When a Psychoeducational Evaluation May Be Helpful

​​​​Families may consider a psychoeducational evaluation when a child:
•    Has persistent difficulty with reading, writing, or mathematics
•    Is working hard without making the expected academic progress
•    Performs inconsistently across subjects or assignments
•    Understands material but struggles to demonstrate that knowledge
•    Has difficulty remembering or applying previously learned information
•    Takes considerably longer than expected to complete schoolwork
•    Avoids or becomes frustrated by particular academic tasks
•    Has difficulty with organization, planning, or completing assignments
•    Is experiencing declining confidence or increasing anxiety about school
•    May have a learning disability or another condition affecting academic performance
•    Needs updated information to support educational planning
•    Has strengths and challenges that are not fully explained by grades or classroom observations

A psychoeducational evaluation may also be appropriate when parents or educators need a clearer understanding of how cognitive, academic, attentional, or emotional factors are affecting the child’s learning.
 

Families do not need to determine in advance which abilities should be tested. Dr. McDermott begins by learning about the child’s history, current difficulties, and the questions the family hopes the evaluation will answer.

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Understanding How a Child Learns

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Academic performance is influenced by more than intelligence or effort. Children draw upon a combination of cognitive abilities, foundational academic skills, memory, attention, language, executive functioning, motivation, and emotional well-being as they learn.
 

A psychoeducational evaluation examines the child’s pattern of abilities rather than relying on a single score. Depending on the referral questions, the assessment may explore:

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• Attention and concentration

• Overall cognitive abilities

• Verbal and nonverbal reasoning

• Working memory and processing speed

• Reading accuracy, fluency, and comprehension

• Written expression and spelling

• Mathematics calculation and problem-solving

• Phonological processing and other reading-related skills

• Attention and executive functioning

• Learning and memory

• Emotional and behavioral functioning

• Adaptive skills and everyday independence

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Dr. McDermott selects standardized assessment tools and other evaluation activities based on the child’s age, needs, and educational history. Not every evaluation includes every area listed above; the scope is individualized around the questions being explored.
 

With parental permission, Dr. McDermott may also review report cards, educational records, prior testing, intervention data, work samples, or information from teachers and other professionals. Considering multiple sources helps connect the assessment findings to the child’s actual experiences in the classroom.

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Looking Beyond Grades and Test Scores

A child’s grades do not always provide a complete picture of how easily or efficiently that child is learning. Some children maintain adequate grades through considerable effort, extensive parental support, tutoring, or extra time. Others may demonstrate strong understanding in conversation but struggle with written work, timed tasks, or independent assignments.
Dr. McDermott considers both the child’s measurable performance and the context surrounding it. The evaluation looks for meaningful patterns across cognitive abilities, academic skills, attention, behavior, and emotional functioning.

When appropriate, Dr. McDermott uses the findings to determine whether the child meets diagnostic criteria for a learning disability or another condition affecting educational performance. When a diagnosis does not apply, the evaluation can still identify specific areas of vulnerability and suggest ways to support the child more effectively.

For younger children whose primary concern involves emerging reading development, a more focused dyslexia risk evaluation may sometimes be appropriate.
 

Learn About Dyslexia Risk Evaluations →

What to Expect

​​​​The evaluation process generally includes three stages:

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Initial Parent Meeting

The process begins with a telehealth meeting with Dr. McDermott. Parents discuss their child's history, current concerns, and the questions they hope the evaluation will answer. Dr. McDermott then explains the recommended assessment process and applicable fee before the evaluation is scheduled.

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Individualized In-Person Assessment

The child participates in an in-person assessment at Dr. McDermott's office at The Rotunda in Baltimore's Hampden neighborhood. The activities and time required vary according to the child's age, needs, and the scope of the evaluation.

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Feedback and Written Report

After the assessment is complete, Dr. McDermott meets with the parents to explain the findings, discuss whether a diagnosis applies, answer questions, and review recommended next steps.

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Families receive a written report documenting the evaluation results and individualized recommendations for home, school, treatment, and other appropriate services.

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Learn More About What to Expect →

Practical Recommendations for Home and School

The purpose of a psychoeducational evaluation is not simply to identify areas of difficulty. The findings should help families and educators understand what the child needs in order to learn more successfully.
 

Depending on the results, recommendations may address:

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• Evidence-based academic intervention

• Classroom strategies and instructional approaches

• Educational accommodations

• Organization, planning, and study skills

• Homework routines and support at home

• Assistive technology

• Tutoring or specialized instruction

• Emotional or behavioral support

• Further consultation or additional services

• Ways to build upon the child’s strengths

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The report may help parents communicate with teachers and other professionals and contribute useful information to educational planning. Decisions about school-based eligibility, services, and accommodations are made by the school through its own procedures, so a private evaluation does not guarantee a particular educational outcome.
 

The goal is to give families a clearer explanation of the child’s learning profile and a practical foundation for deciding what should happen next.

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