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Private IEP Psychological Evaluation

Testing for All Ages to Qualify for Individualized Education Programs (IEP)
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Private IEP Testing

We offer a wide range of private and comprehensive neuropsych testing and diagnostic services for children, adolescents, teens, and adults ages 3-21 looking to qualify for an individualized education program services (IEP). Schools often require neuropsych testing before a student can receive the special education accommodations or individualized support they need to thrive academically.

IEP can include, but is not limited to, being given more time for testing, having a more individualized or 1:1 setting for instruction, a student aid, or a different schedule of classes. Testing

We test for a variety of mental health conditions and learning or cognitive disabilities, such as ADHD or autism. Testing provides insight into certain social, behavioral, or cognitive strengths and weaknesses. Results from testing are used for proper diagnosis, treatment planning, and ensuring students in need of accommodations get the help they need.

Guidelines:
IEP Psychology Assessment

Neuropsych testing for IEP is key to setting a student up for success in an academic setting. Testing measures a variety of factors with the goal of providing clarity into why you or your child may be having challenges at school — from learning or concentration issues to social or behavioral problems. Following testing, our team of experts compile a report of our findings, which gives schools the information they need to create the most effective individualized education plan (IEP) so a student can get the support they need in order to thrive at school.
What are the signs of a need for a neuropsych evaluation?

Common signs that indicate the need for a neuropsych evaluation include, but are not limited to:

  • academic challenges (i.e. difficulty concentrating)
  • new or worsening mental health disorder symptoms (i.e. ADHD, autism, anxiety, depression, bipolar)
  • behavioral challenges (i.e. difficulty following rules)
  • social challenges (i.e. difficulty making friends)
  • learning disabilities: (i.e. dyslexia)
  • emotional dysregulation (i.e. mood swings)
  • speech challenges (i.e. delayed speech)

If you suspect that you or your child may need an IEP, it's essential to initiate the process by contacting your child's school or educational institution.

How do you evaluate if someone needs an IEP?

In order to evaluate if someone needs an IEP, a comprehensive neuropsychological test is required. The goal of testing for IEP is to provide a proper diagnosis and treatment plan that can be implemented in an academic setting. In many cases, difficulty at school can be the first indicator of a need for IEP testing — and that includes social or behavioral issues, mental health conditions, learning challenges or physical disabilities.

If you suspect that you or your child may need an IEP, it's essential to initiate the process by contacting your child's school or educational institution.

What is included in the testing services?

The type of assessments administered vary from one client to the next, but the process will always include:

  1. Phone screening with the parent
  2. In-person interview with the child
  3. Testing (verbal, digital, or written)
  4. Interpretation and analysis of test results
  5. Robust 8-12 page written report including results and potential diagnoses
  6. Option to meet with Dr. Doshay for verbal explanation of results
  7. Suggested next steps and treatment planning
  8. Send any required documentation to school
How long does it take?

Neuropsych testing typically lasts three to five hours but varies from one individual to the next depending on which assessments are being administered.

The analysis, interpretation of results, report compilation, and any additional documentation will be completed in approximately one week.

Who covers the cost of IEP testing?

The cost of a IEP testing varies based on the individual needs of the client and the assessments being administered.

Testing is often covered by insurance but it depends on your coverage and carrier. Reach out to our team of insurance specialists at KMN to learn if testing would be covered for you. We also accept non-insurance clients.

How can a parent help?
As a parent, you will provide crucial information about your child's behavior and how it affects her life at home, in school, and in other social settings. Your pediatrician will want to know what symptoms your child is showing, how long the symptoms have occurred, and how the behavior affects your child and your family. You may need to fill in checklists or rating scales about your child's behavior. In addition, sharing your family history can offer important clues about your child's condition.

IEP Eligibility Categories We Test For

group of young students in a classroom

Specific learning disability (SLD)

young man pondering a book as he works on a a laptop computer

Health impairment (such as ADHD)

Child coloring and speaking with a teacher

Autism spectrum disorder (ASD)

child reading a book and laughing

Multiple disabilities

Child reading a book

Intellectual disabilities

young woman browsing a book store

Emotional disturbance (such as depression)

Verify Insurance

As part of the screening process, we help clients verify their insurance provider can provide financial assistance. We also accept non-insured clients. Let us walk you through the process so you can get tested as soon as possible.

