FAQ | Monarch

Frequently Asked Questions

What is psychoeducational assessment?

The evaluation of an individual’s intellectual abilities, learning and memory, attention and executive functioning, academic skills, and social-emotional wellbeing through use of norm-referenced standardized tests. Confused with the jargon? We can’t blame you. See common definitions below.

What is intellectual ability? Intelligence refers to a general mental ability for reasoning, planning, solving problems, abstract thinking, comprehending complex ideas, and learning. Otherwise known as cognitive abilities, these influence one’s academic skills development and are considered to be generally stable over time.
What is learning and memory? Learning is the acquisition of skill or knowledge, while memory is the expression of what you've acquired.
What is executive functioning? A set of mental skills that include working memory, flexible thinking, and self-control. We use these skills every day to learn, work, and manage daily life. Trouble with executive function can make it hard to focus, follow directions, and handle emotions, among other things. Executive functioning is particularly affected by ADHD.
What is academic achievement? Academic achievement is the current level of a student’s learning. Academic performance can be affected by intellectual ability, executive functioning, and exposure to the curriculum, among other factors.
What is social-emotional functioning? Social emotional development represents a specific domain of child development. It is the process by which children acquire the capacity to understand, experience, express, and manage emotions and to develop meaningful relationships with others.
What are norm-referenced standardized tests? Norm-referenced tests are a form of standardized testing that compares "normal" skill levels to those of individual students of the same age. By comparing students to one another, it is possible to determine whether, how, and to what a degree a particular student is ahead of or behind the norm.

How can psychoeducational assessment be helpful?

Through assessment, we gain insight into an individual’s cognitive, academic, and social-emotional strengths and challenges, and how these strengths and challenges manifest in everyday life. Assessment allows us to identify the interventions (e.g., tutoring, coaching, therapy), academic accommodations (e.g., extra time for test-taking, preferential seating, use of a computer), and referrals (e.g., speech-language therapy evaluation, occupational therapy evaluation) that will foster growth and confidence. Most importantly, it provides better understanding of one's obstacles and the steps by which to overcome or manage them.

Why Monarch?

Assessment is our specialty. We have specific training in assessment, years of professional experience conducting psychological assessments, and knowledge standardized assessment measures that allow us to comprehensively assess each individual.

We complete all testing with our clients on an individualized, in-person basis. This allows us a closer understanding of our clients, their work processes, and their ability to navigate a variety of tasks. It also allows us to build rapport and relationships, which allows us to understand our clients better and to provide the supports that they truly need.
We provide timely turn-around for our assessment reports and feedback. We strive to provide families with results and recommendations within three weeks of testing. Our feedback sessions are comprehensive and involve an in-depth review of results, related recommendations, and intervention referrals.
We remain at the ready. To ensure that you have a plan for intervention and the resources to take the next steps, we are available for questions and guidance after the feedback meeting.
We incorporate our therapeutic training and experience into our assessments. We have been trained in the delivery of therapy as well as psychological assessment. This means that we understand the value of compassionately listening to clients, viewing individuals from a whole-person and culturally informed lens, and utilizing standardized assessment measures.

Do you take insurance?

We are an out-of-network provider, which means that we do not bill or accept payment from insurance companies. This allows us to approach our evaluations in a comprehensive, individualized manner, rather than being limited to using only those assessments deemed medically necessary by insurance companies. We encourage you to consider psychoeducational evaluation as an investment in your or your child's education and future.

That said, we understand that private evaluations are an added expense and help where we can. For those interested in seeking out-of-network reimbursement, we will provide a "superbill" (an itemized receipt that outlines services provided and relevant diagnoses). However, as the process for seeking out-of-network reimbursement varies widely, we encourage you to contact your insurance company in advance of evaluation for information regarding rates and processes. The following CPT codes may be helpful in conversations with insurance companies:

90791 (Psychiatric Diagnostic Evaluation)
96130 (Psychological Testing by a psychologist, first hour)
96131 (Psychological Testing by a psychologist, each additional hour)
96136 (Psychological/neuropsychological test administration and scoring by a psychologist, first 30 minutes)
96137 (Psychological/neuropsychological test administration and scoring by a psychologist, each additional 30 minutes)

How do I prepare my child for testing?

What to share with younger children:

We'll be completing different activities together in order to understand how they learn best.
Activities may include looking at pictures, answering questions, building with blocks, drawing pictures, and so forth. Depending on grade-level and need, we may do reading, writing, and math work too.
We are not "the doctor," and they won't be getting shots, but they may be tired afterward, which means they worked hard!
Some activities may be hard, and some may be easier. If they try their best, we'll learn more.

What to share with older children:

They'll be completing tasks in order to provide a better understanding of their strengths and learning style, and why they are having trouble in certain subjects, struggling to pay attention, or having problems completing their schoolwork (include any specific difficulty that your child may have) and what will be helpful.
Tasks include academic work, such as reading, writing, and math, but this won't impact grades.
They're not expected to know everything, but we'll all benefit from them trying their best.

Make sure that your child gets a good night’s sleep before the testing day. Follow your typical morning routine, and make sure your child eats a good breakfast. Children should bring a lunch and snacks to the testing session (snacks and water bottles are also available in the office). If your child wears glasses, please have your child wear or bring their glasses with to the evaluation.

Upon arrival, you may be asked to complete additional questionnaires when you drop off your child. After that, you are welcome to stay in the waiting room during testing or leave and return for pick up. If you leave the office, we will call you 30-45 minutes before completion of testing. If someone other than a parent or guardian will be picking your child up, please provide a signed note stating that you give your child permission to leave with another individual and include their contact information.