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Assessment Philosophy

Many clients, parents, and treatment providers ask, "What is the purpose of testing?" or "How do I know when testing is necessary?" There are several circumstances in which a formal psychological or educational evaluation is warranted. If you, your child, or your client is facing any of the following situations, testing may be appropriate:

  • Long-standing or emerging academic difficulties, including issues with attention, concentration, or behavior in the classroom, or specific difficulties in core academic subjects such as reading, writing, or math

    • As a general rule, psychoeducational (academic) testing should be repeated periodically (typically every two to three years) if any learning issues have been previously identified

  • Chronic social difficulties, such as problems with reading social cues, extreme anxiety or reticence/shyness, trouble making or maintaining friendships, or engaging in repeated dangerous or destructive peer or romantic relationships

  • Recurrent behavioral problems, such as substance abuse, risky sexual behavior, running away, excessive use of social media/electronics/video games, or rule/law-breaking behavior, that do not resolve despite attempts at behavioral or therapeutic intervention

  • Emotional difficulties such as frequent sadness, worry, social withdrawal, or self-injurious/suicidal behavior that are not responding to traditional treatments (therapy or medication) as expected

  • Failure to meet basic age-appropriate responsibilities, such as completing one's homework or chores, managing finances, maintaining employment, engaging in school, or living independently

    People respond differently to the assessment process. Some find it therapeutic, entertaining, or thought-provoking. Others find it tedious, anxiety-provoking, or frustrating. Regardless of how people feel about it, testing is often a mentally taxing and emotionally demanding process. Therefore, each assessment battery is thoughtfully designed to comprehensively assess an individual's current cognitive and/or psychological functioning. Keeping testing batteries manageable for examinees not only allows people to do their best work, but provides them with a better experience.

    Testing results aren't much use if they are overly-technical and difficult to understand. Therefore, reports are written in language that can be understood by families and treatment providers alike. In-depth feedback sessions allow families, treatment providers, and referring professionals to have all of their questions answered and to discuss recommendations.

Standard Testing Battery

The purpose this comprehensive battery is to broadly assess intellectual, academic, executive, emotional, and behavioral functioning. This battery includes the following (all measures can be substituted with appropriate alternatives as necessary):

  • Clinical Interview: With examinee, family members, and treatment providers/referring professionals

  • Intelligence Test: Wechsler Intelligence Test for Children, Fifth Edition; Wechsler Adult Intelligence Test, Fourth Edition

  • Achievement Test: Wechsler Individual Achievement Test, Fourth Edition

  • Tests of Executive Functioning: Delis-Kaplan Executive Function System; Behavior Rating Inventory of Executive Function, Conners Rating Scales, California Verbal Learning Test

  • Emotional/Behavioral/Personality Functioning: Minnesota Multiphasic Personality Inventory, Third Edition or Adolescent Version;  Millon Clinical Multiaxial Inventory, Fourth Edition or Millon Adolescent Clinical Inventory, Second Edition; Beck Depression Inventory; Behavior Assessment System for Children, Third Edition; Sentence Completion Task

  • Substance Use/Abuse: Substance Abuse Subtle Screening Inventory, Third Edition or Adolescent Version

 

Autism Spectrum Disorder/Social Development Evaluation

The purpose of this battery is to provide diagnostic clarification regarding Autism Spectrum Disorder and other social/neurodevelopmental issues. This battery includes the following gold-standard assessment tools:

  • Clinical interviews with individual, family members, and treatment providers/referring professionals

  • Comprehensive developmental/social history forms

  • Autism Diagnostic Observation Schedule, Second Edition

  • Social Responsiveness Scale, Second Edition

  • Social Communication Questionnaire

 

Additional Measures

Many additional measures can be added to the above assessment batteries depending on the needs of the individual. Contact Dr. Jenkins directly to discuss available options. 

  • Neuropsychological functioning measures

  • Projective tests such as Rorschach Inkblot Test

  • Vocational interest / skills inventories

  • Adaptive behavior measures

  • Tests specific to symptoms of obsessive-compulsive disorder, eating disorders, trauma, and more