When seeking a psychological and educational evaluation, it’s important to ask questions to better articulate and understand:



outcomes and


These questions serve as a starting point for a thorough discussion with a psychologist, ensuring that you have a clear understanding of the evaluation process and its implications.

Adjust these questions based on your specific needs and concerns.

General Questions:

What qualifications and experience do you have in conducting psychological and educational assessments?

  • What are your credentials?
  • Do you have a particular area of expertise (e.g. autism spectrum disorder, ADHD, learning differences, behavior concerns, trauma, mood/anxiety, children, adolescents, adults)
  • What type of license do you hold?
  • What is the purpose of a psychological and educational evaluation?
  • What domains will be assessed?
  • How long does the evaluation process typically take?
  • Are areas of concern identified and then measured with an ability assessment tool – not just listed as identifiable symptoms?
  • What specific assessments or tests are typically included in a psychological and educational evaluation?
  • What do each of these tests measure?
  • How do you account for cultural or linguistic differences of the individual?
  • What are the limitations of the evaluation? What factors might influence the results?
  • How are the results of the evaluation communicated and explained to parents, school?
  • Do you share the results with the individual being evaluated?

Assessment Process:

Can you walk me through the steps of the evaluation process?

  • How many visits are needed?
  • How long are the visits?
  • Where are they held?
  • Who is in the setting?
  • What is the setting like?
  • Will I be able to observe?
  • How are observations, interviews, and standardized tests utilized in the assessment?
  • Who else is asked to complete questionnaires?
  • Are there any specific preparations or considerations before undergoing the evaluation?

Interpretation and Analysis:

How do you interpret and analyze the results of the assessments?

  • What type of feedback will I have?
  • How many feedback sessions are included?
  • What if I have questions regarding the significance of different scores or outcomes after our initial feedback sessions?
  • What factors are considered in determining whether an individual has a learning disability or other diagnosis?

Individualized Education Program (IEP) or Treatment Planning:

If a learning or psychological issue is identified, what are the next steps in terms of support and intervention?

  • How do the evaluation results inform the development of an Individualized Education Program (IEP) or treatment plan?
  • What is an IEP and who creates it?
  • How is the implementation of the IEP monitored?
  • How do I know the impact of the IEP on performance?
  • What role do parents or the individual play in the planning and implementation of interventions?

Confidentiality and Privacy:

What are the principles of confidentiality?

  • How is confidentiality maintained throughout the evaluation process?
  • Who has access to the evaluation results, and how are they shared?
  • Who is the client?

Cost and Insurance:

  • What is the cost of a psychological and educational evaluation, and does insurance typically cover these services?
  • Are there any alternative funding options or resources available for those who may face financial constraints?

Follow-Up and Support:

  • What ongoing support or follow-up services are available after the evaluation process?
  • How frequently should follow-up assessments or consultations occur, especially if recommendations are implemented?

The Statistics

of the population are affected by dyslexia
of people with learning differences have dyslexia

If you suspect a learning disorder the most important first step is to support your learner’s journey to understanding their strengths and challenges.

Americans Live With an Autism Spectrum Disorder
of Children Have Been Diagnosed with a Developmental Disability