A psychoeducational evaluation is helpful when the main goals of the evaluation are to identify specific learning differences and general recommendations for learning support. Further testing may be recommended as a result of psychoeducational test findings.
The face-to-face testing for a psychoeducational evaluation includes direct assessment of intellectual ability and academic skills (e.g., reading, writing, & math), phonological processing, oral language skills, and screening of general psychological functioning. Attention testing and a screening of fine motor and visual-motor integration may also be included.
A psychoeducational evaluation will not identify cognitive difficulties in attention, memory, language, visual-spatial perception, fine motor dexterity, and executive functioning which often underlie academic problems, such as those associated with attention-deficit/hyperactivity disorder (aka ADHD, attention deficit disorder, ADD), autism spectrum disorders, language/communication disorders, developmental delays, or the neurocognitive effects of a medical condition or treatment. When any of these problems or conditions exist or are suspected, additional cognitive testing or a full neuropsychological evaluation is generally recommended. Additionally, a neuropsychological evaluation can be helpful when the reason for a problem is not clear or when previous evaluations have not successfully addressed your concerns.