FAQs

What does IEP mean in psychology?
In psychology and education, "IEP" stands for "Individualized Education Program." An IEP is a legal document and a critical part of special education services in the United States. It is designed to outline a customized educational plan for students with disabilities to ensure they receive appropriate and effective educational services and support.
What are five 5 things teachers should look for in an IEP?

Teachers play a crucial role in implementing Individualized Education Programs (IEPs) for students with disabilities. When reviewing an IEP, teachers should pay attention to the following key elements to ensure that they can effectively support the student in their classroom:

  1. Present Levels of Performance: Teachers should carefully read and understand the section of the IEP that describes the student's current academic and functional abilities. This information provides insight into the student's strengths and weaknesses, helping teachers tailor their instruction and support accordingly.
  2. Annual Goals and Objectives: Teachers should be familiar with the specific goals and objectives outlined in the IEP. These goals are the desired outcomes for the student over the course of the school year. Teachers should work to incorporate these goals into their lesson planning and provide instruction and assessment that align with these objectives.
  3. Accommodations and Modifications: The IEP typically lists any accommodations and modifications that should be made to the curriculum or classroom environment to support the student. Teachers should ensure that these accommodations are implemented consistently to help the student access the curriculum and participate fully in class activities.
  4. Special Education and Related Services: Teachers should be aware of any special education services or related supports that the student is receiving. This might include services like speech therapy, occupational therapy, or the assistance of a paraprofessional. Collaboration with these specialists is essential to ensure that the student receives comprehensive support.
  5. Transition Plans (if applicable): For older students, the IEP may include a transition plan outlining the steps and goals for transitioning from school to post-secondary education, vocational training, or employment. Teachers should be aware of these plans and provide guidance and support to help the student work toward their transition goals.

Additionally, it's essential for teachers to maintain open communication with the student's special education team, including special education teachers, therapists, and parents or guardians. Collaboration and regular updates on the student's progress and any challenges encountered in the classroom are crucial to the successful implementation of the IEP. By staying informed about the IEP's components and actively participating in its implementation, teachers can help create a supportive and inclusive learning environment for students with disabilities.

What are the most common accommodations for IEP?

Accommodations in an Individualized Education Program (IEP) are designed to support students with disabilities in accessing the curriculum and participating in the educational environment. The specific accommodations can vary widely based on the individual student's needs, but here are some of the most common accommodations that may be included in an IEP:

  • Extended Time: Students may be granted additional time to complete assignments, tests, or classroom activities to account for processing or motor skill delays.
  • Modified Assignments: Some students may require modifications to the content or format of assignments, such as shortened reading passages, simplified language, or alternative assessments.
  • Sensory Supports: Students with sensory processing issues may benefit from accommodations like noise-canceling headphones, fidget tools, or preferential seating to minimize distractions.
  • Visual Supports: Visual aids such as charts, diagrams, or visual schedules can assist students in understanding and following instructions.
  • Assistive Technology: The use of technology, such as speech-to-text software, screen readers, or communication devices, can help students with disabilities access the curriculum and communicate effectively.
  • Note-Taking Assistance: Some students may require a peer or adult to provide note-taking assistance, or they may receive copies of class notes to ensure they have access to important information.
  • Reduced Homework: Students with disabilities may be given a reduced amount of homework to manage their workload effectively and avoid overwhelming them.
  • Breaks: Scheduled breaks during the school day can help students regulate their sensory needs and maintain focus and attention.
  • Alternative Testing Arrangements: Accommodations like a quiet testing environment, frequent breaks during testing, or the use of a scribe can be provided during assessments.
  • Behavioral Supports: Behavior intervention plans, positive reinforcement strategies, or the use of a behavior support team may be included to address challenging behaviors.
  • Specialized Instruction: Some students may receive specialized instruction in a smaller group setting or through one-on-one instruction with a special education teacher or aide.
  • Physical Accommodations: Students with physical disabilities may require physical accommodations such as wheelchair ramps, adaptive seating, or assistive devices.
  • Communication Supports: Augmentative and alternative communication (AAC) devices or communication boards may be provided for students with communication disorders.
  • Individualized Behavior Plans: Students with significant behavioral challenges may have individualized behavior plans outlining specific strategies and supports for managing behaviors.
  • Social and Emotional Supports: Counseling services or social skills training may be included in the IEP to address social and emotional needs.

It's important to note that the specific accommodations listed in an IEP are tailored to the unique needs of the student, based on assessments and input from parents, teachers, and specialists. Regular communication and collaboration among all members of the IEP team are essential to ensure that the accommodations provided are effective in supporting the student's learning and development.

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