Assessments

Where to Find Us

Rebecca Elman, Ph.D., P.A.

1875 NW Corporate Blvd.

Suite 100 (Frank, Weinberg & Black)

Boca Raton, FL 33431 

 

Phone: 561-470-8660

Fax:  561-470-8284

Email: rebeccaelman@gmail.com

 

Psychoeducational Evaluation Services

Dr. Elman specializes in the assessment of children in the areas of intellectual ability (IQ), academic achievement, social/emotional adjustment, and various cognitive processes, including executive functioning, memory, attention, auditory processing, and phonological awareness.  Rebecca uses the most up to date assessment measures, and she prides herself on having a number of different tests at her disposal.  Each evaluation is tailored to the individual needs of the examinee.  Rebecca takes the time to learn about each child and selects the testing measure that she feels is best suited to that child's abilities.  Among the types of assessments Dr. Elman performs are:

Gifted Testing

The Gifted Program is an accelerated program for students that meet certain eligibility requirements.  Some schools have a part-time pullout program, while other schools have a full-time gifted program.  In order for students to qualify for the Gifted Program in Broward and Palm Beach Counties, they must obtain an IQ score of at least 130 (98th percentile).  Once the student qualifies on the IQ test, his/her teacher must also complete a teacher checklist form to determine whether the student exhibits behaviors that are characteristic of a gifted student (e.g., leadership skills, creativity, intellectual curiosity).  

Gifted testing is usually completed in one session.  Dr. Elman will call you the same day after she has had the opportunity to score and review the results.  Additionally, if given permission, she will contact your child's current teacher after she has completed the evaluation to disucss his or her academic and behavioral performance in class.  Additional factors, such as motivation, attention, and level of comfort contribute to a child's performance on an asessment.  As such, a child can have an "off day," in which he or she does not demonstrate his or her full potential.  Discussing the child's classroom behavior with the teacher will provide Dr. Elman with additional information and help to determine whether additional testing may be warranted and beneficial.  

Learning Disabilities

Learning disabilities are neurological differences in processing information that significantly limit an individual's ability to learn in a specific skill area.  These disorders are the result of differences in the way the brain processes, understands, and uses information.  The most common types of learning disabilities involve problems with reading, writing, math, and language skills.  A learning disability is not indicative of any cognitive deficiency or lack of motivation.  Most individuals with learning disabilities exhibit average to significantly above average intellectual ability.  In fact, it is possible to be intellectually gifted and also have a learning disability. People with learning disabilities learn differently and may require a variety of instructional practices to learn more effectively.         

Dr. Elman will conduct a comprehensive psychoeducational evaluation in order to determine whether a learning disability exists and whether it is significantly impacting the student's academic performance.  The evaluation will also provide valuable information of how a student learns best (i.e., his/her learning style and profile). Once the teacher, parent, and student are empowered with this knowledge, they can make adjustments in order to maximize the student's learning potential.

Each psychoeducational evaluation is tailored to the individual needs of the student.  As such, evaluations may require up to four testing sessions.  Once Dr. Elman has met with you to obtain a detailed history and description of the current concerns, she will begin the evaluation by observing your child in the school setting and interviewing his/her teachers.  Next, she will meet with your child to assess a broad array of functioning, including, intellectual ability (IQ), academic functioning across all subjects, social-emotional functioning, and various cognitive processing depending on your child's profile (e.g., attention and executive functioning, auditory processing, phonological awareness, short-term and working memory, long-term retrieval, fluid reasoning, abstract reasoning, visual spatial ability, sensorimotor ability, and visual motor coordination).  

Upon completition of the assessment, Dr. Elman will write a report detailing the results and her recommendations.  After you have had an opportunity to review the report and formulate questions, Dr. Elman will meet with you to discuss the evaluation.  Finally, Dr. Elman will meet with school pesonnel (e.g., teachers, School Psychologist and ESE Coordinator) to determine whether your child qualifies for an Individual Educational Plan (IEP) and the interventions and accommodations that will meet your child's needs. 

ADHD

Attention Deficit Hyperactivity Disorder (ADHD) is a neurological disorder experienced by children, adolescents, and adults.  There are three subtypes of ADHD: Predominantly Hyperactive-Impulsive Type, Predominantly Inattentive Type, and Combined Type.  Core symptoms of ADHD include significant levels of impulsivity, inattention, and hyperactivity.  Specific behaviors may include: struggling to follow through with instructions, not appearing to listen, being forgetful in daily activities, having difficulty sustaining attention, having difficulty waiting one's turn, interrupting others, and being excessively restless.   

For several reasons, it is necessary to administer a comprehensive neuropsychlogical evaluation in order to diagnosis ADHD.  First, there is no single definitive test to determine ADHD.  Second, it is important to rule out out possible disorders (e.g., learning disability, anxiety, etc.) that may be causing the individual to exhibit behaviors associated with ADHD.  For example, a student may be struggling with math. Consequently, he or she may appear inattentive or disruptive in class because he or she is frustrated and does not have the appropriate coping skills to express his or her frustration.  Thirdly, it is possible for a student to have more than one disability or diagnosis.  Only a comprehensive psychological evaluation will uncover the full range of current issues presenting in the individual.  Finally, this comprehensive evaluation will also provide valuable information of how your child learns best (i.e., his/her learning style and profile), and what interventions will allow him/her to be most successful. 

Each psychoeducational evaluation is tailored to the individual needs of the student.  As such, evaluations may require up to four testing sessions.  Once Dr. Elman has met with you to obtain a detailed history and description of the current concerns, she will begin the evaluation by observing your child in the school setting and interviewing his/her teachers.  It is important for Dr. Elman to observe your child in different settings, especially because children often behave differently in the classroom as compared to the office setting. Next, she will meet with your child to assess a broad array of functioning, including, intellectual ability (IQ), academic functioning across all subjects, social-emotional functioning, and various cognitive processing depending on your child's profile (e.g., attention and executive functioning, auditory processing, phonological awareness, short-term and working memory, long-term retrieval, fluid reasoning, abstract reasoning, visual spatial ability, sensorimotor ability, and visual motor coordination).  Additionally, Dr. Elman will administer a Continuous Performance Test (CPT) on the computer in order to assess your child's ability to sustain attention and his/her ability to refrain from responding impulsively to repetitive and monotonous stimuli.

Upon completition of the assessment, Dr. Elman will write a report detailing the results and her recommendations.  After you have had an opportunity to review the report and formulate questions, Dr. Elman will meet with you to discuss the evaluation.  Finally, Dr. Elman will meet with school pesonnel (e.g., teachers, School Psychologist and ESE Coordinator) to determine whether your child qualifies for an Individual Educational Plan (IEP) and the interventions and accommodations that will meet your child's needs. 

SAT/ACT and other Standardized Test Accommodations

Students who have been eligible for an Individual Educational Plan (IEP) or have had a history of learning difficulties may be eligible for testing accommodations (e.g., extended time) on the SAT and the ACT, and on AP exams .  Testing accommodations may also be granted for graduate level exams, including the LSAT, MCAT, GRE, GMAT, and Bar Exam.  In order to apply for accommodations, students are usually required to have had a comprehensive psychoeducational evaluation within three years prior to the application date.  

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© Rebecca Elman, Ph.D., P.A.