Evaluations

These evaluations help individuals gain information regarding their current cognitive and emotional status.

​

Common reasons for evaluation:

• ADHD / Attention Concerns​

• Dementia / Memory Concerns

• Academic Intervention / IEP Planning

• Accommodations (e.g., LSAT, MCAT, etc.)

• Career/Life Planning

• Competency (e.g., to handle finances, live independently, drive a car, make medical decisions, etc.)

• Head Injury (e.g., car accident, sports injury)

• Personality Assessment

​

​

A comprehensive evaluation can, for example:

• provide evidence that a brain injury has caused changes in cognitive or emotional functioning

• give an idea of what the person can or cannot be expected to do

• help identify what a person needs to be successful, including adaptations and compensation

• strategies, supervision, learning style, or teaching strategies

• help people understand how the injury has changed them

• help others see how people with the brain injury see themselves

• help plan rehabilitation or other treatment

• aid in educational planning

• aid in vocational planning

• document changes for legal purposes

​

​

Domains commonly examined:

   Higher-order and executive cognitive functions:

• Attention

• Anticipating

• Memory

• Initiating

• Ability to Learn

• Problem-solving

• Intelligence

• Abstract reasoning

• Language and communication

• Insight

• Speed and efficiency

• Judgement

• Motor abilities

• Drawing conclusions

• Personality

• Self-control

• Emotional status

• Managing time

​

​

   For children, adolescents, and young adults, academic achievement may be assessed:

• Phonemic Awareness – manipulation of spoken syllables in words

• Phonics – letter-sound correspondence

• Fluency – reading speed and accuracy

• Vocabulary – lexicon of known words

• Comprehension Skills – deriving meaning from print

• Mathematics Fluency

• Numerical Operations

• Quantitative Reasoning

​

​

​

​