1. What can I expect to find out from a psychological evaluation?

A complete evaluation will provide feedback regarding the client’s level of intelligence, learning strengths and weaknesses and academic achievement levels, processing skills, and (as applicable to the referral question) level of attention/focus skills, behavioral and emotional functioning, and social functioning. The evaluation will also seek to provide conclusive answers, as feasible, to questions about the possibility of various diagnoses such as dyslexia, other learning disabilities, ADHD, Autism, Asperger’s, anxiety, depression, mental retardation, or others. The client will receive specific recommendations for academic and behavioral interventions, as appropriate. The evaluation is meant to be a helpful tool for the client or parents and others, as deemed appropriate by the client or parents, such as teachers, tutors, physicians, counselors, or other professionals working with the client. Abbreviated evaluations for specific questions (e.g., ADHD only or giftedness only will, by nature, be more limited in scope).

2. How long does the evaluation take?

The length of the evaluation depends upon the age of the client and the type of evaluation requested.

A comprehensive psychological evaluation usually takes about four hours for children below first grade. This includes three hours of client testing and one hour of parent feedback. Children in first grade through age sixteen should expect at least five hours, including four hours of testing and one hour of parent feedback. Clients sixteen years and older should expect at least six hours, including five hours of testing and one hour of feedback. If more complicated issues are presented, including social-emotional difficulties, the evaluation may take longer.

3. How long will it take before I can get the results of the evaluation?

Typically, a feedback appointment is schedule for the week following the evaluation. A full written report will follow within three to four weeks.

4. Will my school, employment, or physician receive information about my test results?

All services at the Speech, Hearing & Learning Center are confidential. As such, information is only released through client or parent/guardian consent. Information sent to anyone other than the client’s primary care physician requires not only verbal consent, but a signed, written release before the report or any other findings/information regarding the client can be released.

5. At what age should I have my child evaluated if I suspect learning difficulties?

Early intervention is always the best course in order to prevent later problems. This is especially important if problems are moderate or severe. However, mild problems with learning may not be detected until first or second grade or even later. By first or second grade, even mild problems can usually be diagnosed. However, no age is too late for an evaluation.

6. If my child can focus on his/her favorite television shows or video games for hours, but not on homework or schoolwork can he/she truly have problems with attention?

Yes. Children with ADHD can pay attention to tasks that are stimulating to them. Further, video games, computer games, television, etc., often provide constant visual stimulation, changing images, and rewards to reinforce behaviors. Problems with attention are more likely to be displayed during tasks they find dull and/or repetitive, difficult, slow moving, or inactive/passive (e.g., listening to a lecture), all of which are often associated with school/home work. These problems can persist even when a child is motivated and wants to do well.

7. My child takes medication for ADHD (or ADD); should he/she take this medication on the day of the evaluation?

The rule-of-thumb answer to this question is based on whether or not the diagnosis of ADHD is in question. If not (i.e., the client clearly has ADHD, the medication works, and he/she typically uses it- at least during the school day), then yes, the client should take his/her medication, as he/she would normally. However, if the diagnosis is in question (e.g., the client has never been formally evaluated, the medication’s effectiveness is questionable or the client has discontinued the medication), then the client should not take the medication. In this case, it is still recommended that the parent bring the medication to the appointment so that, if warranted, a portion of the evaluation may be conducted on the medication.

8. How are academic assistance/ learning therapy services provided?

Educational therapy is scheduled in one-hour units. Clients contract monthly for services as indicated by the evaluation.

9. How are consulting/counseling services provided?

Consultation sessions through the Psychology and Learning Department are provided by one of our licensed psychologists and are generally scheduled in one-hour units. Typically, families request consultation sessions when they have specific questions that don’t necessarily require their child undergo an evaluation. Sometimes, parents request an initial consultation to discuss whether an evaluation is even appropriate, and, if so, what type. Counseling/therapy needs are generally referred out to other local psychologists, therapists, or mental health professionals.

10. Who do we serve?

The Psychology and Learning Department offers services to individuals from four years of age to adults. We work extensively with school-age children, but we also see preschoolers at risk for future school difficulties, college students who may need specific accommodations based on learning differences, and adults who may be experiencing job performance difficulties relative to an attention or learning problem. Our referrals come from a variety of sources, including physicians, schools, colleges, corporations, friends, families and clients themselves.

11. How do I schedule an appointment?

To schedule an appointment for the Psychology and Learning Department, Please call Cindy Arms directly at 864-331-1402. She will be happy to help you begin your journey to learn more about yourself or your child. Appointments for Speech or Hearing (Audiology) Services can be made by calling 864-331-1400.

12. Do you file insurance for Psychology and Learning Services?

The office does not file insurance for Psychology and Learning Services; however, if a client chooses to file a claim themselves, please inform our billing office, so that a receipt that includes service codes, fees, payment, and diagnostic codes will be provided to you so that you can file independently. Insurance companies vary in terms of reimbursement for psychological testing and clients are advised to contact their insurance company before beginning the evaluation process if they are planning to seek reimbursement. The Speech Hearing and Learning Center is able to keep costs down by not hiring the additional staff that would be necessary to obtain pre-approval and file private insurance.

13. How is a psychological evaluation at the Speech, Hearing, & LearningCenter different from a psycho-educational evaluation offered through the school district?

The major differences between an evaluation at SHLC and through the school district are:

1. The school district’s evaluation primary focus is to determine eligibility for special education services, thus the culmination of the report is either a yes/no statement regarding whether the child appears to meet the district’s / state department of education’s guidelines for eligibility for special education services. Evaluations through SHLC have a primary focus of answering the parents’ referral questions (e.g., “Does my child have dyslexia and, if so, what interventions do you recommend?”)
    
2. Psychological evaluations through SHLC will pinpoint specific diagnoses, if appropriate. School district evaluations are designed to determine educational classifications, but do not establish actual diagnoses such as ADHD, generalized anxiety, social phobia, or Asperger’s Disorder.
    
3. Evaluations conducted by SHLC culminate in recommendations and referrals for services that are not only available through the school district, but also through private therapists, schools, tutors, and educational consultants in the area.
    
4. Colleges/Universities typically do not accept evaluations conducted through school districts for consideration of accommodations because they require evaluation reports contain extensive information typically not found in school district evaluations, including information processing skills, ruling out of confounding emotional concerns, and recommendations for specific accommodations based on rationale from functional academic impairment based on the results of the psychological evaluation itself.