PTC specializes in child and adolescent neuropsychological testing, psycho-educational testing, and testing of social, emotional, behavioral, and personality functioning. Our test batteries and reports help uncover the underlying causes of academic underachievement such as ADHD, motor skills disorders, communication disorders, mood disorders, disruptive behavior disorders, pervasive developmental disorders, congenital learning disabilities (LD) with sensory information processing deficits, inadequate education or a combination of these factors.
Additional services include assessment of functional limitations due to LD and ADHD, evaluation for Nonstandard Testing Accommodations (NTA), comparative special education program evaluations, fitness-for-duty and risk assessments, and psychological and parenting evaluations in child protection matters. Psychological Testing Consultants' mission is to provide thorough, timely, and useful testing reports and effective special education advocacy, in a pleasant and private office environment.
Neuropsychological and psycho-educational testing is not easily described in general statements. It varies depending on the client and the particular problems that the client brings. Psychologists create batteries of standardized tests to answer specific referral questions. A typical battery provides very specific data on a client's cognitive, neuropsychological and personality functioning.
Types of referrals frequently made to Psychological Testing Consultants are described below.
- Parents looking to acquire an Independent Educational Evaluation (IEE) to be reviewed at a special education team meeting. The evaluation report is reviewed by the team for the purpose of assisting the team with determining eligibility for special education services and with developing an Individualized Education Program (IEP).
- Parents looking for a professional opinion as to special education recommendations for their child's handicapping condition. These recommendations may include disability related accommodations in the classroom, the use of assistive technology, modications to classroom instructional practices, special education services within or outside the classroom, a placement recommendation (i.e., full inclusion program, partial inclusion program, substantially separate classroom, separate day school, or residential school), and transition planning for students moving to middle school, high school or college.
- A child/adolescent who is currently on an IEP, who is failing to demonstrate effective progress on IEP goals, and whose parents have or plan to retain an advocate or attorney. Attorney's and advocates often look to a comprehensive neuropsychological and psycho-educational assessment to support the need for more intensive services in a partial inclusion program, to obtain a substantially separate placement, and sometimes a fully separate day school or residential placement.
- A medically complicated child who is being evaluated for special education eligibility or receiving a 3-year reevaluation and parents are interested in obtaining an independent evaluation to be considered by the IEP team.
- A child/adolescent who has a documented history of central nervous system damage (e.g., stroke, tumor, CP, birth complication, TBI).
- A child/adolescent with a clinically complicated mental health profile and whose response to treatment has been refractory.
- A child/adolescent who has been denied eligibility for special education services as a result of a school district initial evaluation and parents wish to obtain a second opinion regarding eligibility.
The Director, Dr. Andrews, has 24 years experience as a Licensed Psychologist. He is licensed to practice in Massachusetts (MA), is a Certified Health Service Provider, is recognized as an expert witness in parenting and psychological evaluations by Massachusetts (MA) Juvenile Courts, and is a member of the American Psychological Association.
Serving all of Massachusetts (MA)