An integrative, comprehensive assessment of personal history, learning experience, intellectual abilities, skill levels, and learning styles is vital to an adequate understanding of school performance and potential. Without a thorough assessment, remediation attempts are based more on trial and error than on an adequate understanding of your child or yourself. A good assessment leads to better and more specific remedial options. If you went to a physician you would want a more specific assessment than "your child is sick." You would want to know what specifically was wrong and how best to treat the condition. At Innovative Learning Professionals we believe that a good assessment is a prerequisite to quality remediation and the acquisition of appropriate strategies to compensate for individual learning differences.

Although we accept many assessments conducted elsewhere when we provide services to an individual, we believe that the assessment battery conducted at the I Learn Center is a superior product. Compared to the many assessment reports we have seen, it generally is a more thorough assessment, addresses learning style, is linked to a superior remediation regimen for those with learning disabilities and/or attention deficits, provides a broader range of recommendations, and contains the information necessary for school 504 Plan accommodations if warranted. We assess the full range of client including the gifted, the learning disabled, and the mentally challenged.

The assessment process is conducted in four phases. First, our staff meets with the client and parents if he is a child. We answer questions the family may have and provide opportunities to help the student become more comfortable with our setting. We then conduct an interview regarding educational, developmental, medical, social, behavioral, and family history.

The second phase of assessment investigates skill levels through the use of appropriate, standardized testing instruments. This assessment evaluates intellectual abilities (verbal and visual-spatial), speech and language skills, sensory-perceptual skills, academic skills (e.g., reading, spelling, written composition, handwriting, and arithmetic), memory, learning abilities and styles, and attention. Also, if during the assessment process a concern arises about possible psychological issues (e.g., depression, anxiety, behavioral problems, substance abuse) those issues can also be evaluated.

In the third phase, the assessment results are integrated by the psychologist at the center into a comprehensive report.

Finally, the fourth phase is a feedback session in which the results, and a copy of the report, are provided to the parents and student, along with appropriate treatment recommendations. Questions are answered and a treatment plan initiated.

Full-scale assessment is provided by David Beeman, PhD with portions administered by Christen Dueland, BSE and Mary Kay Frasier, BSE, Licensed Davis Facilitator. Tests are administered after a client history and interview is completed.

Dr. Beeman reviews and compiles the information into a comprehensive report that is provided to the client. The client is then free to share the information with the other professionals involved. It is recommended that the information be shared with the primary physician (pediatrician or family practitioner). Further, it is often appropriate to share the report with the school, and it is written so that it can form the basis of 504 Plan school accommodations if warranted.