Psychological Evaluations
Rising Lotus is proud to offer Individual Psychological Evaluations for children, teens and young adults. Psychological Evaluations can be the key to academic success, behavioral issues and emotional struggles since they can uncover underlying learning disorders, mental health conditions or developmental disabilities or giftedness. Having this information helps parents, educators and mental health professionals decide on the best path forward.
Contact us for more information on the following evaluations:.
Attention-Deficit Hyperactivity Disorder (ADHD)
Autism Spectrum Disorder (ASD)
Gifted Testing & School Placement
Psychoeducational: Learning disabilities such as dyslexia, math, writing, etc.
* Read on for detailed information about Psychological Testing.
Patient Testimonials
Parent of a Child with ADHD
"The information I learned from my son's evaluation honestly changed my parenting. Learning how his brain operates differently from mine helped me understand him and his behavior in a way that was a game-changer for our family."
Adult who completed a Psychological Evaluation:
“Getting a neuropsychological evaluation was life-changing—it gave me the self-understanding I had been searching for my entire life. I had always sensed that life felt more difficult for me than it did for my peers, but receiving an AuDHD diagnosis finally allowed me to extend compassion to both myself and the neurodivergent children in my life. Although I was initially hesitant to pursue a diagnosis, it ultimately helped replace the negative labels I had internalized growing up. I strongly encourage anyone who suspects they or their child might be neurodivergent to consider an evaluation—it's an empowering step toward embracing your authentic self.”
What is Psychological Testing?
Psychological evaluation is a process that includes a combination of clinical interview, completion of written questionnaires, and use of a variety of standardized measures in two or more one-on-one appointments with your child or adolescent. Depending upon the individual concerns, testing may include measures of:
Cognitive Ability (which includes Intelligence)
Academic Achievement and Learning Progress
Attention and Executive Functioning
(areas such as attention, impulse control, organization, and working memory)
Visual and Auditory Information Processing
Problem Solving Strategies
Motor and Visual Perceptual Abilities
Memory (to measure a child’s recall of information)
Behavioral and Emotional Functioning (includes mood, behavior and social skills)
What is the process of testing like?
The first appointment is an intake interview, which typically includes a discussion with the parent(s) and child (if appropriate) or adolescent, to learn more about the current concerns and difficulties, as well as to gather history and information about school functioning and, to review the findings from a background questionnaire completed in advance.
Information from this meeting helps with the final selection of measures for testing. At this first meeting, you may be asked to provide additional records such as report cards and prior testing reports, and your written authorization to provide permission to communicate with other professionals involved in your child’s care.
The testing session(s) are usually scheduled in 1 or 2 blocks of time either on the same or on separate days.
Following the final session, after all supporting data and reports have been received, a feedback meeting is scheduled for parents. This typically occurs 4 to 5 weeks later and this is a time to review the test results and provide recommendations for your child or adolescent. At this time, you will be provided with a comprehensive written report of your child or adolescent’s evaluation.
Use of the Evaluation Report
After the written report has been prepared and shared, the usual next step is to share the report with other involved professionals. This includes, but is not limited to the school team, pediatrician and other medical professionals. On many occasions, parents set up a meeting at the school to review recommendations and determine if or how additional supports can be put in place.
