An evaluation can be beneficial for individuals of all ages who are experiencing academic, emotional, or behavioral challenges. This can include students who are struggling in school, individuals with suspected learning disabilities, those who may have attention deficit/hyperactivity disorder (ADHD), or who are having emotional/behavioral challenges that may be contributing to cognitive difficulties. It can also be useful for individuals who are seeking academic accommodations or who are looking to better understand their learning style and strengths. Ultimately, an evaluation can benefit anyone who is looking to gain a deeper understanding of their cognitive, emotional and academic functioning.

As an out-of-network provider, insurance is not accepted directly. However, some clients may be eligible for reimbursement through their insurance providers based on their out-of-network benefits. The process involves paying the evaluation fee at the time of service, after which a “Superbill” will be provided for submission to the insurance company (please note a diagnosis is usually required on a superbill.) If out-of-network benefits are included in your plan, you may receive reimbursement.

The accommodations or interventions recommended following a psychoeducational evaluation will depend on the individual's specific strengths, weaknesses, and needs. Here are some examples of common accommodations and interventions that may be recommended:

• Academic accommodations: These may include extended time on tests, preferential seating, assistive technology, or note-taking support.

• Behavioral and emotional interventions: These may include individual or group therapy, social skills training, or stress management techniques.

• Executive functioning interventions: These may include strategies to improve organization, time management, and planning.

• Learning strategies: These may include specific study techniques, such as active reading, note-taking, and mnemonic devices.

• Specialized academic programs: These may include interventions designed for individuals with specific learning needs, such as a reading or math intervention program.

• In addition to academic and personal goals, career-related accommodations and interventions may also be recommended following a psychoeducational evaluation. These may include career assessments, job coaching, vocational training, or workplace accommodations. The specific recommendations will depend on the individual's strengths, weaknesses, and career goals. The overall goal of these accommodations and interventions is to help individuals achieve success in their chosen career path.

Overall, the goal of accommodations and interventions is to help individuals with identified learning or cognitive challenges to achieve their academic and personal goals, as well as to support their overall well-being. The specific recommendations will be tailored to the individual's unique needs and strengths identified during the psychoeducational evaluation.

Yes, all information and results obtained during a psychoeducational evaluation are strictly confidential and will only be shared with authorized parties with the client's written consent.

Accommodations are not typically granted immediately following a psychoeducational evaluation. The evaluation serves to identify an individual's specific needs and areas of difficulty, which are then used to inform accommodations that can be requested through the appropriate channels, such as a school's disability services office or an employer's human resources department. These organizations typically have their own timelines for reviewing your evaluation and making a determination regarding accommodations. Therefore, when sharing your information with relevant parties, it is crucial to keep in mind their processing timeframes and any associated deadlines. It is also important to note that the final report may take up to approximately two to three weeks to be issued after you have been tested, but expedited services are an option for an additional fee.

At ACLAS, Katie Fleming Thomas conducts all testing and diagnostic interviews personally to ensure a highly personalized approach. She takes the time to understand each client as a unique individual, ensuring accurate test interpretation. Her direct observational skills are key to creating customized recommendations, making clients feel comfortable and able to show their full potential. No students, techs, or associates are used. This dedication has earned ACLAS a trusted reputation for over 15 years. At ACLAS, you will always receive consistent, personalized care without being shuffled between different professionals.