MindWell Evaluation Services
MindWell providers specialize in evidence-based evaluations for children, adolescents, and adults to identify and inform treatment plans to address a variety of concerns.
All testing appointments originate from MindWell’s Albany, NY office. For the convenience of clients not in the Albany area, portions of the evaluation may be conducted virtually.
Psychological Evaluations for Children, Adolescents, and Adults
At MindWell, psychological testing can include numerous components such as norm-referenced psychological tests, informal tests and surveys, interview information, school or medical records, medical evaluation and observational data. Our team of psychologists determines what information to use based on the specific questions being asked.
What To Expect
MindWell offers a variety of psychological testings for children, adolescents, and adults of all ages which include but are not limited to: (1) ADHD Evaluations (2) Autism Evaluations (3) Psychoeducational Evaluations for children experiencing learning/academic problems (4) Developmental Evaluations for Early Childhood. Other reasons for evaluation will be considered on a case-by-case basis based on medical necessity and scope of the need.
MindWell clinicians use information from the various tests and evaluations to reach a specific diagnosis and develop a treatment plan. Evaluations may also include interviewing other people who are close to the individual, such as teachers and family members. Together, testing and evaluations allow a psychologist to see the full picture of an individual’s strengths and limitations.
Frequently Asked Questions
ADHD Evaluations FAQ
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The earliest age for a child to be evaluated for ADHD is beginning at approximately four years old, as some children begin to show ADHD symptoms around the age they enter school. However, many parents and providers may wait until symptoms are causing difficulties at home and in school before seeking an evaluation later in childhood.
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Ages 4 and up.
The earliest age for a child to be evaluated for ADHD is beginning at approximately four years old, as some children begin to show ADHD symptoms around the age they enter school. However, many parents and providers may wait until symptoms are causing difficulties at home and in school before seeking an evaluation later in childhood. If a child has behavioral or academic difficulties in school, families can also request an educational evaluation be completed through their public school district to determine if academic accommodations are needed.
While ADHD traits are evident during childhood, for some individuals the impact of ADHD symptoms may not be fully known until they begin to live independently in young adulthood and struggle to compensate for difficulties on their own. Getting a diagnosis of ADHD can help provide an individual better understanding of their own executive functioning strengths and deficits, and guide appropriate supports, as well as therapeutic and medication treatment options that can improve quality of life across settings.
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Individuals with ADHD profiles have often experienced difficulties in various aspects of their life, such as inconsistent performance at school or work, been told they are “underachieving” to their potential, struggle to manage and complete day-to-day responsibilities (e.g., getting household chores done; managing their time, finances, thoughts, and belongings well; setting and following through on goals), forget or accidentally overlook important details, and act without thinking and have a hard time slowing down. ADHD symptoms may cause an individual distress in their relationships, at work, school, extracurriculars, or even in their leisure time and lead to chronic stress or feelings of guilt and frustration.
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Specific components of an ADHD evaluation may include:
Self-, caregiver-, other-, and teacher-completed behavior rating scales
In-person psychological testing at the MindWell Clinic, such as tests of intelligence, attention and memory, and executive functioning
Direct observation in the clinic
Review of school and medical records
Screening for learning disabilities or academic achievement difficulties, as needed
Referrals for additional screening to rule-out any other medical conditions that might produce ADHD-like symptoms (e.g., vision, hearing, speech/language, neurological exams)
Learning Disabilty FAQ
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Individuals may undergo a learning disability or psychoeducational evaluation if they/their families have a desire to know why they or their children have struggled to learn and remember information, experienced significant challenges at school or work that prevent them from successfully reaching their educational/career goals, are underachieving in school, and have problems in day-to-day life related to learning challenges. Through this type of evaluation, individuals can become more aware of their own or their child’s educational needs and seek appropriate accommodations, strategies, and interventions that lean into their strengths and help compensate for deficits. This type of evaluation will determine if your/your child’s profile is consistent with a learning disability or other issues that negatively impact your educational performance and ability to learn. Psychoeducational evaluations at MindWell will also screen for emotional and behavioral concerns that may impact your or your child’s academic success.
