Age Range: 2.6 – 17.11 years

The DAS-II evaluates cognitive ability, but is different than the WPPSI/WISC. At TheraThrive, we like the The DAS–II because it measures a narrower and more specific area of human cognition than the WPPSI/WISC. Although the DAS–II provides a General Conceptual Ability composite (sort of similar to the GAI in the WISC), it is primarily utilized as a tool for identifying and understanding individual strengths and weaknesses, and provides an in-depth understanding of capabilities, for a more effective intervention.

The DAS-II provides us with insight about how your child processes information, which can help with appropriate planning and interventions and/or recommendations, at home and for the classroom.

The DAS II contains diagnostic subtests that measure a variety of cognitive abilities, including verbal and visual working memory, visual recognition and matching, immediate and delayed recall, processing and naming speed, phonological processing, and understanding of basic number concepts.

Age Range: 6:0–16:11 years

The WISC-V is the most recent version of this popular measure of cognitive ability. This assessment measures the ability to analyze and synthesize information, quantitative reasoning and induction, visual working memory, and cognitive processes important to academic achievement in reading, math and writing. The WISC-V can help shed light on specific learning disabilities and other clinical conditions.

Age Range: 2 to 85+ years

The Stanford-Binet is a widely used assessment of cognitive strengths and weaknesses that assess five cognitive factors, including Fluid Reasoning, Knowledge, Quantitative;, Visual–Spatial, and Working Memory.

The Stanford-Binet is considered an excellent measure of giftedness due to many high-end measures. It is considered to be unbiased in regard to gender, ethnicity, culture, religion, region, and socioeconomic status. This measure is accepted by most schools, including the Davidson Institute.

The Stanford Binet can also be utilized to assess for concerns regarding memory in older adults.

Age Range: 12:0-16:0, 17:0 years and older

The Raven’s Advanced Progressive Matrices is a measure of high-level observation skills, clear thinking ability, and intellectual capacity. This assessment stands out because it utilizes a non-verbal estimate of abstract reasoning or fluid intelligence. It is designed to differentiate between people at the high end of intellectual ability, capturing those who fall within the top 20% of the population. As a nonverbal assessment, this test minimizes the impact of cultural or language bias.

Age Range: Kindergarten – 6^th grade

The PAL-II is a comprehensive, researched-based assessment system provides an application for prevention, problem solving and diagnosis of dysgraphia, dyslexia, oral and written language disability (OWL LD).

Age Range: 6 – 18 years

The Conners-3 assesses for ADHD and associated features, including Oppositional Defiant and Conduct Disorder behaviors.

Age Range: Birth – Adult (assessment differs by age group)

The Sensory Profile 2 evaluates sensory processing patterns in the context of home, school, and community-based activities. This assessment reveals how sensory processing concerns may contribute to, or interfere with, participation in activities at home, school, and community.

The Sensory Profile 2 also provides valuable information about sensory strengths and challenges, which in turn give insight into appropriate intervention, treatment planning, and useful remediation strategies.

It’s important to be both careful and honest when talking with your child about assessment. What to say depends upon your child’s age, developmental strengths, and the topic of assessment.

In general, when you talk with us about the assessment process, we will strategize with you ways to talk about the assessment process. For example, it might more helpful to avoid using the word “test” or “games,” and instead describe the assessment process as working on various activities that help you make decisions about school and/or get the right type of support. In regards to expectations, your child can be prepared to follow sets of instructions.

Please do not coach or prep your child for assessment, and please do not expose your child to assessment testing material prior to the evaluation. This would invalidate test results. Instead, the best way to prepare is to help your child understand that the he or she will need to listen carefully, to follow directions, and to relax and just be himself/herself/themselves.

Depending upon the type of assessment, the testing meetings generally last between 50 minutes-4 hours.

For example, the DAS-II usually takes between 30 – 90 minutes, depending upon your child’s developmental age and working style. Younger children generally have a shorter test administration time. These are average times and please keep in mind that some children work faster or slower than others, and that different types of assessment take different amounts of time.

We will meet with you alone (one or both parents) prior to the testing time in an initial diagnostic meeting, in order to gather information about your questions, your child’s developmental milestones, birth and pregnancy history, and other important information, and this interview would be part of the assessment meeting time.

In general, it’s best to plan on spending approximately 1- 2 hours total at the office per visit. We will let you know ahead of time approximately how long the process will take, and if it seems that the process will take longer or shorter than anticipated, we will certainly let you know.

Depending upon the situation and type of assessment, your child may be able to take a rest break. Of course, your child will be allowed to take a restroom break, hydrate or have a snack, as needed. We understand the need to move around, and will be kind and accommodate your child’s needs.

Although we welcome parents to join their children for family therapy meetings, the assessment process is different, and in most cases the parent will not be allowed to observe the assessment.

The assessor will meet with parents prior to beginning testing. Parents are expected to wait in the waiting room during the evaluation, and reading material, internet access, water and tea are provided for waiting parents.

One important source of the information is how your child responds during when parents are not present. This will also provide insight regarding how your child will perform in school. If you have a special situation, please talk with us ahead of time. We will do our best to accommodate your needs within allowable parameters of the assessment.

The assessor will work to help your child feel relaxed, and will approach the activities positively. In addition, test items are designed to be appealing and engaging to children, which will help them feel more at ease.

We will schedule a feedback meeting to go over assessment results with you, generally about 10-14 days after the assessment is complete. In some cases, you may request results to be mailed (or .pdf file, if requested), and mailed results will usually be sent 10-14 business days after assessment completion. If you have a deadline, we will make every effort to assist you, however please schedule assessments with sufficient time to guarantee any deadlines are met.

Yes. Appointments are often made several weeks or even months in advance. For this reason, we ask that if you need to cancel or reschedule an appointment, please be considerate to those who may be able to use that time, and provide at least 48 hours in advance notice for a cancellation. Please note that a late cancellation fee of $229/50 minutes scheduled will be charged for appointments cancelled without 48 hours’ notice.