Frequently Asked Questions

The Board of Behavioral Science states: The practice of educational psychology is the performance of any professional functions pertaining to academic learning processes or the education system or both including diagnosis of psychological disorders related to academic learning processes.

The assessment process at Learning Pathways begins with an intake interview, during which we gather background information, discuss referral concerns and questions, create a personalized plan, and review the intake forms. I will then conduct interviews and/or collect questionnaires from parents, teachers, and sometimes from other service providers (such as therapists and physicians). I may observe the student in the learning environment and review all available educational records.

The actual testing process consists of one to four sessions with the student, each ranging from one to three hours, depending on their stamina and attention. These sessions take place in my Folsom office. For older students, sometimes the assessment can be completed in one day. For families traveling to see me, we can usually do one in-person session and follow up testing sessions virtually.

After the testing is completed, I review and interpret all assessment measures and results to create a written report. We will then have a feedback meeting to review the report, discuss appropriate recommendations, and answer any questions you may have. My assessment packages also include follow-up consultations. I always check in a few weeks after the assessment, and the consultation hours are available to use within the next year.

The entire process typically takes about one month, involving between 10 and 30 hours.

At Learning Pathways, I personally complete all assessments from start to finish. You will work directly with me throughout the entire process, as I do not utilize interns, assistants, or psychometrists for any part of the evaluation.

When preparing your child for the assessment, you can explain that my job is to understand how their brain works and how they learn best. Let them know that we will be doing a variety of activities to help us learn more about their strengths and areas where they might need some extra help. These activities include answering questions, playing with blocks or puzzles, looking at pictures, and doing some school tasks like reading and math.

You can reassure your child that everyone has things they are really good at and things that might be a bit harder for them, and the goal of the assessment is to help them be as successful and happy in school as possible. Most students find the assessment process enjoyable because it’s one-on-one with a warm and caring adult who encourages them throughout. Sometimes, small prizes can also make the experience more fun if your child feels a bit resistant.

Included in your intake packet is a handout that provides more detailed information on how to approach and discuss the testing with your child, so they know what to expect and understand the purpose of the assessment.

Most appointments are scheduled Monday-Friday between 9:30 am and 5 pm. We can schedule testing sessions during school breaks, such as spring break, winter break, or over the summer, to minimize absences from school. Usually, schools have one shorter school day a week where students get out a bit earlier, and we can try to schedule testing for that day. Occasionally, weekend appointments are also available.  

At Learning Pathways, I use an individualized approach to select the most appropriate tests based on the specific referral concerns, questions, and needs of each student. This means that I do not give the exact same tests to every student. Once I gather more information about the reason for the referral and the specific concerns, I can provide a better idea of which tests I’ll select. Here are some examples of the types of tests I may use:

– Cognitive Tests: These tests, often referred to as “IQ” tests, measure overall cognitive or intellectual ability and various cognitive processes such as verbal skills, learning and memory, processing speed, and reasoning skills. Examples include the WISC-V, KABC-II, DAS-II, and WJ-IV-COG.

– Processing Tests: These tests assess specific areas of processing, such as memory, visual processing, auditory processing, attention and executive functioning, and visual-motor skills. Examples include the NEPSY-II, CTOPP-2, and ChAMP.

– Academic Achievement Tests: These tests measure academic skills, including reading, writing, math, and oral language. Examples include the KTEA-3, WIAT-4, and FAR.

– Rating Scales/Questionnaires: These are parent, teacher, and/or student questionnaires typically aimed at measuring social-emotional or behavioral functioning, such as attention/ADHD, anxiety, depression, executive functioning, and general social-emotional functioning. Examples include the BASC-3, BRIEF-2, Conners-4, and ASRS.

By tailoring the assessment to each student’s unique needs, I can provide a comprehensive and accurate understanding of their strengths and areas for growth. This individualized approach ensures that the recommendations and support strategies are specifically suited to help each student succeed.

After the testing is completed, you will receive a comprehensive report detailing the results and recommendations. My reports may look different from other psychoeducational or neuropsychological assessment reports, which historically have tended to be very formulaic and disjointed. Instead, my reports focus on answering the referral question and providing a clear road map for moving forward.

What to Expect in the Final Report:

– Person-Centered Approach: My reports focus on the person, not just the tests. I strive to make the reports understandable, with limited jargon and a strength-based perspective.

– Concise Summary: The first three to five pages include the diagnosis (if applicable), a concise and understandable summary of the client’s functioning in each of the areas assessed, and practical recommendations.

– Detailed Appendices: The appendices provide additional information, including:
     – How to understand test scores
     – A list and description of all the tests and assessment measures used
     – Background information gathered during the assessment process
     – All of the actual test scores

By focusing on clarity and relevance, my reports aim to provide valuable insights and actionable steps to support your child’s success.

Yes, parents have the right to request a free psychoeducational assessment from their child’s public school district. However, school-based psychoeducational assessments primarily serve the function of identifying special education eligibility. They do not diagnose learning or psychological disorders with the DSM-V, and they may or may not have subsequent recommendations based on the assessment findings.

My psychoeducational assessments are designed to provide a comprehensive understanding of a student’s cognitive or processing abilities, academic achievement skills, and social-emotional/behavioral functioning. I aim to clearly identify the student’s strengths and weaknesses in these areas, diagnose psychological disorders related to learning or education, and provide clear and tangible recommendations on how to best support the student.

Additionally, because school psychologists often have high caseloads, completing between 60 and 100 assessments per school year, their assessments may not be as thorough as an LEP’s. Lastly, schools do not conduct assessments during breaks longer than five school days, including summer break.

If you are confused about the difference between my assessments and a school-based assessment, please contact me and we can talk through it and determine which route may be best for you. It may not be mine and that’s okay! I’m upfront and honest about whether I think my services are a good fit for you and your child, or if you might be better served through a different avenue such as school, a physician, or a therapist.

I work with individuals from preschool through college. Because I am a licensed educational psychologist, my work must be related to education. I can work with adults who are still in school or considering going back to school. I can also work with younger children (ages two to three) who are in preschool or the family is considering enrolling them in preschool. 

Yes! I whole-heartedly believe that all people and all brains deserve to be happy and accepted for who they are. I prefer to reference differences like autism, ADHD, and other neurodevelopmental differences as just that – a difference rather than a disability. This doesn’t mean that these differences don’t have challenges, because they do; particularly in a school system and society that is catered toward neurotypical individuals. I use the DSM-V-TR diagnostic criteria and California education code for diagnosing learning disorders, autism, and ADHD; but I use a strength-based approach and provide recommendations to build upon the student’s strengths, as well as address any concerns or differences that are interfering with their education or mental health. 

I do not accept insurance at this time; however, I can provide a “superbill” with relevant information if you would like to try to get reimbursed by your insurance. Your “Good Faith Estimate” will also include the CPT codes that insurance will ask for. Some families are able to get reimbursed through their insurance for using an out-of-network provider for an ADHD or autism evaluation. I do not guarantee that your insurance carrier will reimburse you, and I strongly recommend contacting your insurance beforehand if this is something you are considering.