Process

Evaluation Procedures

One of the most important aspects of a psychological evaluation is determining the questions which need to be answered. This must be done carefully with the client or parents, if the client is a child. Then we determine what procedures are necessary to answer these questions. Thus the evaluation can be tailored to the client. I do not use a "standard battery" of tests, but choose tests to answer specific questions. Some evaluations do not require any testing. I am happy to talk about why I choose the procedures I use. Evaluation can be done for a number of reasons, such as

Determining the factors contributing to behavioral, emotional, and/or academic problems
Recommending the appropriate school placement
Recommending appropriate treatment

Individually administered tests given by an experienced psychologist make it possible to observe not only what answer a person gives, but also how the person goes about getting the answer, and how he or she feels about the question. These observation are particularly important with children whose test scores do not show their true potential. In an individually administered evaluation, it is also possible to work with the client to discover what might help him/her to do better on certain types of material.

We must also remember that test scores do not fully describe any child's strengths and weaknesses. The child's personality, relationships must be part of the evaluation. It is just as important to know how the child plays, what brings our his or her creativity, and what gives him or her joy in life, as it is to know scores on standardized tests.

When evaluating a child,

I prefer to meet first with parents for a detailed description of the referring problem and a detailed developmental history. This provides the context for interpreting the child behavior and test results.
I then see the child first in an interview as the first contact. Sometimes more than one interview is needed. During this appointment I do not do any testing. This allows me to get to know the child on his/her own terms. Getting to know the child in an informal meeting greatly enhances the subsequent testing. In this interview I also focus on the child's own understanding of the problems, his/her strengths and weaknesses. The child's spontaneous description of the problem can give important clues about the nature of the problem, and about how to interpret test results.
Next, I meet with the child to complete whatever procedures are necessary for that evaluation. This may take several sessions, depending on the procedures to be done, the age of the child, the frustration tolerance and attention span of the child, etc.
Finally, I meet with parents to review my report. We discuss the evaluation results and how they should best be used for the client's benefit. For older children and adolescents, I offer a separate feedback session as appropriate.

Types of Psychological Tests

Some of the most common types of psychological tests and other sources of information include

Intellectual, or cognitive ability. These give a profile of ability levels on different types of tasks, such as general knowledge, verbal and nonverbal abstract reasoning, and other areas.
Academic achievement in reading, writing, math, science, etc.
Personality and emotional development. These can include "projective" tests which use pictures, drawings, inkblots, or fantasy questions designed to get to know a child’s patterns of thinking and feeling; coping methods, attitudes toward self, and other variables. Personality development, physical development, and intellectual development go hand-in-hand, and should not be separated.
Specific skill areas such as visual-motor integration, memory, attention, auditory discrimination, and others. Such tests allow a more precise diagnosis.
Diagnostic interviews, which may include a combination of playing and talking.
Behavior questionnaires completed by parents, teachers, or other important observers

Reports: Sharing the Results of the Evaluation

After completing all the evaluation procedures, I usually require two weeks to score all tests, interpret the test scores and other data, and write a report. I then meet with parents a final time to go over the report with them and give them a chance to ask any questions they have, or make any comments they want. It is crucial that the report communicate clearly what was done and what the results mean. Because parents are the ultimate advocates for their children, it is of utmost importance that they understand the results and recommendations.

For older children and adolescents, I like to offer a feedback session separate from the one for their parents, with feedback tailored to their level of understanding. Evaluations for adults are similar, except that the initial and final meetings are with the client only.

The following book is an excellent general guide to psychological evaluation:
When Your Child Needs Testing: What parents, teachers, and other helpers need to know about psychological testing. by Milton F. Shore, Patrick J. Brice, and Barbara G. Lowe. New York: Crossroad Publishing Company, 1992.