Beginning the Evaluation Process

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​The process begins when a parent or caregiver submits an evaluation request describing the child’s needs and the family’s current concerns.
 

Families do not need to know which evaluation to request or which diagnosis might apply. The initial inquiry provides Dr. McDermott with enough information to determine whether the practice may be an appropriate fit and to discuss possible next steps.
 

Reaching out does not commit your family to scheduling an evaluation.

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1. Initial Parent Meeting

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Before the evaluation is scheduled, Dr. McDermott meets with the parent or caregiver through telehealth. This meeting provides an opportunity to discuss:

 

• The child’s developmental and medical history

• Educational experiences and academic progress

• Social, emotional, and behavioral functioning

• Previous evaluations, diagnoses, or services

• Current concerns at home, at school, or in the community

• The questions the family hopes the evaluation will answer

• The recommended assessment process

• The anticipated fee and payment arrangements

 

This conversation helps Dr. McDermott determine the appropriate scope of the evaluation. Some evaluations focus primarily on one area, such as autism, ADHD, learning, reading development, or emotional functioning. Others examine several areas when concerns are complex or overlapping.
 

Dr. McDermott will explain what she recommends and answer questions before the family decides whether to proceed.

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Gathering Background Information

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A child’s performance during an assessment is only one part of a comprehensive evaluation. Information about the child’s history and functioning in everyday settings helps place the assessment results in context.
 

Dr. McDermott may request relevant materials such as:

• Previous psychological, developmental, or educational evaluations

• Individualized Education Programs or 504 Plans

• Report cards and academic records

• Intervention or progress-monitoring data

• Medical or developmental records

• Work samples

• Reports from therapists or other providers

 

With parental permission, she may also gather information from teachers, therapists, physicians, reading specialists, or other professionals who know the child.
 

Not every evaluation requires every type of record or outside consultation. Dr. McDermott will explain which information is relevant to the questions being explored.

 

Preparing Your Child For the Assessment

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Children do not need to study or practice for a psychological evaluation. The purpose is to understand how the child currently thinks, learns, communicates, and responds to different types of activities.
 

Parents can describe the appointment in simple, reassuring language. For example:

You are going to meet with someone who works with children and helps families understand how they learn and what kinds of support might be helpful. You may answer questions, work on puzzles, talk, or complete activities. Some things may feel easy and others may feel challenging. You are not expected to know every answer.
 

Avoid presenting the evaluation as a test the child must pass. Encourage the child to make a good effort, ask questions when needed, and be honest about what feels easy or difficult.
 

Dr. McDermott will provide any specific preparation instructions before the appointment.

 

2. Individualized In-Person Assessment

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Assessment appointments with children and adolescents take place in person at Dr. McDermott’s office at The Rotunda in Baltimore’s Hampden neighborhood.
 

The activities and standardized assessment tools used depend on the child’s age, individual needs, and the questions being explored. An evaluation may examine areas such as:
 

• Cognitive abilities and problem-solving

• Communication and social development

• Attention and executive functioning

• Reading, writing, and mathematics

• Memory and processing

• Adaptive skills and everyday independence

• Emotional and behavioral functioning

 

Activities may involve conversation, questionnaires, academic tasks, problem-solving exercises, play, or other structured interactions. There is no single assessment battery used with every child.
 

The amount of time required varies according to the scope of the evaluation and the child’s needs. Dr. McDermott will explain the anticipated schedule before the assessment is arranged.
 

Understanding the Whole Child
 

Assessment scores are interpreted as part of a larger pattern. Dr. McDermott considers the child’s history, observed behavior, information from parents and other adults, performance across different activities, and functioning in everyday settings.

This is particularly important because similar difficulties can have different explanations. Problems with attention, for example, may be associated with ADHD, anxiety, learning difficulties, sleep, stress, or several factors occurring together. Academic frustration may affect behavior or emotional well-being, while developmental differences may become more apparent as expectations increase.

 

The purpose of the evaluation is to develop the clearest possible understanding of the child rather than assign meaning to one score or behavior in isolation.

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3. Feedback Meeting and Recommendations​​

 

After the assessment is complete and the information has been reviewed, Dr. McDermott meets with the parent or caregiver for a telehealth feedback appointment.
 

During this meeting, she will:

• Explain the evaluation findings in clear, accessible language

• Discuss the child’s strengths and areas of difficulty

• Review whether any diagnoses apply

• Answer the family’s questions

• Explain recommended next steps

• Discuss supports that may be helpful at home, at school, or through other services

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When a diagnosis applies, Dr. McDermott explains what it means for that particular child. When a diagnosis does not apply, the evaluation can still identify meaningful strengths, vulnerabilities, and recommendations.

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The Written Report
 

Families receive a written report documenting the evaluation results and individualized recommendations.
 

Depending on the child’s needs, recommendations may address:

• Educational supports and accommodations

• Academic or reading intervention

• Behavioral and emotional strategies

• Communication or social-development supports

• Therapy or other clinical services

• Medical or developmental consultation

• Support for organization and executive functioning

• Additional monitoring or evaluation

• Strategies for home and everyday routines

 

The report will help parents communicate with educators, therapists, physicians, and other professionals. Families decide whether and with whom they wish to share it.

The goal is to provide more than test scores or a diagnostic label. Families should leave with a clearer understanding of their child and a practical foundation for deciding what comes next.

 

Fees and Insurance Reimbursement
 

Evaluation fees vary according to the type of evaluation and the child’s age. Dr. McDermott explains the recommended process and applicable fee before scheduling.
 

McDermott Psychological is a private-pay, out-of-network practice and does not bill insurance companies directly. After full payment, families receive a superbill that may be submitted to their insurance company for possible out-of-network reimbursement. Coverage varies by plan and cannot be guaranteed.
 

View Fees and Payment Information →
 

Read the Insurance FAQs →
 

In-Person Assessments in Baltimore, Maryland
 

Initial parent and feedback meetings are conducted through telehealth. Assessment appointments with children and adolescents take place in person at:
 

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The office is located in Baltimore’s Hampden neighborhood near the Jones Falls Expressway (I-83).

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The practice welcomes families from Baltimore City, Baltimore County, and communities throughout Maryland.
 

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