, rating scales, or classroom assessments
  • If applicable, and with consent, interviews with the individual’s tutor, therapist, or other professionals who can provide relevant data
  • A formal evaluation consisting of an individually administered battery of tests to measure intellectual ability, perceptual and perceptual-motor functioning, language and processing skills, executive function skills, academic achievement, visual and auditory memory, attention and concentration, and social/emotional adjustment. This evaluation may take place over multiple sessions in order to obtain an accurate representation of an individual’s current functioning.
  • A feedback session to discuss the results of the evaluation and a detailed, written report that includes recommendations will be provided

Speech and Language Evaluations

The purpose of a speech and language evaluation is to comprehensively assess the components of language, speech development, executive function skills, memory, processing, and articulation. Because each person is unique, every evaluation is tailored to uncover and explain an individual’s strengths and weaknesses.The extensive evaluations yield comprehensive reports and recommendations that help parents and professionals better understand each person’s needs in order to develop an effective treatment program. For those individuals experiencing severe or persistent articulation challenges, the articulation evaluation encompasses diagnostic therapy exercises to help identify whether the SmartPalate System© would be an effective intervention option.

The Evaluation Process:

  • An initial interview is conducted prior to the initiation of testing.  The purpose of this interview is to: determine the primary presenting concern, attain a strong understanding of the developmental, academic, and medical history, as well as to discern response to previous therapy programs.
  • A thorough review of all prior evaluations; including psychological, academic, speech and language, and occupational therapy
  • When warranted, an observation of the individual in their classroom or home environment will be scheduled.
  • After careful consideration of all evaluations and reports, a battery of speech and language tests will be identified that will effectively measure the individual’s current speech and language functioning.
  • After scoring and review of the individual’s test performance,  a meeting will be scheduled to discuss results, as well as to provide appropriate recommendations.
  • Upon conclusion of the evaluation process, a formal and comprehensive written evaluation will be provided.

Occupational Therapy Evaluations

An occupational therapy evaluation assesses the impact of occupational performance on school-based activities. We use diagnostic tools to examine: fine and gross motor skills, visual perceptual and visual motor skills, sensory processing, functional participation, and occupational behaviors. Through diagnostic testing, intervention programs are designed to assess and address the unique needs of individuals, reduce barriers to learning, and promote independent participation in all domains.

The Evaluation Process:

A comprehensive occupational therapy evaluation is designed to identify the various elements which impact an individual’s occupational behavior related to participation in the academic process.  The assessments utilized during a comprehensive occupational therapy evaluation address the following areas:

  • Interview to discuss developmental history, participation in activities of daily living, and current concerns.  The use of teacher and parent questionnaires may be incorporated to assess sensory modulation across environments.
  • A thorough review of previous occupational therapy evaluations and progress/discharge reports and other pertinent data regarding the individual’s academic, medical, and social development
  • A comprehensive evaluation consisting of individually administered assessments to measure:  visual perceptual and visual motor skills, handwriting, fine motor skills, bilateral skills, sensory processing and modulation, and sensory-based motor skills.  In addition, clinical observations of underlying gross motor and postural skills will be incorporated during administration of the various assessments.  This evaluation may take place over multiple sessions, dependent upon the individual’s needs, in order to obtain an accurate representation of an individual’s functioning.
  • Classroom or home observation of individual (if applicable)
  • A feedback session to discuss the results of the evaluation and recommendations
  • A detailed, written report will be provided that includes recommendations for service provision and a treatment plan.

For more information, or to schedule an evaluation please call 609-730-9553.

Top