Evaluation serves students in public or private schools who are struggling in one or more of the following areas: learning to read, reading comprehension, phonics, reading speed, spelling, mathematics, written expression, remembering information, handwriting, following directions, concentrating, focus and sustained effort, restlessness or impulsivity, staying on task, planning and organizing, homework, tests, frustration tolerance, hypersensitivity to sound or touch, impulsivity, executing tasks, and meeting grade/age level academic benchmarks and expectations.
Student who are increasingly bored and disinterested may also consider testing in order to identify students’ true strengths and abilities – perhaps these students have an undetermined learning disorder and/or are exceptionally bright and unchallenged.
Students who are bright, competent and able who struggle with completing assigned tasks within timed conditions (such writing essays or computing math problems on examinations) consider testing. Those students working at a labored speed on homework, classwork and or tests may consider testing.
Students who are considering transferring to an independent school, or moving to another public school, and parents wish to have a current snapshot of educational skills so that placement and instructional programming process can be informed.
Students who are home schooled often choose testing as well in order to provide a roadmap for future goal setting and direction.
Students who are consistently struggling to sustain effort in school, home and work/play choose to be evaluated. Such struggles are interfering with the achievement in school, ability to maintain positive relationships with children and/or adults, and child’s perspective of self.
Students in transition such as those moving from elementary to middle, from middle to high, high school to college, or college to graduate school and in need of additional school support may also consider testing.
Students struggling with executive functioning issues including planning, initiating, executing, problem solving, deductive reasoning, self-monitoring, shifting or transitioning may be considered for testing. These students may frequently lose homework, complete homework and then lose it, have disorganized locker/notebook/room, have difficulty starting homework/papers, have difficulty organizing thoughts on paper, struggle with time management. Such struggles impact class and homework efforts to the degree that undermines their success.
Students tested by Dr. Muir are in the elementary, middle, high school and undergraduate and graduate school levels.
