We Take Child Safety Seriously: Here's How

In my practice, the safety and comfort of children and their families are paramount. Here are the measures I take to ensure a secure and transparent environment during child assessments:

Open Visibility

During a child's assessment, the office window curtains remain open. This allows therapists and clients passing by the office to see in, ensuring transparency and comfort for parents and children.

Nearby Professional Presence

My office is surrounded by several other therapists and counselors working in nearby offices. While each office is designed for confidentiality, this setup provides enough visibility to ensure a safe and comfortable environment for everyone.

Secure Access

The door to my office does not lock, ensuring easy access and openness. However, the door from the waiting room into the office area is locked to protect equipment and belongings. With around 15 or more offices of therapists/counselors within the area, there are almost always other trusted adults nearby.

Communication Accessibility

I keep my cell phone turned on during assessments in case the child’s parent needs to contact me. Additionally, there's a button in the waiting room for parents to alert me if they have a question or when they arrive. This system includes an additional light in my office, although a call or text might be noticed more quickly.

Parental Presence

Parents have the option to stay in the waiting room during the assessment. Some choose to stay, while others prefer to drop off their child and return later. Both options are acceptable, barring any health or behavioral considerations that might require a parent to be nearby.

Restroom Protocol

When a child needs to use the restroom, I text the parent. If the parent is in the waiting room, they can accompany their child. If the parent is not present, I walk the child to the restroom, wait outside, and then accompany them back to the office.

Open Communication

I encourage parents and children to voice any questions or anxieties they might have. Accommodations are made to ensure comfort for all involved, while maintaining the best practices necessary for valid assessment results.

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I believe these practices should be standard in the profession, given the importance of child safety. I thank my clients for their trust and involvement as we work together to help their children find increased success and confidence in learning.

IQ Testing for GATE or MENSA

Intelligence Testing, also known as “IQ Testing” or Cognitive Assessment, is a valuable tool in my practice for understanding a person’s learning profile and providing direction for their educational journey.

These types of assessments are often sought for students aiming to enter a “GATE” (Gifted and Talented Education) program at their school, or to join MENSA, a high IQ society.

I encourage anyone interested in this type of assessment to reach out to my office.

Possible Signs of “Giftedness” or High Intelligence

Signs of giftedness or high intelligence often include fast learning and a tendency to be bored with the regular pace of instruction in school. These individuals may also demonstrate a need to challenge themselves beyond what is taught in school.

When/Why Is This Evaluation Performed?

This evaluation is conducted for various reasons, including gaining entrance into a gifted program such as G.A.T.E., becoming a member of MENSA (either international or American MENSA), and understanding the individual’s learning profile. It offers a thorough understanding of their strengths and provides insights into how they can foster continued growth.

If the examinee is a child, I adhere to standard practices focusing on child safety.

I offer these assessments and other related services out of my professional office located in Roseville, California. As a Licensed Educational Psychologist in the State of California, my practice is dedicated to providing insightful and comprehensive assessments and services to support the educational and developmental needs of my clients.

Testing for Accommodations in College/Tests

Colleges, universities, and licensing examinations typically offer accommodations for individuals with a diagnosis that affects their learning.

In my years of practice, I have conducted many assessments for individuals with ADHD/”ADD”, Autism, or Specific Learning Disorders (such as dyslexia in reading, dysgraphia in writing, or dyscalculia in math).

These assessments have successfully resulted in these individuals receiving needed accommodations, such as extra time for tests or testing in an alternate location.

Educational institutions and governing boards usually provide information on their websites about the types of evaluations needed to obtain these accommodations, including the required tests and the qualifications of the professional conducting the assessment.

Indications You May Require A College/Testing Accommodation

In my professional experience, warning signs that might indicate the need for such accommodations include struggling in school despite hard work, spending countless hours studying without adequate results, and repeatedly not passing important exams when peers do.

Feelings of hopelessness, struggling to learn and retain understanding despite adequate instruction, reluctance to show academic skills due to anxiety, poor self-esteem, and negative self-thoughts like “I am not smart” or “I’m stupid” often lead to learned helplessness.

When/Why Is This Evaluation Performed?

This evaluation is crucial to obtain necessary accommodations, such as extra test time or testing in an alternate location. It helps in understanding the individual’s learning profile and related needs, and in obtaining specific recommendations for growth.

