PSYCHOEDUCATIONAL/EDUCATIONAL/ACADEMIC EVALUATIONS
(Used when the question is primarily educational.)

Full Psychoeducational Evaluation: This includes an IQ and Achievement battery with AD/HD testing to assess for the possibilities of AD/HD and/or learning disabilities, combined with clinical interviewing to rule out the influence of depression, anxiety, and other mental health conditions on educational abilities and performance.  A complete history is also taken to identify any possible medical conditions that might be affecting educational abilities and performance. Collateral contacts will also be interviewed, such as teachers. A school observation of the child or school visit with teachers and/or school counselors may be helpful in some cases. Resulting report meets all NC state requirements, should report be used within educational institutions to qualify the client for any special services. If you suspect AD/HD or ‘ADD’, this evaluation is used to test for AD/HD and determine a diagnosis of Attention-Deficit/Hyperactivity Disorder, all types (hyperactive, inattentive, or combined).

IQ & Achievement Battery / LD Screening / Gifted Screening: This includes an IQ test and Achievement test, which will provide in-depth information on several factors of intelligence (such as factual knowledge, short-term memory, abstract reasoning, visual-spatial abilities, and common sense), academic strengths and weaknesses, mastery of specific subjects, and the likely presence of a learning disability. Collateral contacts may also be interviewed, such as teachers. A school observation of the child or school visit with teachers and/or school counselors may be helpful in some cases.

IQ Testing only: This includes the Wechsler Intelligence Test IV, the standard in assessing IQ, which will provide in-depth information on several factors of intelligence (such as factual knowledge, short-term memory, abstract reasoning, visual-spatial abilities, and common sense), and on academic strengths and weaknesses. The results are also used by some educational programs as one component utilized in determining the “gifted” label. At the other end of the spectrum, the results can also identify mental retardation. **We also have the Universal Nonverbal  IQ Test, which can be used with children who do not speak English well, or are deaf or mute.**

Achievement Testing only: This includes the Woodcock Johnson III (WJ-III), the standard in assessing academic achievement, which will provide in-depth information on a child’s mastery of specific subjects and on academic strengths and weaknesses.

Readiness for Kindergarten: To determine readiness for early entry into Kindergarten. (click here for in-depth information on kindergarten readiness to include determining if your child is ready for early entry to kindergarten, the process in NC for early entry to kindergarten to include links to NC school district guidelines, and tips for preparing your child for kindergarten readiness testing.)

Comprehensive Assessment of Functioning (School Success Screening): A quick and affordable screening tool; in just 45-60 minutes screen for red flags and strengths in all major areas: cognitive/academic, emotional, social, and developmental.

PSYCHOLOGICAL EVALUATIONS
(Used when the question is primarily one of mental health.)

Full Psychological Evaluation: This includes cognitive, emotional and personality testing, and provides in-depth information on an individual’s functioning in all three of these areas. It is useful to help understand what a person is thinking and feeling, their underlying personality structure, cognitive strengths and limitations, coping skills or areas of weakness in coping, and why a person behaves as he or she does. In clinically complex cases and/or cases in which it is hard for a person to get in touch with or articulate what the problem is he or she is experiencing, a full psychological evaluation can be an invaluable resource for providing diagnostic clarification and treatment recommendations.

Abbreviated Psychological Evaluation: This includes emotional and personality testing, and provides in-depth information on an individual’s functioning in both of these areas. It is useful to help understand what a person is thinking and feeling, their underlying personality structure, coping skills or areas of weakness in coping, and why a person behaves as he or she does. If previous cognitive testing exists, or if it seems fairly certain that cognitive issues do not bear on the case, an abbreviated psychological evaluation can be an invaluable resource for providing diagnostic clarification and treatment recommendations.

MMPI only: The most widely used and widely researched test of adult and adolescent psychopathology. A self-report measure used to screen for clinical and psychosocial disorders. Questions on the MMPI are designed to evaluate the thoughts, emotions, attitudes, and behavioral traits that comprise personality. The results of the test reflect an individual’s personality strengths and weaknesses. Can be a helpful adjunct to treatment planning in therapy.

Adoption Readiness: Includes a clinical interview covering information of childhood, employment, mental health history and current functioning, substance abuse history, legal history, and understanding of adoption. Also includes administration of the MMPI-2 which is the most widely used and widely researched test of adult psychopathology. Includes a report and feedback session. (If your agency requires only a clinical interview or only a MMPI we are happy to do just that, as well as if they require a more comprehensive psychological evaluation; our battery is based on what we typically see agencies request.)

Bariatric Evaluation: Includes an in-depth clinical interview covering medical, psychological, and substance abuse history, and family dynamics and patterns of health, food, weight and exercise, as well as attitudes and behaviors concerning eating, weight and shape. Also includes the Psychodiagnostic Screening Questionnaire (PDSQ) which screens for mental health and substance abuse disorders. This information is useful to help understand what a person is thinking and feeling and coping skills or areas of weakness in coping. A follow-up interview may be required based on PDSQ results.

