Testing is a highly effective way to clearly identify any diagnoses, such as ADHD, a learning disorder, anxiety, or others, which may be leading to the academic, social, or emotional challenges that a client faces. Testing can be important in being able to connect with resources at school and in the community. While testing is not always necessary before entering treatment, it can also be greatly beneficial to the therapy process. Testing allows us to have a more in-depth understanding of the client’s underlying thoughts and feelings. A well-done testing report will present these in a way that clarifies how these internal experiences interact with one another and the external world to lead to the kinds of symptoms and challenges that clients face. Understanding these patterns is key to developing a treatment plan for therapy that is tailored to a client’s needs and can help to ensure that treatment focuses on the kinds of skills and interventions that will be most effective.

Testing is a three step process. The first step is an initial appointment that is typically 50-60 minutes in length. During this appointment we discuss any present concerns and their history, gather background information, and identify what kinds of questions we would like to answer with testing. The second step is to complete the testing itself. Testing appointments are anywhere from 2 to 5 hours in length. The third and final step is a follow-up appointment that is typically 50-60 minutes in length. During this appointment we review the results of testing and discuss any recommendations that may be beneficial.

The kinds of tests that we do can be highly varied depending on the kinds of questions that we want to have answered. Some tests will focus on academic skills, others on cognitive, intellectual, and problem-solving skills, and still others on social, emotional, and behavioral functioning. This latter group can include questionnaires about symptoms and their frequency, story-telling tasks, conversations and interviews, and even play activities. Which specific tests and activities will be used can be discussed at the end of the initial meeting, when we have a clearer sense of what we will be testing for.

A comprehensive evaluation can take a long time to complete because it is crucial to assess multiple aspects of the same problem. This is done in two different and complementary ways. First, we gather information from multiple sources – the client, parents or others that are close to them, and in many cases teachers. This provides a picture of how symptoms manifest and function in the different environments in your or your child’s life. Second, we gather information on each symptom or domain in multiple ways. For instance, to evaluate for symptoms of ADHD we would gather information from questionnaires about how often and to what extent you or your child seems or feels distracted, hyperactive, or impulsive. But we would also complete cognitive tests which allow us to compare your or your child’s ability to focus or control impulses to other people of the same age. Having information from multiple approaches like this allows us to say that not only is it something that is noticed by people across different environments, but also that is harder for you or your child than for peers. However, while using multiple instruments for each domain in this way can give us a more definitive and complete picture, it also takes more time than completing a simple questionnaire.

There is nothing special that you need to bring for the testing day. There will typically be a lunch break on the day of testing when it is a long block, but if you or your child would like to have a drink and a snack on the day of testing, they are welcome to bring one as well.

After testing is completed, it will typically take 2-3 weeks to score the results, integrate the information, and write up a final report. Once this report is completed, you will receive a call from the clinician completing the testing to schedule a follow-up meeting to review the results and report.

The final report will include a number of sections – background information, the results from testing, diagnoses when relevant, and a section with recommendations. The results include both the scores from different measures and scales, as well as descriptions of how all of these results tie together. This helps to build insight and understanding into the sources of the emotions and behaviors you or your child experience. Recommendations provide suggestions for interventions, activities, and supports that would be beneficial in helping to address the challenges that you or your child face. These can include recommendations for therapeutic services, school recommendations and accommodations, and beneficial activities and resources.