The concept of “neuroplasticity” – the brain's ability to form and strengthen connections between neurons – suggests that people with a learning disability can typically make gains with appropriate interventions. A comprehensive assessment is vital in identifying the types of interventions required.

How Does the Evaluation Take Place? What Should I Expect? What Should I Expect After the Assessment?

The individual or parent can choose between a Psycho-Educational Assessment or a Pediatric Neuro-Cognitive (aka “School Neuro-Psych”) Evaluation.

In my role, I guide the decision-making process regarding the recommended type of evaluation. If the examinee is a child, I adhere to standard practices focusing on child safety.

I offer these assessments and other related services out of my professional office located in Roseville, California. As a Licensed Educational Psychologist in the State of California, my practice is dedicated to providing insightful and comprehensive assessments and services to support the educational and developmental needs of my clients.

Specific Learning Disorder Assessment

A Specific Learning Disorder in reading, writing, or math is the official diagnosis for the types of challenges described in the three preceding paragraphs, as per the DSM-5 guidelines.

In my professional experience, I have observed that some individuals may have a Specific Learning Disorder in one of these areas, and they may or may not have associated conditions like dyslexia, dysgraphia, or dyscalculia. These latter conditions can be thought of as subtypes of a Learning Disorder.

For any form of Learning Disorder, a comprehensive assessment in my practice will help identify which skills are less developed and provide recommendations tailored to the individual’s needs.

Specific Learning Disorder Warning Signs

Warning signs of a Specific Learning Disorder that I often observe include struggles in learning to read, write, or do mathematics, despite having received adequate instruction and interventions. A reluctance to show their academic skills can also be a warning sign, as this can be a source of anxiety for the individual.

Poor self-esteem is common, and negative self-thoughts such as “I am not smart” or “I’m stupid” often lead to learned helplessness, as these individuals may struggle regardless of their effort levels in school.

When/Why Is This Evaluation Performed?

This evaluation is crucial to obtain necessary services and support, understand the individual’s learning profile and related needs, and acquire specific recommendations for growth.

Each person is unique, and no two individuals with a Specific Learning Disorder, or any other disability, are exactly alike. Therefore, a comprehensive assessment is instrumental in determining if the person has a learning-related need or diagnosis.

The concept of “neuroplasticity”, which refers to the brain's ability to form and strengthen neuronal connections, suggests that individuals with a disability in learning can typically make significant gains with appropriate interventions. A comprehensive assessment is pivotal in identifying the types of interventions required.

How Does the Evaluation Take Place? What Should I Expect? What Should I Expect After the Assessment?

The individual or parent can choose between a Psycho-Educational Assessment or a Pediatric Neuro-Cognitive (aka “School Neuro-Psych”) Evaluation. In my role, I guide the decision-making process regarding the recommended type of evaluation.

If the examinee is a child, I adhere to standard practices focusing on child safety.

I offer these assessments and other related services out of my professional office located in Roseville, California. As a Licensed Educational Psychologist in the State of California, my practice is dedicated to providing insightful and comprehensive assessments and services to support the educational and developmental needs of my clients.

Math / "Dyscalculia" Assessment

A math evaluation in my practice involves intelligence testing, an assessment of math skills, and an examination of any associated difficulties in processing areas. I have found that aspects of math difficulties may stem from verbal, procedural, or semantic (meaning-related) causes.

Typically, I recommend a Psycho-Educational Assessment for these types of evaluations. However, if there's a need to “rule out” multiple educationally-related conditions, a Pediatric Neuro-Cognitive Assessment might be more suitable.

Warning Signs Of Dyscalculia

I often observe that individuals struggling with math, even after receiving adequate instruction and interventions, may exhibit signs of a math disorder. Common challenges in math can include difficulties with number sense, memorization of arithmetic facts, accurate or fluent calculation, visualizing magnitude representations, visual-spatial skills, verbal-related issues, procedural difficulties, and accurate math reasoning.

Negative self-thoughts such as “I am not smart” or “I’m stupid” are common, often leading to learned helplessness, as these individuals may struggle regardless of their effort levels in math.

When/Why Is This Evaluation Performed?

This evaluation is essential to obtain needed services and support, understand the individual’s learning profile and related needs, and acquire specific recommendations for growth. Each person is unique, and no two individuals with a math disorder, such as dyscalculia, or any other disability, are exactly alike. Therefore, a comprehensive assessment is pivotal in determining if the person has a learning-related need or diagnosis.

