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Psychological Assessment & Educational Consultation Services
Individual Assessment
Intelligence, learning, memory, dyslexia, auditory and visual processing, attention, perception, visual-motor, perceptual-free fine motor, psychological. See Types of Assessment for more information. See Reports & Feedback for information on how assessment results are presented.
Screening
Speech and language, sensory, and gross motor
Intervention-Oriented
Assessment reports and face-to-face feedback focus on diagnostics and real-world interventions.
Referral Network
Schools, tutoring, occupational, physical & speech therapies; psychotherapy; psychiatry/medication evaluations; support groups
Consultation
Public and private schools, university offices of services for students with disabilities
Types of Assessment
Psycho-educational Assessment
An indepth, individually-designed and administered cognitive battery to assess the cognitive functioning, processing, and educational functioning of a child, adolescent or adult client. Includes screening for sensori-motor, socio-emotional, and attentional abilities.
Psychological Assessment
Assessment of emotional functioning, often including a cognitive battery, utilizes an appropriate combination of assessment methods and instruments including interviews, self-reports and projective measures including the Rorschach, apperception tests and others.
ADD/ADHD
ADD/ADHD should be distinguished from situational stressors, anxiety, auditory processing disorder, &/or learning disabilities. Therefore, in addition to an individual assessment, information is gathered using standardized report measures, a computer-administered auditory-free measure of attention, semi-structured interview, and history.
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Our Philosophy of Assessment |
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Our philosophy of assessment considers the whole person, from sensori-motor to cognitive functioning; to gather data from multiple measures across multiple environments before reaching conclusions; and to provide comprehensive feedback including a written report, an assessment of strengths, opportunity for discussion, and recommendations for interventions as well as legal rights to accommodations and recommendations for assistive technologies. |
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Cognitive Standardized Tests/Instruments
Our inventory of tests includes:
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Wechlser series of intelligence tests (WPPSI-R, WISC-III, WAIS-III)
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Test of Nonverbal Intelligence (TONI-3)
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Wechlser Individual Achievement Test
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Woodcock-Johnson Tests of Achievement and Cognitive Abilities
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Scholastic Abilities Test for Adults
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Boder Test of Reading-Spelling Patterns
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Gray Oral Reading |
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Peabody Picture Vocabulary Test
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Test of Language Development |
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Test of Written Language |
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Test of Adolescent Language |
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Key Math |
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Conners' Continuous Performance Test
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Learning Disabilities Diagnostic Inventory
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Developmental Test of Visual-Motor Integration, Motor-free Visual Perception & Motor Coordination
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Quick Neurological Screening Test
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Psychological Assessment Methods and Instruments
Each individual psychological assessment is designed specifically with the client in mind, and will vary according to the problem or issue at hand. Psychological assessments will generally include several of the following:
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Rorschach |
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Thematic Apperception Tests |
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Sentence Completion |
For/About Children
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Achenbach Child Behavior Checklist,Youth Self-Report & Teacher Report Form
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Barclay ADHD-IV Scales (Parent & teacher)
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Children's Depression Inventory
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Harter Self Concept Measures |
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Revised Children's Manifest Anxiety Scale
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Projective drawings |
For Adults
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Barclay ADHD-IV Self Report |
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Symptom Checklist-90-Revised |
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Myers-Briggs Temperament Inventory
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Quality of Life Inventory
-- Burns' Depression and Anxiety Inventories
-- MMPI
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Reports & Feedback
Included as part of the assessment:
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Ongoing feedback as testing progresses
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Full written report with results, interpretation, and detailed recommendations for interventions , including recommendations for specialized instruction, assistive technology software for disabilities in reading, written expression, dysgraphia and math; delineation of legal rights (504 and IDEA) to specific reasonable accommodations for instruction and testing
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Feedback conference to go over the report and the results
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Also available:
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School/teacher consultation |
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Availability for advocacy in ARDs or 504 meetings.
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Dr. Cunningham's philosophy of assessment can be summed up as follows:
Students will tend to succeed if they are able to succeed, and if the environment supports their abilities. An assessment is usually warranted and helpful, if, in spite of usual instruction and adequate opportunity, a parent or teacher has concrete evidence or an intuitive sense that something is amiss with a student's academic or social learning, or if parents or teachers begin to attribute poor performance to laziness, attitude, or to a lack of motivation.
For adults who might self-refer, an assessment can shed light on what has been a lifelong history of confusion or distress about school performance and/or personal achievement. If an adult has an intuitive sense that his academic or individual achievement does not match his true potential, or if she takes extraordinary time to complete ordinary academic tasks such as reading, an assessment is usually warranted. Getting an assessment as an adult often makes sense of the past and marks a new beginning in terms of insight and understanding and relief. Equally important are statements of legal rights and accommodations, recommendations for appropriate assistive technology such as computer applications hardware, and services, and addressing the possibilities for remediation.
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