Services
There is no one-size-fits-all test battery. Every evaluation starts with the question you need answered, and the instruments are chosen to answer it — efficiently, and to a standard that holds up with schools, physicians, and insurers.
For children who can't seem to start, finish, or sit through anything — and for adults wondering whether a lifetime of scattered effort has a name. An attention evaluation looks at more than attention: sleep, mood, anxiety, and learning problems can all wear the same costume, and the point of testing is to tell them apart.
Expect a detailed clinical interview, standardized rating scales from the people who see you (or your child) in daily life — home and school both — performance-based measures, and a careful review of records. You leave with a clear answer, not just a score.
Autism evaluations here are developmentally informed and unhurried, from toddlers whose pediatricians have raised a flag to adults seeking an answer to a lifelong question. Testing draws on well-validated diagnostic instruments, structured observation, caregiver and self-report measures, and developmental history.
The report is written to be useful the day it arrives: eligibility-relevant language for schools, diagnostic clarity for physicians and therapists, and concrete recommendations for home.
When a capable child is inexplicably behind in reading, writing, or math, a psychoeducational evaluation maps how they learn: cognitive abilities, academic skills, and the specific processes — like phonological awareness or working memory — where learning breaks down. This is the evaluation families seek for dyslexia, dysgraphia, and dyscalculia.
Reports are written with IEP and 504 processes in mind, so the findings translate directly into eligibility discussions and classroom supports.
For infants, toddlers, and preschoolers whose development isn't following the expected path — late talking, motor delays, regression, or global concerns. Developmental evaluation identifies where a child is now, what's driving the delay, and which services should start immediately.
This practice has particular experience evaluating children with complex medical histories and genetic conditions, where standard instruments need thoughtful selection and interpretation to describe a child fairly.
Sometimes the question isn't "does my child have X" but "what is actually going on?" Anxiety, depression, trauma responses, and behavior problems overlap and disguise each other, and treatment aimed at the wrong target tends to stall. A diagnostic evaluation integrates interview, standardized measures, and history into one coherent picture, with a differential diagnosis rather than a label of convenience.
Evaluation doesn't stop at eighteen. Adults come for first-time ADHD and autism evaluations, for diagnostic clarification when years of treatment haven't quite fit, and for cognitive assessment when memory or thinking has changed. The process is the same disciplined one — and the feedback session is yours alone.