The concept of “neuroplasticity”, which refers to the brain's ability to form and strengthen neuronal connections, suggests that individuals with difficulties in math skill development can typically make significant gains with appropriate interventions. A comprehensive assessment is instrumental in identifying the types of interventions required.

How Does the Evaluation Take Place? What Should I Expect? What Should I Expect After the Assessment?

The individual or parent can choose between a Psycho-Educational Assessment or a Pediatric Neuro-Cognitive (aka “School Neuro-Psych”) Evaluation.

In my role, I guide the decision-making process regarding the recommended type of evaluation.

If the examinee is a child, I adhere to standard practices focusing on child safety, detailed in the section of this blog dedicated to child safety.

I offer these assessments and other related services out of my professional office located in Roseville, California. As a Licensed Educational Psychologist in the State of California, my practice is dedicated to providing insightful and comprehensive assessments and services to support the educational and developmental needs of my clients.

Writing / “Dysgraphia” Assessment

A thorough writing evaluation in my practice includes cognitive testing, relevant processing areas, as well as assessments of reading and writing skills.

To be a proficient writer, one needs fine-motor skills (graphomotor), planning and organization (executive functioning), and a strong foundation in reading. Therefore, to best understand a person’s writing abilities, a reading assessment is also included.

Typically, I recommend a Psycho-Educational Assessment for this purpose. However, if there's a need to “rule out” multiple educationally-related conditions, a Pediatric Neuro-Cognitive Assessment might be more suitable.

What Are The Warning Signs Of Dysgraphia?

Warning signs of writing difficulties include struggles with conveying thoughts on paper. Challenges in writing can encompass issues with spelling accuracy, grammar and punctuation, clarity, or organization of written expression.

Other difficulties may include producing legible penmanship, fine-motor skills, and a reluctance to write. If school-based instruction and interventions have not been successful in enhancing writing skills, it's a significant indicator.

Negative self-thoughts such as “I am not smart” or “I’m stupid” are common, often leading to learned helplessness, as these individuals may struggle regardless of their effort levels in writing.

When/Why Is This Evaluation Performed?

This evaluation is crucial to obtain necessary services and support, understand the individual’s learning profile and related needs, and acquire specific recommendations for growth. Each person is unique, and no two individuals with a writing disorder, or any other disability, are exactly alike. Therefore, a comprehensive assessment is instrumental in determining if the person has a learning-related need or diagnosis.

The concept of “neuroplasticity”, which refers to the brain's ability to form and strengthen neuronal connections, suggests that individuals with a disability in writing can typically make significant gains with appropriate interventions. A comprehensive assessment is pivotal in identifying the types of interventions required.

How Does the Evaluation Take Place? What Should I Expect? What Should I Expect After the Assessment?

The individual or parent can choose between a Psycho-Educational Assessment or a Pediatric Neuro-Cognitive (aka “School Neuro-Psych”) Evaluation.

In my role, I guide the decision-making process regarding the recommended type of evaluation. If the examinee is a child, I adhere to standard practices focusing on child safety.

I offer these assessments and other related services out of my professional office located in Roseville, California. As a Licensed Educational Psychologist in the State of California, my practice is dedicated to providing insightful and comprehensive assessments and services to support the educational and developmental needs of my clients.

Pediatric Neuro-Cognitive Assessment (aka “School Neuro-Psych Evaluation”)

As part of my services, I conduct Pediatric Neuro-Cognitive assessments, which are comprehensive and typically include about eight hours of testing. This process involves gathering information from parents, teachers, or therapists, often using rating scales and descriptions. In cases requiring additional testing, I'm prepared to extend the assessment time.

I employ the latest and best technologies in the field, including iPad-based testing, to ensure accuracy and efficiency. The selection of assessment tools is specifically tailored to address the unique referral questions presented.

When May a “School Neuro-Psych” Assessment Be Necessary or Helpful?

In my practice as a Licensed Educational Psychologist, I've found that a “School Neuro-Psych” assessment is particularly necessary and helpful for school-aged children, from kindergarten through 12th grade, as recommended by the American Board of School Neuro-Psychology.

