A psychoeducational assessment evaluates a child’s intellect and academic achievement. Scores and error process can be used to determine if learning disabilities are present. Learning disabilities may include phonological dyslexia, orthographic dyslexia, mixed or deep dyslexia, dyscalculia, dysgraphia, and/or an executive function-based innate learning disability.
How Does a Public School Multidisciplinary Assessment Differ From a Pediatric Neuropsychological Evaluation?
Assessments administered by public schools are usually used to determine whether a child qualifies for special education intervention. For example, a school-based evaluation may be used to determine if a child has a specific learning disability. They may determine this by evaluating a child’s achievement level in comparison to their intellect and grade placement; it is not a clinical approach. The school-based learning disability evaluation is not used to diagnose dyslexia, dyscalculia, or dysgraphia (they do not use these clinical terms). The focus is discrepancies between intelligence and achievement, discrepancies between achievement and grade placement, and/or behavioral outcomes as opposed to origins. A neuropsychological evaluation takes into account that learning is more complex than simply intellect and achievement. It takes a whole brain to function; therefore, all neuropsychological elements need to be examined and considered to accurately determine how and why a child can or cannot access the general school curriculum.
Identifying children with gifted intellect requires standardized intelligence (IQ) testing. This is an important first step in finding the proper educational placement and setting an educational plan for the future. Assessment techniques used are approved by the AZ State Board of Education and meet compliance with public school gifted program assessment criteria.