Pre-Academic Testing:

            This involves the administration of tests that are designed to provide information on motor skills, speech and language skills, general knowledge skills, self-help skills, and social/emotional development in young children.  Concepts such as body parts, colors, counting, positions, concepts, shapes, and letters are also assessed.  An informal phonological awareness assessment is also done to determine the need for further assessment in the area of processing.

Language:

            This includes the administration of tests that measure the child’s ability to use language (expressive language) and understand language (receptive language).  Tests are also given to measure the child’s expressive vocabulary and receptive vocabulary.

Cognitive:

            This involves the administration of an intelligence (IQ) test.  These test results provide general information on a child’s level of intellectual functioning and specific information on both verbal and non-verbal abilities.  This type of information is often predictive of either success or difficulty with learning and academic tasks. 

Neuropsychological:

            Neuropsychological testing involves the administration of tests that are designed to provide information on how a child perceives and processes information in the following domains:  Language, Memory, Attention, Sensori-Motor, and Visuo-Spatial (note: testing is conducted only in those areas where there is a suspected difficulty).

            This type of information is extremely useful in the diagnosis of a Learning Disability (e.g., Dyslexia or Non-Verbal Learning Disorder) and Attention Deficit Hyperactivity Disorder (ADHD), and in designing instruction that is sensitive to the unique learning strengths and weaknesses of the child.

Behavioral/Social/Emotional:

            This type of assessment involves gathering information on a child’s social, emotional, and behavioral functioning.  Depending on the nature of the child’s difficulties, any number of techniques may be used, including the following:  1) standardized behavior rating scales; 2) observations of the child in the home and/or at school; 3) clinical interviews with the parents, teachers, and child; 4) projective tasks (e.g., drawings, story telling, and play sessions).

Articulation Testing:

            This testing involves assessment of consonant sounds and clusters in the initial, medial, and/or final position