Jennifer Hope, Ph.D.

I worked for the New York City Department of Education for six years, five as a school psychologist in a public elementary and middle school, and for one year as a psychologist at a Committee on Special Education regional office. I have excellent knowledge of what services and settings are available through the NYC DOE, and the process by which parents can secure special education and related services.

Most children will have questions about the testing experience. For younger children, it is effective to simply tell your child he/she will be meeting someone new, whose job it is to learn about how kids learn, and that he/she will be trying to do their best at various activities like playing with blocks, drawing, listening and answering questions. They will be able to take a break when they need to. For older children, it is appropriate to more extensively describe how the assessment will help them be more successful in school, and help their teachers present information in a way that optimizes their learning.

Diagnostic evaluations consist of a developmental history/clinical interview, review of previous evaluations/interventions, behavior rating scales, and an appropriate battery of diagnostic tests in face-to-face testing sessions. Test batteries vary depending upon the nature of the referral, but most batteries will consist of intellectual, educational and often psychosocial assessment, as well as some degree of neuropsychological assessment (such as memory, attention, language, and/or executive functions).

During the evaluation or after it is completed, I am available to speak to schools or participate in meetings by phone, as well as provide feedback to tutors, providers and/or teachers about educational interventions based on the results of the assessment.

The time to complete an assessment varies depending on the referral question and the type of issues that require addressing. A full neuropsychological evaluation typically takes approximately 6 to 8 hours, usually divided into several sessions, plus an initial intake and a feedback session. A psychoeducational, brief LD, AD/HD, or psychological evaluation are generally shorter.

There can be various reasons for pursuing a psychological, psychoeducational or neuropsychological evaluation: 1. To identify learning disorders or neurodevelopmental delays, cognitive and academic strengths and weaknesses, as well as social/emotional or behavioral difficulties that are having a detrimental impact on your or your child’s optimal functioning. 2. To determine whether a student requires academic support services, social/emotional support services, classroom modifications, test accommodations, and the like. 3. To assist parents and teachers in planning an Individualized Education Program (IEP) or 504 plan. 4. To identify those strategies which would be most effective in helping you or your child learn. 5. To establish a baseline for measuring your or your child’s progress.