Bruce M. Gale, PhD

A primer on assessment...

Assessment is not by any means specific to psychology. Dental X-rays, blood tests are common examples. The reason that any clinician ultimately performs one is to determine the following:

1. A child or adult is displaying symptoms or behaviors that suggest distress or impairment, appear unusual, or develop into disruptive situations.
2. A child appear not to be meeting his or her developmental milestones or has trouble succeeding in school.
3. Ongoing treatment has not been effective and a review of the original diagnosis appears warranted.
4. Significant problems occur in everyday situations and/or social situations.
5. Assessment has been recommended by another professional.
6. A parent or teacher has a sense that "something is wrong," but cannot identify what it is.

Common Types of Assessment

Psychodiagnostic Evaluation: This type of assessment may involve a blend of cognitive testing, personality assessment, assessment of adaptive plus social emotional functioning. The specific scope, breadth, and nature of the assessment to be conducted is entirely dependent upon the presenting symptoms and specific referral questions posed. It may also hinge upon whether prior assessment has occurred. Additionally, testing may include neuro-psychological tests assessing memory, processing speed, and related areas.

Testing can be a useful component in determining what kind(s) of treatment are most likely to be helpful or in developing comprehensive, multi-systemic treatment interventions for more challenging situations.

Psychoeducational Evaluation: In many ways, this type of assessment is similar to a Psychodiagnostic Evaluation.
The major difference is that it will typically include focus on additional areas:

• Academic performance;
• Ability to get along with peers and adults at school;
• Whether a condition exists that qualifies as being eligible for special education services.
• Development of recommendations regarding useful strategies that can be successfully implemented at school.

Interestingly, schools do not diagnose. Final determination regarding eligibility is made by the child's IEP team. This should also involve a determination about whether positive strategies to promote success at school are warranted, possibly through the development of a Behavior Support Plan.
Functional Behavior Assessments (FBA): An FBA is generally more concerned with developing an understanding of what behaviors or symptoms are producing or maintaining behaviors. 
This can be more useful for problems such as aggression, social deficits, oppositional behavior, anxiety, and attention deficits.  FBAs involve:

• Determining the frequency and severity of behaviors;
• Understanding of the context in which these behaviors are more likely to occur;
• Factors maintaining the occurrence of behaviors.

This can leads to formation of a series of behavioral strategies which may be simple or more comprehensive. It may include antecedent-based behavior management, coping strategies, and possible changes in environmental conditions or other accommodations. (By the way, FAA's are very similar in scope, however refer to behaviors that are considered "seriously interfering," such as aggression or self-injury.)

My Typical Assessments:
I conduct assessments for children and adolescents aged 3-18 and adults 18-50.  I receive referrals that cover a broad range of difficulties, but most often they concern autistic spectrum disorders (Asperger's Syndrome, High-Functioning Autism), ADHD/ADD, Oppositional Defiant Disorder, Anxiety Disorders (phobias, panic disorder, OCD, social anxiety, generalized anxiety, avoidant personality), and anger or impulse control problems. some of my assessment cases involve individuals with significant medical problems which are co-existing with psychiatric or behavioral challenges and, with my support staff.

For more information about how I conduct assessments, click here.