Posts

What Makes Your Full Evaluations Different From Others?

/in /by

A parent asked me a couple of good questions which were, “Don’t psychologist all use the same tests?  What makes your testing different?”  There are a hundred plus psychological tests so psychologists don’t always use the same tests, nor should they.  An inexperienced psychologist will always use the same tests regardless of the issue but this often leaves parents wondering because the parents’ questions were not answered.

For each individual I work with I use a different set of tests that is individualized to make sure to answer the parent’s most important question(s).   Since I specialize in school neuropsychology, ADHD, and dyslexia, I can use tests that many school psychologists have not been trained to administer.   These tests provide greater information than the ‘average’  test.

My philosophy is to try and add value and knowledge to your situation by doing the best job I can.  One tidbit that sets me apart from most private practitioners is that, with your permission, I’ll talk to your child’s teacher on the phone to get his/ her perspective.  Most psychologists won’t do that because it takes them additional time and many believe time is money.   I’ve been a classroom teacher so I understand the importance of getting the teacher’s perspective.  After all, the teacher is spending considerable time with your child and the issue is usually occurring at school.  You don’t get the big picture without talking to the teacher.  I want the big picture of what the parent sees, teacher reports, my direct work with the child, and my intuition.  This way all bases are covered.   This is just one of the many ways my testing differs from others.  Call me and I’ll discuss more with you.

Why It’s Important To Only Work With a Licensed School Psychologist

/in /by

A licensed school psychologist is a person who has studied both the field of psychology and education and has earned at least a master’s degree or higher.  In a school neuropsychology training program, psychologists learn typical and atypical child development, brain functioning, cognitive and emotional development, statistical and research methodology, and specialized educational interventions, at minimum.  A school psychologist spends over 4000 hours working with children under supervision, before becoming licensed.

A person representing themselves as a ‘learning specialist, reading specialist, educational diagnostician, etc.’ does not have this level of training or experience. Equally important, all public and most private schools only recognize the evaluations of licensed psychologistswhen writing IEPs or making learning accommodations. Parents that seek help from so called learning specialists are wasting their hard earned money.

My advice to parents is to talk with only licensed psychologists and ask them questions about their philosophy and experiences.  Make sure they work with children of the same age as yours and with the issues you suspect your child may have.  Then you won’t be disappointed.  In this field the adage, “You get what you pay for” really applies.

The ADHD Strength Zone

/in /by

Teachers and parents often let kids with attention deficit hyperactivity disorder (ADD/ADHD) know their weaknesses.  They usually use words such as disorganized, lazy, unmotivated, forgetful, talkative, emotional, and the list goes on and on.  It has been documented that kids with ADD/ADHD hear five times as many negative as positive comments. 

What about the strengths of these kids?  Their strengths are usually described with words such as social, exciting, funny, loving, risk-taking, and energetic.  These positive qualities must not be overlooked and can become huge assets when they are adults.  Parents must find and build on the strengths of their child with ADD/ADHD.  I recently attended a seminar by Dr. John Maxwell who said something I found very interesting.  He advises parents not to focus so much on weaknesses but to find their child’s strengths and build and nurture them.  For example, buy books on the topics, talk with experts, attend seminars, take field trips, etc.  A child’s strengths will carry them through in life.  He gave the example that if your child is a C student in reading, perhaps you should be ok with it.  Instead of spending excessive time working with tutors to try and make him/her an A student, spend time building their strengths.  If you like this notion, read more in his book, Talent is Never Enough.

Dr. Forgan can help identify your child’s strengths.  He is a licensed school psychologist and certified dyslexia testing specialist who can evaluate your child for ADD/ADHD, giftedness, dyslexia, and other associated disorders.

Don’t Wait For Your Child To Fail

/in , /by

As a parent, are you thinking, “I hope things go better for my child in school this year?”  Do you anticipate a negative daily call from the school about your child’s behavior or effort?  Your child’s issues from last year may not have surfaced yet but could be bubbling.  My advise to you is don’t take a wait and see approach.  Time is too valuable and the school year will be over before we know it.  Historically, school districts move slow when supporting kids that struggle. 

Be proactive.  If you know your child may have learning or behavioral issues at school, contact me.  The results of my evaluation will identify strengths and weaknesses.  It is accepted by all schools.  This documentation will speed up the help your child receives in school.  Without written documentation, your child’s school won’t make any accommodations.  These are things like not counting off for messy handwriting, a reduced list of spelling words, use of a word processor, copies of notes, not missing recess, and extra time on tests and assignments.  In order to receive extra time on the SAT or ACT, your child must currently have this accommodation in place at school. 

A proactive investment in your child’s future will save you from wasting your money on hit and miss search for answers.  Your child’s school will give extra help and support if you have the proper documentation.  Answers await you.  Don’t wait for your child to fail before getting help.  Your child will thank you.

Holding Kids Back

/in , /by

It is the time of year when parents and/or school personnel consider retaining a small percentage of children to complete another year in the same grade.  The argument that parents often hear is something like, “Mark is immature and lagging academically behind his peers so another year would allow him to catch-up and boost his confidence because he’ll do much better with the curriculum a second time.”  In most cases, I disagree.  If your child is average or only has a learning disability, ask yourself the question, “What will be drastically different in the academic curriculum that makes you think Mark will need another year?”  The answer is “probably not very much.”  A second time will not solve most problems.  Major research studies indicate that retention (regardless of grade) is associated with later high school drop out, lower levels of academic achievement in the 11th grade, and decreased self-esteem.  It’s cited that children perceive retention as one of the most stressful events they could experience (see my www.wrightslaw.com for references). 

If your child is doing so poorly that the school is considering retention, have a thorough psychoeducational evaluation completed as soon as possible.  The evaluation provides answers so you don’t use a hit and miss approach for helping your child.  An evaluation should be thorough and information should be gathered from parents, teachers, the child, and others.  At minimum, a licensed school psychologist’s evaluation should include intelligence, academic, self-esteem, and information processing tests.  Parents should receive a through, in person, follow-up explanation of results with specific recommendations in a written report.  A psychoeducational evaluation is the main way to identify your child’s strengths and weaknesses to form an appropriate action plan.  The plan is used so parents and school personnel can work together to improve your child’s performance without retention.