This type of evaluation is more comprehensive than a psycho-educational assessment and is typically suited for more complex learning profile needs. It's particularly beneficial when there's a need to diagnose or rule out multiple conditions.

The reports generated from these assessments are usually longer than traditional ones and are formatted differently to process the extensive assessment results effectively.

This assessment is also crucial following a Traumatic Brain Injury and can be conducted periodically afterward for updates. It's recommended when more testing and analysis are needed than what a traditional psycho-educational assessment provides, especially to answer complex referral questions.

Like the psycho-educational assessment, it's also vital for understanding learning struggles, suspecting learning-related disabilities, obtaining diagnoses, ruling out conditions like Specific Learning Disorders, Autism, ADHD (including ADD), or Intellectual Disabilities, and securing testing accommodations in college or for board exams.

What Happens After a Pediatric Neuro-Cognitive (Aka “School Neuro-Psych”) Assessment?

Upon completing an assessment, I prepare a detailed report, which is sent via email and password-protected for confidentiality. This report is typically available 4-6 weeks after the assessment and includes testing scores, input from various stakeholders, insights from the examinee, and my observations.

The report comprises a summary section, a diagnostic impression, and personalized recommendations to meet the client's unique needs.

Additionally, I schedule a two-hour follow-up appointment to review the findings in depth and to answer any questions that may arise.

I adhere to high standards of child safety, ensuring the integrity of my services and the wellbeing of your children.

I offer these assessments and other related services out of my professional office located in Roseville, California. As a Licensed Educational Psychologist in the State of California, my practice is dedicated to providing insightful and comprehensive assessments and services to support the educational and developmental needs of my clients.

Psycho-Educational Evaluation

As a Licensed Educational Psychologist, I conduct comprehensive psycho-educational assessments, typically involving about six hours of testing. This includes gathering detailed information from parents, teachers, or therapists, often using rating scales and descriptions.

In cases where additional testing is required, I can extend the assessment duration accordingly. I utilize the latest and best technologies in the field, with many tests administered on iPads for efficiency and accuracy.

Most of the assessments I complete fall into this category, as they provide crucial information for diagnosing or ruling out learning-related conditions. The selection of assessment tools is carefully tailored to answer the specific referral question at hand.

When May a Psycho-Educational Assessment Be Necessary or Helpful?

In my professional experience, a psycho-educational assessment becomes necessary and helpful in several situations. It's particularly vital when trying to understand why an individual is struggling to learn despite having received adequate instruction and making a genuine effort. This is also the case when there's a suspected disability related to learning.

Through these assessments, I aim to diagnose or rule out specific conditions like Learning Disorders, Autism, ADHD (which includes ADD), or an Intellectual Disability. They also play a crucial role in obtaining necessary accommodations for testing in college or board exams, especially when there's a confirmed diagnosis and a demonstrated need based on the comprehensive assessment.

Importantly, these assessments are not age-restricted and can be conducted for individuals of nearly any age, depending on the nature of the disability being investigated.

What Happens After an Assessment?

Following the completion of an assessment, a detailed report is prepared and sent via email, protected with a password for confidentiality. This report, typically available 4-6 weeks after the assessment, includes testing scores, input from parents, teachers, or therapists, insights from the examinee, and my observations. It's structured to provide a comprehensive summary, a diagnostic impression, and personalized recommendations tailored to the client's unique needs.

Additionally, I schedule a one-hour follow-up appointment to discuss the key findings, recommendations, and address any questions that may arise.

During all evaluations, I adhere to the highest standards of child safety.

I offer these assessments and other related services out of my professional office located in Roseville, California. As a Licensed Educational Psychologist in the State of California, my practice is dedicated to providing insightful and comprehensive assessments and services to support the educational and developmental needs of my clients.

Intellectual Disability Assessment

An intellectual disability is typically diagnosed through the identification of low cognition and adaptive behaviors. In my practice, recommendations are specifically made to foster growth in skills and learning. Usually, a Psycho-Educational Assessment is the recommended approach for this type of assessment.

What Are The Warning Signs Of An Intellectual Disability?

Warning signs of an intellectual disability include severe impairment in learning various skills. This may manifest as a low understanding of discussed or taught material, low cognitive ability, and poor adaptive behavior skills.

Individuals may also struggle with learning routines, social skills, communication, independent living skills, personal care, and/or employment skills.

