When to complete an evaluation?

We are often asked by concerned parents, when should I have my child complete psychoeducational testing? Is there a “right time”? Is there a certain age that is best? Is it ever too early or too late? We understand that the decision to have your child complete a comprehensive evaluation is not taken lightly. When making this decision there are a couple of important factors to consider. 

1. Observable signs of differences or struggles.

   1. Academic differences: If your child is consistently struggling in an academic area and their skills have not improved despite extra support from you at home and/or from staff at school. This might look like your child having a hard time learning to read, complete math problems, or write.

   2. Behavioral or emotional changes: If you are noticing changes in how your child is acting or feeling. This may include feelings of frustration, low self-esteem, avoidance of schoolwork, or refusal to attend school. While changes can reflect a number of different things, some changes (such as refusal to attend school or difficulties in their ability to complete homework) may signal learning differences. Gaining more information about academic skills (in addition to other areas of functioning for your child) can help inform what your child needs. 

      
      

2. Your child's teacher voices concerns or based on your own observations.

   1. Feedback from teachers: If a teacher expresses concern about your child’s learning progress or notices patterns of difficulties within the classroom. Additionally, your child’s teacher has access to academic benchmarks and can provide feedback about how your child’s performance compares to grade-level expectations. 

   2. Parent observations: If you observe consistent patterns of difficulty with learning academic tasks (e.g., reading words, completing math problems, spelling, etc.). Learning differences occur more often within families. So, if one person in your family experiences differences, others are more likely to as well. 

      
      

3. Lack of progress with interventions in place.

   1. Sometimes children will receive targeted interventions in school or tutoring outside of school. If these interventions are in place and your student continues to struggle, testing could be appropriate. Testing could help provide more information about what might be getting in your child’s way with learning in mind. This can help inform exactly what type of intervention will be helpful. In essence, testing creates a plan for how to help your child. 

      
      

4. Parental intuition.

   1. Trust your instincts as a parent. If you feel that there might be more to your child’s challenges, continue to ask questions and support your child. Seeking an evaluation can provide clarity and help guide options for support.

      
      

5. Concerns shared by your child

   1. Your child is the expert on themselves. As students continue in school, into late elementary, early middle school, and even into high school, they become more aware of what is “normal”. If your child begins to realize that they are spending a great deal more time studying in order to earn their grades, an evaluation could help determine if there is a reason for this (like a learning or attention difference), as well as provide recommendations for support or intervention.

   
   

An evaluation can occur at any age and is often most appropriate for children who have received some academic instruction. For a full specific learning disorder diagnosis to be given, a student must have received at least six months of intervention in an academic area where concerns are present (e.g., reading, writing, or math). Even if your child has not yet received at least six months of additional support at school or through tutoring, a psychoeducational evaluation can provide a baseline of skills and also provide guidance for intervention. We meet with students from kindergarten through college to gain more information about areas of difference, as well as strength. Evaluations can also be completed through your student’s school district for free. If you have concerns about any of the areas described above, reaching out to your child’s teacher(s) is a great place to start. Please contact us with any questions about an evaluation. Knowing what differences are present early can help positively impact future academic performance, feelings about school, and their feelings about themselves. 

If you have questions about when to complete can evaluation, please reach out to our amazing intake coordinator, Char. She can help you determine if this is the best time for your student to complete an evaluation and if Monarch is the best place to help with that.