Dr. Hope’s assessments will attempt to answer questions concerning strengths and weaknesses in various areas of an individual’s functioning, and the impact of these on the individual’s performance in and outside of school and/or the workplace.

The assessment process generally involves some or all of the following:  an initial clinical interview and developmental history, checklists and other clinical forms, administration of multiple standardized tests, review of records, classroom observation, phone consultations with teachers and other service providers, and a written report.  Multiple areas are assessed, depending on the current concern: intellectual functioning, memory, attention and executive functioning, academic achievement, language, processing speed, and social and/or emotional functioning.   Feedback sessions are conducted to discuss the findings and individualize recommendations for remediation/intervention.

Evaluations are available for individuals ages 4 through adulthood.  An assessment can take between two and four appointments, for a total of 4 to 8 hours, depending on the examinee’s energy level and ability to sustain concentration.   Assessments with children are preferably done in the morning, as they tend to tire toward the end of the day.

Various types of evaluations are offered:

A psychological evaluation consists of a comprehensive interview, rating scales and appropriate standardized testing to obtain specific information about intelligence and personality/emotional functioning.
A brief Learning Disability or AD/HD screening is a low cost alternative, but not sufficient for those requesting accommodations on high stakes tests such as the GRE or LSAT.  It may not be sufficient for eligibility for special education services with an IEP, but may be sufficient for a 504 plan.
A neuropsychological or psychoeducational evaluation includes more extensive neurocognitive, social/emotional and achievement batteries. The report is either a 2 to 3 page summary of results and recommendations, or a longer report which also details the tests, test clusters, medical/developmental history and symptom reporting.  The full report will usually satisfy most colleges and testing organizations.  In addition, a detailed analysis of the strengths and weaknesses is presented which is necessary in order to gain accommodations for school or many standardized tests  situations.