Serving the North Shore Area

Psychoeducational evaluations are very thorough and comprehensive evaluations that cover the areas of functioning noted below, and use the latest versions of standardized instruments, as well as informal measures when appropriate. The reports of evaluation findings are extremely thorough and are written in language that can be understood by both parents and educators.  Additionally, the purpose of these evaluations is not only to address the concerns given by parents, teachers, and students, but also to identify the examinees’ strengths.  Parents, children, and adolescents generally find the evaluation process a positive one.  Children and adolescents very often enjoy the one-on-one time spent with a caring adult and hearing about their strengths.

Over one-half of the evaluation reports consist of specific strategies that address the examinees weaknesses, and capitalize on their strengths when appropriate. 


Dr. Thorne has received positive feedback on her evaluations for many years.  They have been called a “road map” for how to get children/adolescents/young adults from point “stuck” or “failure” to point “managed” and “successful.”  Parents and students leave the sessions feeling encouraged and hopeful.  They have a better understanding of their children or adolescents.  Furthermore, families who have experienced conflict and disagreements due to their child’s struggling performance in school often leave the final feedback session feeling like they have a new, in depth understanding of their child, and that they are finally “on the same page.” With regard to family dynamics, the evaluation process is frequently a healthy experience for all. 


Areas of functioning evaluated:

§  Developmental, health and social history

§  Intellectual/cognitive functioning (provides information regarding oral vocabulary, verbal and non-verbal reasoning, short-term auditory memory, working memory, and processing speed)

§  Academic skills in reading, written language, and mathematics

§  Cognitive processes related to learning (i.e., attention, memory, oral receptive and expressive language,  higher order thinking, and handwriting skills)

§  Auditory processing skills

§  Visual perceptual skills when warranted

§  Visual-motor coordination when warranted

§  The presence of ADD/ADHD

§  Social skills and peer relationships

§  Emotional and behavioral functioning


Typical tests and other assessment procedures:

§  Structured parent interview/social history

§  Structured teacher interview/questionnaire

§  Structured student interview/questionnaire

§  Test of intellectual/cognitive functioning (provides information about oral vocabulary, verbal and non-verbal reasoning, short-term auditory memory, working memory, and processing speed)

§  Individually administered tests of academic achievement in reading, written language, and mathematics

§  Test of auditory processing skills

§  Test of visual perceptual skills when warranted

§  Test of visual-motor coordination when warranted

§  Behavior rating scales that assess characteristics of Attention-Deficit Disorders

§  Both objective and standardized measures of emotional functioning, behavior, social skills and peer relationships, as well as informal measures when appropriate