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A complete psychoeducational evaluation at MindWell involves multiple parts, including interviewing with you/your family, direct testing and observation in clinic, and review of history, prior educational records, and data from questionnaires from caregivers and teachers. If your child is in elementary or secondary school, it may also be necessary to interview your child’s teachers to better understand their performance within the classroom. As part of the evaluation, an individualized battery of testing instruments will be administered to your child to examine specific aspects of neuropsychological functioning, which may include measures of*:
Intellectual functioning
Academic achievement (reading, mathematics, written expression)
Attention, memory, and information processing abilities (e.g., visual-motor integration; auditory processing; processing speed)
Phonological Processing
Executive functioning
Language
Screening for emotional and behavioral conditions
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Ages 5 and up
A psychoeducational evaluation is most appropriate for school-age children (ages 5 and up) who are demonstrating challenges with learning academic concepts, underachievement, or general school-related challenges. If a child has difficulty in school, families may also request an evaluation be completed through their public school district to determine if academic accommodations or supports are needed.
While learning disabilities are evident in childhood, for some individuals their learning challenges may have gone undiagnosed or the impact of these challenges may not have been as clear until they were more independent in their educational experiences (e.g., such as when starting college; with the removal of individualized supports previously received in elementary or secondary school).
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At this time, we are unable to accept insurance directly for psychological assessment services due to full capacity. We understand that insurance coverage is important, and we are happy to provide superbills so clients can submit for reimbursement through their insurance provider.
We remain committed to supporting you and providing high-quality assessments, and we truly appreciate your understanding as we continue to serve our clients with excellence.
Autism Evaluations FAQ
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At MindWell, we complete Autism evaluations for youth beginning at age 2. We encourage families with concerns of Autism to first consult their pediatrician, who can complete a screening and determine the necessity of formal evaluation.
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While Autistic experiences can be vastly different for each person, commonly Autism is associated with differences in communication and social interaction/relationships compared to peers. Some of these Autistic characteristics may include difficulty with back-and-forth conversations and getting the hidden meaning of spoken language, understanding and responding to emotions in self and others, differences in social interaction (e.g., reduced interest in friendships; difficulties navigating friendships and the “rules” of relationships; hard time with the give-and-take in relationships), presence of highly-focused interests and passions, presence of “stimming” or repetitive behaviors/language, strongly held preferences and thought patterns, strong preference for routine, and sensitivity to sensory experiences. Autistic individuals often report that knowing they are on the Spectrum helps validate their experiences and know why they have spent years feeling “different” from other people. A diagnosis may provide better insights for Autistic individuals, their families and supportive figures, as to how they perceive the world, which can lead to greater acceptance, relationships, and communication. Knowing a diagnosis of Autism is present can also guide treatment recommendations and conceptualizations, as well as educational and workplace accommodations.
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Ages 2 and Up
Autistic traits are often present early in childhood, with most pediatricians beginning screening for Autism during the child’s second year of life. While the most common age of diagnosis of Autism is approximately 4 years old, some children with Autistic traits can be identified reliably as early as 2 years old through formal evaluation. For other children, parents may not seek evaluation until later in childhood and adolescence, as the impact of symptoms begin to impact an individual’s social, educational, or home-based functioning more significantly.
At MindWell, we complete Autism evaluations for children beginning at age 2 and adults throughout the lifespan. We encourage families with concerns of Autism to first consult their pediatrician, who can complete a screening and determine the necessity of formal evaluation.
While a diagnosis of Autism requires traits to be present throughout childhood, for some individuals the impact of Autism may not be fully recognized until they are adults, beginning to live independently, or see patterns begin to form in negative experiences at school, work, and in relationships.
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Testing at MindWell involves the use of formal tests such as questionnaires or checklists. These are often described as “norm-referenced” tests. That simply means the tests have been standardized so that test-takers are evaluated in a similar way, no matter where they live or who administers the test. Norm-referenced tests have been developed and evaluated by researchers and proven to be effective for measuring a particular trait or disorder.
MindWell Embraces Neurodiversity
At MindWell Psychological Assessment, we embrace neurodiversity and are committed to providing comprehensive, strengths-based, and neurodivergent-affirming evaluations. Our clinicians use a combination of standardized evaluation tools and in-depth interviews to understand both objective data and the individual’s lived experience.
Please note that our evaluations are open-ended and guided by the data we gather. As such, the outcome may or may not always align with a diagnosis you expect or with which you currently self-identify. Regardless of the diagnostic outcome, our team will provide clear, thoughtful feedback to explain our findings and offer recommendations that support your—or your child’s—unique strengths, needs, and ways of engaging with the world.
We want to hear from you to understand how we can support you in achieving your goals.
Book an intake appointment with a highly trained member of the MindWell Care Coordination team today.