When/Why Is This Evaluation Performed?

This evaluation is essential to obtain necessary services and supports. It helps in understanding the individual’s learning profile and related needs. The assessment is also crucial for obtaining specific recommendations that can promote growth.

The concept of “neuroplasticity” – the brain's ability to form new connections and strengthen existing ones – underpins this approach. Because of neuroplasticity, individuals with a disability can typically make modest gains with the right interventions.

A comprehensive assessment is instrumental in identifying the types of interventions an individual may need.

How Does the Evaluation Take Place? What Should I Expect? What Should I Expect After the Assessment?

The individual or parent has the option to select either a Psycho-Educational Assessment or a Pediatric Neuro-Cognitive (aka “School Neuro-Psych”) Evaluation. In my role, I am able to guide the decision-making process regarding the type of evaluation recommended, upon request.

If the examinee is a child, I adhere to standard practices focused on child safety, detailed in this section on Child Safety.

I offer these assessments and other related services out of my professional office located in Roseville, California. As a Licensed Educational Psychologist in the State of California, my practice is dedicated to providing insightful and comprehensive assessments and services to support the educational and developmental needs of my clients.

ADHD Evaluation

To effectively “rule out” or diagnose Attention-Deficit Hyperactivity Disorder (ADHD), which includes its three subtypes, I recommend a comprehensive assessment as the best practice.

The first step in this assessment involves testing cognition, commonly referred to as “IQ”. This is followed by an assessment of attention, executive functions, and in some cases, other processing areas or academics, as necessary.

The use of rating scales and input from a parent, teacher, or therapist is crucial to understand how skills and challenges manifest in various settings.

Typically, I suggest a Psycho-Educational Assessment for this purpose. However, if there's a need to “rule out” multiple educationally-related conditions, a Pediatric Neuro-Cognitive Assessment might be more suitable.

What Are The Warning Signs Of ADHD?

Warning signs of ADHD include an inability to focus or concentrate compared to others of the same age or developmental level, and varying attention difficulties unique to each individual. Executive function challenges are also common, with symptoms differing from person to person.

Negative self-thoughts like “I am not smart” or “I’m stupid” are prevalent, often leading to learned helplessness as these individuals might find that their efforts do not translate into success, particularly in academic settings.

Additionally, some students with ADHD may start a new school year strongly but gradually find it challenging to keep up and fall behind.

When/Why Is This Evaluation Performed?

This evaluation is vital to obtain needed services and supports, understand the individual’s learning profile and related needs, and acquire specific recommendations for growth. Attention skills and executive functions play a significant role in this context.

The latter, referring to the brain’s frontal lobe functioning in harmony with learning processes, is crucial for consistent task completion. Executive function deficits, which can be identified through assessment, can be a major hindrance, despite the individual having the necessary skills.

It’s essential to remember that each person is unique, and no two people with ADHD, or any other disability, are exactly alike. Therefore, a comprehensive assessment is pivotal to determine if the person has a learning-related need or diagnosis.

“Neuroplasticity”, the brain's ability to form and strengthen neuronal connections, implies that people with ADHD/ADD can make significant gains with appropriate interventions. A comprehensive assessment can be instrumental in identifying the types of interventions required.

How Does the Evaluation Take Place? What Should I Expect? What Should I Expect After the Assessment?

The individual or parent can choose between a Psycho-Educational Assessment or a Pediatric Neuro-Cognitive (aka “School Neuro-Psych”) Evaluation. In my role, I guide the decision-making process regarding the recommended type of evaluation.

If the examinee is a child, I adhere to standard practices focusing on child safety, detailed in the section of this blog page dedicated to child safety.

I offer these assessments and other related services out of my professional office located in Roseville, California. As a Licensed Educational Psychologist in the State of California, my practice is dedicated to providing insightful and comprehensive assessments and services to support the educational and developmental needs of my clients.

Reading / “Dyslexia” Assessment

A comprehensive reading evaluation, often referred to as a “dyslexia” evaluation, begins with a cognitive (“IQ”) assessment in my practice. This is followed by assessments focused on reading and processing skills.

Essential underlying skills for reading are evaluated, including phonology (the ability to hear and manipulate sounds in words), orthography (memory of sequences of “irregular” letter patterns), and in some cases, attention and/or executive functioning.

