Testing Services

Psychological Testing

A Path to Personalized Support

Psychological testing is a thorough process designed to uncover the best strategies, supports, and treatment options to enhance your mental health and/or academic performance.

Testing can also serve as important evidence to explain why you might need specific supports or accommodations in certain situations (e.g., standardized exams, in college or graduate school, in the workplace).

The testing process may include any or all of the following:

  • A comprehensive interview to understand your unique needs

  • Direct, face-to-face administration of standardized psychological and neuropsychological tests

  • Rating forms completed by you and others (e.g., teachers, parents, partners)

  • Observations of your child in their school environment

  • Collaboration with your academic team and other members of your treatment team (e.g., therapist, psychiatrist)

Common Evaluations

And Their Components

  • A comprehensive assessment of a student’s functioning in areas that impact learning and academic performance.

    Two (2) to six (6) hours of testing across one or two days.

    Can include any/all of the following:

    • Review of educational and/or medical records

    • Initial intake session for diagnostic interview and developmental history

    • Cognitive/intellectual abilities (IQ)

    • Executive function (i.e., visual/auditory memory, learning, processing speed, attention)

    • Detailed assessment of academic skills (reading, math, writing)

    • Phonological and orthographic processing

    • Emotional, behavioral, and/or adaptive assessment (self-, parent-, and/or teacher-report rating forms)

    • Feedback session to review testing results and recommendations

    Why psychoeducational testing?

    • A suspected learning problem in reading, math, or writing (e.g., specific learning disorder)

    • To identify appropriate academic accommodations and inform learning plans (i.e., IEP, 504-disability plan, private learning plan, giftedness)

    • Unexplained academic difficulties or chronic underachievement

    • Poor performance on tests/exams

  • A targeted assessment to determine the presence of attention-deficit/hyperactivity disorder (ADHD).

    Clinical interview and rating forms ONLY, to two (2) to four (4) hours of testing on one day (depending on need)

    Can include any/all of the following:

    • Review of educational and/or medical records

    • Initial intake session for diagnostic interview and developmental history

    • Cognitive/intellectual abilities (IQ)

    • Memory, attention, and processing speed

    • Emotional, behavioral, and/or adaptive assessment (self-, parent-, and/or teacher-report rating forms)

    • Feedback session to review testing results and recommendations

    Why ADHD testing?

    • Problems orienting and/or sustaining focus to activities or tasks

    • Difficulties with planning, organization, memory, time management, or meeting deadlines

    • Hyperactivity or overactivity, problems with impulse control and emotional regulation

  • A comprehensive assessment of factors potentially impacting an individual’s mental health, including social, emotional, behavioral, and personality functioning, to inform ongoing/future psychological or psychiatric treatment.

    Clinical interview and rating forms ONLY, to three (3) to five (5) hours of testing across one or two days (depending on need)

    Can include any/all of the following:

    • Review of educational, medical, and/or prior psychological/psychiatric records

    • Collaboration with current therapist, psychologist, and/or psychiatrist (if applicable)

    • Initial intake session for diagnostic interview and developmental history

    • Cognitive/intellectual abilities (IQ)

    • Executive functioning (i.e., visual/auditory memory, learning, processing speed, attention)

    • Emotional, behavioral, and/or adaptive assessment (self-, parent-, and/or teacher-report rating forms)

    • Personality assessment (for adolescents and young adults)

    • Feedback session to review testing results and recommendations

    Why a mental health evaluation?

    • Differential diagnosis / diagnostic clarity; helping determine the core underlying challenges most clearly impacting mental health functioning

    • Limited improvements in mental health despite prior/ongoing psychotherapy

    • To inform treatment planning prior to initiating a course of psychotherapy

  • An assessment of a student’s aptitude and problem solving abilities, academic skill development, learning ability, and individual strengths.

    Two (2) to four (4) hours of testing on one day

    Can include any/all of the following:

    • Review of educational and/or medical records

    • Initial intake session for diagnostic interview and developmental history

    • Cognitive/intellectual abilities (IQ)

    • Academic skills (reading, math, writing)

    • Feedback session to review testing results and recommendations

    Why giftedness testing?

    • To determine eligibility for accelerated or ‘gifted’ academic programs

    • Learning far quicker and easier than same-age peers

    • Mastery of academic skills well above age and grade level expectations

    • Boredom with general education curriculum

  • A targeted assessment of various abilities, skills, and mental health concerns to support a student’s request for accommodations on College Board (SAT/ACT, AP/IB) or high-stakes exams (MCAT, LSAT, GRE, state bar, USMLE, COMLEX)

    Three (3) to six (6) hours of testing across one or two days

    Can include any/all of the following:

    • Review of educational, medical, and/or prior psychological/psychiatric records

    • Collaboration with current therapist, psychologist, and/or psychiatrist (if applicable)

    • Initial intake session for diagnostic interview and developmental history

    • Cognitive/intellectual abilities (IQ)

    • Detailed assessment of academic skills (reading, math, writing)

    • Executive functioning (i.e., visual/auditory memory, learning, processing speed, attention)

    • Emotional, behavioral, and/or adaptive assessment (self-, parent-, and/or teacher-report rating forms)

    • Personality assessment (for adolescents and young adults)

    • Feedback session to review testing results and recommendations

    Why testing for exam accommodations?

    • You or your child are submitting documentation to support a request for accommodations (e.g., extra time, private testing room, etc.) on an exam due to a disability

The Lightside Difference

Partnership & Advocacy

Alex works closely with you throughout the testing process to identify challenges, strengths, and actionable solutions. His advocacy continues after testing, ensuring you or your child are connected to the right services and that the results of testing lead to meaningful support at school, work, and in future/ongoing treatment.

Personalized & Detailed

Alex’s testing process is thorough and tailored to your unique needs. Recommendations for treatment or academic interventions are customized specifically to address your or your child’s challenges, not based on generalizations or similar diagnoses.

Timeliness

Alex doesn’t maintain a waitlist. Once you decide testing is right for you or your child, appointments are scheduled promptly. You’ll meet with Alex 1-2 weeks after testing to review results, discuss recommendations, and receive a detailed written report.