Assessment
Services
Psychotherapy
Consultation
Home Schooling
Fees and Charges
Intellectual potential can be assessed for children
from age 4 1/2 and older using the Stanford-Binet IV or WISC-III (after
age 6). Also, for those children who score at or near the ceiling
of the test, the older Stanford-Binet LM is offered as a supplementary
test to assess intellectual potential. Children should be assessed to
determine degree of giftedness so as to aid in educational planning for
the child. Children with exceptionally high intelligence require modifications
in the regular curriculum from an early age. Assessment can help convince
schools to make the necessary modifications. Assessment usually consists
of a preliminary visit in which parents and child are introduced to the
environment, the questions that prompted the testing are formulated and
plans are made. Then, one or more testing sessions will occur with the
child. Input is asked from schools and teachers. At the end of the assessment,
a report is produced with recommendations for further consideration.
Assessment usually consists of one or two
intellectual instruments, a test of visual-motor abilities, a test of
expressive vocabulary and achievement testing in reading, spelling, writing
and mathematics. For children with more extensive issues such as possible
learning problems or AD/HD, more extensive assessment is available using
neuropsychological instruments, diagnostic achievement tests and checklists.
Also emotional functioning can be assessed for children with such issues.
Because of the demand for testing assessments, there is usually a waiting list, especially for more extensive assessments as these take a significant amount of time both for administration and write-up Please check the status of the list by calling the main number.
Individual and family psychotherapy is offered
for a variety of children's behavior, and emotional problems including
depression, anxiety, anger control, AD/HD, oppositional defiant disorder,
bipolar disorder, Asperger's Syndrome, poor motivation and school failure,
poor self esteem, eating and toileting issues. Peer problems are also
often a focus of treatment for children. Referral can be made for adjunct
services such as medication management, group therapy and sensory integration
training. Treatment consists of an initial assessment and then weekly
to monthly sessions focused on specific issues that require change. Usually
both parents and child are worked with, as well as, schools and teachers.
Phone Consultations:
These are available to discuss general problems
with a child. However, since complex issues require complex analysis of
cause and plan for remediation, extensive counseling is not available
by phone. In some cases, reports of assessment and/or treatment can be
examined and suggestions made for other assessments needed or other options
available.
School Consultation: This is available for children who have been assessed or treated in therapy on an individual basis. Consultation can include going to a school and meeting with school personnel, designing a program to meet a child's needs, suggesting alternative resources, designing enrichment activities, and planning for acceleration in some areas. Consultation can also include teacher in-service for specific schools on specific topics related to gifted children. Topics can include many of the ideas around which bibliographies have been written.
Parents who are home schooling children can also receive school consultation on specific aspects of curriculum ideas, dealing with learning problems and finding enrichment resources.
Fees are discussed directly on phone contact. Fees are on an hourly basis for psychotherapy and consultation. Fees for assessment are set by the specific tests administered and the time required.