Typically, I recommend a Psycho-Educational Assessment for this purpose, except when there's a need to “rule out” other educationally-related conditions as well. If multiple educational diagnoses need to be considered, a Pediatric Neuro-Cognitive Assessment might be more appropriate.

What Are The Warning Signs Of Dyslexia?

In cases of dyslexia, I often observe individuals struggling with reading, fluency, and spelling. There are other types of Specific Learning Disorders in reading that may not be dyslexia but result in limited reading skills and comprehension.

If school-based instruction and interventions have not been successful in building reading skills, it's a significant warning sign. Commonly, individuals with dyslexia have difficulty sounding out words (phonology) or remembering the sequence of letter patterns in irregular words (orthography).

Negative self-thoughts such as “I am not smart” or “I’m stupid” are common, often leading to learned helplessness, as these individuals may struggle regardless of their effort levels in reading.

When/Why Is This Evaluation Performed?

This evaluation is crucial to obtain necessary services and support, understand the individual’s learning profile and related needs, and acquire specific recommendations for growth. Each person is unique, and no two people with a Reading Disorder, such as dyslexia, or any other disability, are exactly alike. Therefore, a comprehensive assessment is instrumental in determining if the person has a learning-related need or diagnosis.

The concept of “neuroplasticity”, which refers to the brain's ability to form and strengthen neuronal connections, suggests that individuals with a disability in reading can typically make significant gains with appropriate interventions. A comprehensive assessment is pivotal in identifying the types of interventions required.

How Does the Evaluation Take Place? What Should I Expect? What Should I Expect After the Assessment?

The individual or parent can choose between a Psycho-Educational Assessment or a Pediatric Neuro-Cognitive (aka “School Neuro-Psych”) Evaluation. In my role, I guide the decision-making process regarding the recommended type of evaluation.

If the examinee is a child, I adhere to standard practices focusing on child safety, detailed in the section of this blog dedicated to child safety.

I offer these assessments and other related services out of my professional office located in Roseville, California. As a Licensed Educational Psychologist in the State of California, my practice is dedicated to providing insightful and comprehensive assessments and services to support the educational and developmental needs of my clients.

Autism Evaluation

An Autism evaluation in my practice includes assessments of cognition, social-emotional perceptions and skills, as well as adaptive behaviors. Although in some cases a doctor can diagnose Autism based on clear symptoms observed and input from a parent, I typically recommend a comprehensive assessment to obtain a clearer picture of the individual’s skills and needs.

Recommendations are then tailored to the individual’s unique learning profile and needs. For these evaluations, I generally suggest a Psycho-Educational Assessment, unless there's a need to “rule out” other educationally-related conditions. In such cases, a Pediatric Neuro-Cognitive Assessment might be more appropriate.

Autism Warning Signs

In my professional experience, warning signs of Autism include difficulty in social-emotional understanding and adaptive behaviors. The individual may struggle with awareness of emotions, perceptions of others, learning routines, attention, executive functions, reading comprehension, and/or writing.

Most people with Autism tend to be less social than their peers, though a small percentage might be “overly” sociable, lacking certain understandings that affect conversations and relationships.

When/Why Is This Evaluation Performed?

This evaluation is crucial to obtain necessary services and support, understand the individual’s learning profile and related needs, and acquire specific recommendations for growth.

Each person is unique, and no two individuals with Autism, or any other disability, are exactly alike. Therefore, a comprehensive assessment is instrumental in determining if the person has a learning-related need or diagnosis.

The concept of “neuroplasticity”, which refers to the brain's ability to form and strengthen neuronal connections, suggests that individuals with Autism can typically make significant gains with appropriate interventions. A comprehensive assessment is pivotal in identifying the types of interventions required.

How Does the Evaluation Take Place? What Should I Expect? What Should I Expect After the Assessment?

The individual or parent can choose between a Psycho-Educational Assessment or a Pediatric Neuro-Cognitive (aka “School Neuro-Psych”) Evaluation.

In my role, I guide the decision-making process regarding the recommended type of evaluation. If the examinee is a child, I adhere to standard practices focusing on child safety, detailed in the section of this blog dedicated to child safety.

I offer these assessments and other related services out of my professional office located in Roseville, California. As a Licensed Educational Psychologist in the State of California, my practice is dedicated to providing insightful and comprehensive assessments and services to support the educational and developmental needs of my clients.