Psychoeducational testing provides the basis for an evaluation of a wide range of difficulties that affect academic functioning. Diagnosis of a learning disability, such as dyslexia, or an attention deficit disorder are made made based upon the integration of test results, direct observation, and interviews.
A full psychoeducational evaluation is usually necessary to document the need for academic accommodations and/or an individual education program. Typically this includes an interview, four or five hours of testing, and a feedback session. A written report is provided.
Cognitive ability tests often used in evaluations include the Wechlsler Intelligence Scale for Children-5th Edition (WISC-V), Wechsler Preschool and Primary Scale of Intelligence-4th Edition (WPPSI-IV), or the Woodcock Johnson IV -Tests of Cognitive Abilities (WJ-IV-COG).
Commonly administered achievement batteries include the Woodcock-Johnson IV-Tests of Achievement (WJ-IV-ACH) or the Wechsler Individual Achievement Test-3rd Edition (WIAT-III).
Other tests that may be administered include the Comprehensive Test of Phonological Processing-2nd Edition (CTOPP2), Test of Variables of Attention (TOVA), the Gray Oral Reading Test-5th Edition, the Woodcock-Johnson IV-Tests of Oral Language, the Developmental Neuropsychological Assessment-2nd Edition (NEPSY-II), Test of Orthographic Competence, Jordan Left-Right Reversal Test-3rd Edition, the Rapid Automatized Naming and Rapid Alternating Stimulus Tests, Test of Written Language-4th Edition, Bender Visual-Motor Gestalt Test, 2nd Edition, Beery-Buktenica Developmental Test of Visual-Motor Integration-6th Edition, and Test of Word Reading Efficiency-2nd Edition. In addition, the evaluation of executive functioning and screening of personality variables are components of a full psychoeducational assessment.