Psychological Testing

Evaluations can range from brief cognitive evaluations to comprehensive neuropsychological, neurodevelopmental, psychoeducational, and/or personality-based evaluations. They are often individualized based on the reasons for the evaluation and the questions that need to be answered. However, below are some of the most common types of evaluations conducted by Dr. Newman.

Childhood and adolescence are periods of rapid development, and sometimes, significant turmoil. Many children struggle to meet the demands and challenges of an increasingly complex world. There are many possible reasons for this struggle. Some children have cognitive deficits that place certain types of limitations on what they can achieve or how quickly they can achieve it. Others have psychiatric disorders that interfere with their otherwise sufficient ability to meet these challenges. Still others have no particular dysfunction, but struggle nonetheless because they have adopted an approach to the world that is not an optimal match for their environment. At times, children can appear to have both cognitive and psychiatric problems, and it is often difficult to tell which of these, if any, is the primary problem. Yet, effective intervention depends on a clear understanding of these issues. Furthermore, it is often the case that strengths in one area can compensate for limitations in another area.

Psychological testing is not always necessary for treatment. A psychotherapist may feel like s/he has a clear sense of the problem after an intake evaluation, and begin treatment immediately. However, it is not uncommon for treatment to fail or take longer than expected because the initial evaluation yielded insufficient information on which to base a treatment plan. For example, a child may have significant difficulty paying attention in school, and may begin treatment for Attention-Deficit/Hyperactivity Disorder (ADHD), but depression and anxiety are also common causes of inattention. Conversely, a child may appear very socially anxious in school, but this could be the result of an underlying developmental disability that leaves the child confused, overwhelmed, and/or afraid to speak for fear of ridicule. These are just a couple of examples of how a comprehensive psychological evaluation can help to clarify the problem and point the way toward a more efficient and effective treatment process.

Prior to the Evaluation

When you decide to move forward with an evaluation, an intake interview will be scheduled. This is typically scheduled as a virtual meeting, though in-person intakes are available upon request. You will also be sent a consent form, a developmental history questionnaire, and a copy of our privacy policy. We request that you read and complete these forms prior to your intake in order to use the allotted time efficiently.

Intake Session

The evaluation process typically begins with a 1-hour intake interview that takes place about two weeks before your first scheduled testing date. Depending on the age of the child, this session may involve the child or just the parents. The interview will seek to clarify the reasons for the evaluation and the questions that need to be answered. Parents may also be asked to complete a series of standardized rating scales at this time or before the next session in order to provide additional information about specific behavioral domains (e.g., depression, anxiety, inattention, etc.) that need to be assessed in greater detail.

Testing

After the intake session, we will schedule anywhere from 1 to 3 psychological testing sessions. These sessions are typically 3 to 4 hours in length, though they may be 2 hours for younger children. The number of sessions scheduled depends on the type of evaluation. In general, testing typically begins with measures that assess a broad range of cognitive abilities (e.g., IQ test) and social/emotional/behavioral challenges (e.g., broadband behavioral rating scales). Depending on the type of evaluation and the results of these tests, assessment of more narrow areas of neuropsychological functioning (e.g., language, attention, executive functioning, memory, etc.)and social/emotional functioning (e.g., depression, anxiety, trauma, social deficits, etc.) may follow. 

Feedback

Once the testing is concluded, we will score and interpret the results. A 1-hour feedback session will usually be scheduled for 2 to 3 weeks after al test data is collected, depending on the length of the evaluation. For younger children (< 13), it is recommended that only the parents attend this session. During the feedback session, you will learn about any diagnoses that result from the evaluation, as well as about your child’s strengths, challenges, and general tendencies. You will also be provided with recommendations. If the evaluator has any outstanding questions that require clarification, this will be done at the feedback session. You will also have the opportunity to get all of your questions answered at this meeting. 

Evaluation Report

After the evaluation, a written report will be prepared that summarizes background information and integrates test results. The report will include a description of the findings, diagnoses if appropriate, and any recommendations that can be made. The report will be shared with the parents around the time of the feedback session, and can also be shared with other professionals (e.g., school, psychotherapist, etc.) at the parents’ request.

The most important things you can do to prepare for your testing sessions is to try to get a good night's sleep the night before and eat a decent breakfast in the morning. You are also encouraged to dress in layers, and bring a water bottle and a snack. This is all for the purpose of making you as comfortable as you can be throughout the testing session. Eating and drinking is permitted as long as it doesn't interfere with the task at hand. You will also be permitted to take breaks as needed to eat, use the restroom, and/or give your brain a rest.

Parents often ask how they should talk to their children about their upcoming evaluation. The answer to this may differ from one child to the next, and you know your child best. Some children need time to mentally prepare for their appointment, while others only ruminate over it if they know about it too far in advance. If you can predict which of these might apply to your child, it will give you a sense of when to begin talking about it. In terms of how to describe the testing process, it may be helpful to describe it as a series of games, puzzles, and questions that will help parents and teachers better understand how they think. 

Dr. Newman is currently in-network with Aetna, Blue Cross Blue Shield (except Blue Home Marketplace plans), Cigna/Evernorth, and United Behavioral Health. If we are not in-network with your insurance carrier, you may still retain Dr. Newman's services at his self-pay rate of $200/hr. If you have out-of network benefits, Dr. Newman is happy to provide you with a superbill at the end of the testing process so you can seek partial reimbursement from your carrier.

IMPORTANT:  Insurance carriers typically only cover services they consider to be "medically necessary." In most cases, this means that they cover a limited number of hours for the purpose of administering tests necessary to accurately diagnose psychiatric and/or neurodevelopmental disorders, and writing a brief report with appropriate treatment recommendations. They do not typically cover the administration of tests of academic achievement or other tests that would be helpful to gain a better understanding of you or your child unless they are medically necessary. They also do not usually cover lengthy evaluation reports that include a detailed background section, in-depth test interpretations, or recommendations for educational planning. These are available as separate services billed at Dr. Newman's self-pay rate of $200/hr. For example, adding academic testing to an insurance-based clinical evaluation typically adds about 5 hours to the evaluation, which results in $1,000 being billed directly to you. If you do not wish to add academic testing, but you do want a more detailed report that can be used for educational planning, this typically adds about 2 hours for an additional $400.

Dr. Newman's self-pay rate is $200/hr for most clinical services. Contracted insurance rates vary by carrier.

If you are using insurance, claims will be filed after services are rendered, and you will be expected to pay any portion you are responsible for prior to release of your report. Any testing-related services that are not covered by insurance will be billed at Dr. Newman's self-pay rate, and these services must be paid in full prior to the intake session.

If you are paying privately for your evaluation, you will be billed at Dr. Newman's self-pay rate, and 50% of the total fee is due before testing begins. The remaining balance is due prior to release of the report.

The primary difference between a psychoeducational evaluation and an IEE is who is responsible for payment. Psychoeducational evaluations are typically billed directly to the parent/guardian (or portions may be billed to insurance if they are medically necessary). IEEs are contracted with the child's school district and billed directly to them. This type of evaluation is typically requested by parents if their child has already had a school-based evaluation and they disagree with the conclusions of that evaluation.

School observations and IEP consultations are not standard components of most psychological evaluations, and they are not covered by insurance. However, they may be added to an evaluation and billed to parents/guardians at their request. They may also be included in an Independent Educational Evaluation (IEE) if deemed necessary by the school district.