Other psychological testing: In some instances, a single or minimum number of tests, such as one personality test, or depression and anxiety screens, may be quite useful in clarifying the diagnosis and thus aiding in treatment planning. Many of these tests are fairly brief.

FULL BATTERY (Combined full psychoed and full psychological)
(Used when there are combined concerns/possibilities of educational and mental health issues.)

Full Battery: This is the most comprehensive of testing, which combines a full psychological, a full psychoeducational, and a substance abuse evaluation. Testing can rule-out all possible cognitive/educational issues, all possible mental health concerns, and substance abuse.

NEUROPSYCHOLOGICAL EXECUTIVE FUNCTIONING EVALUATIONS
(Used when the question is primarily one of executive functioning.)

SUBSTANCE ABUSE EVALUATIONS
(Used when the question is primarily one of substance abuse.)

Juvenile Substance Abuse Evaluation: Clinical interview, SCID, and parent interview to determine or rule out any substance-related diagnosis and risk for future use. Gives clarity about whether substances are part of the child’s difficulties, and recommendations for level of treatment necessary to address any substance abuse. For families in crisis when they get to the point of requesting this, can be done in one session (~ 2½ hours) with focus on providing verbal guidance regarding treatment needs at the end of session. Can also include review of past records or more lengthy report if required by court or school.

Adult Substance Abuse Evaluation: Clinical interview and SCID to determine or rule out any substance-related diagnosis, risk for future use, and give treatment recommendations. Can be used by individuals to gain clarity on their substance abuse, or can be used if a substance abuse evaluation has been court-ordered or is being required by your employer or school. Results in verbal recommendations as well as any letter/report of results needed. Can also include review of past records or more lengthy report if required by court, employer or school.

EATING DISORDER EVALUATIONS
(Used when the question is primarily one of eating issues.)

Comprehensive Eating Disorder Assessment: Includes an in-depth clinical interview covering medical, psychological, and substance abuse history, as well as family dynamics and patterns of health, food, weight and exercise. Also involves specific eating disorder and body image testing, which provides information about eating disorder risk, interpersonal problems, emotion regulation, ineffectiveness, dissociation, as well as attitudes and behaviors concerning eating, weight and shape. Emotional and personality testing is completed and provides in-depth information on an individual’s functioning in both of these areas, and is useful to help understand what a person is thinking and feeling, their underlying personality structure, and coping skills or areas of weakness in coping. A comprehensive eating disorder assessment is essential for a full understanding of the problem, severity, and psychological and medical complications a person with disordered eating may experience. (May include: Eating Disorder and Substance Abuse Clinical Interview, MMPI, EDI-3, EAT-26, and/or AUDIT.)

Eating Disorder and Substance Abuse Assessment: Provides in-depth information regarding disordered attitudes and behaviors regarding food as well as history and current use of substances. Includes an in-depth clinical interview covering medical, psychological, and substance abuse history, as well as family dynamics and patterns of health, food, weight and exercise. Also involves specific eating disorder and body image testing, which provides information about eating disorder risk, interpersonal problems, emotion regulation, ineffectiveness, dissociation, as well as attitudes and behaviors concerning eating, weight and shape. Includes specific substance use testing which provides diagnostic information about substance abuse. This assessment is very helpful when an individual is struggling with both areas and would like a more complete picture of his or her patterns of behavior and recommendations for treatment. (May include: Eating Disorder and Substance Abuse Clinical Interview, EDI-3, EAT-26, and/or AUDIT.)

Brief Eating Disorder Assessment: Includes an in-depth clinical interview covering medical and psychological history, as well as family dynamics and patterns of health, food, weight and exercise. Also involves specific eating disorder and body image testing, which provides information about eating disorder risk, interpersonal problems, emotion regulation, ineffectiveness, dissociation, as well as attitudes and behaviors concerning eating, weight and shape. (May include: Eating Disorder Clinical Interview, EDI-3, and/or EAT-26.)

Eating Disorder Risk Assessment: An eating disorder risk assessment is a helpful tool in determining if an individual is at risk for an eating disorder, and what dynamics may contribute to the development or prevention of a disorder. It also involves specific eating disorder and body image testing, which provides information about eating disorder risk, interpersonal problems, emotion regulation, ineffectiveness, as well as attitudes and behaviors concerning eating, weight and shape. Includes an in-depth clinical interview covering medical and psychological history, as well as family dynamics and patterns of health, food, weight and exercise. (May include: Eating Disorder Clinical Interview and/or EAT-26.)

CAREER ASSESSMENTS
(Used when the question is primarily one of career planning/change concerns.)

FORENSIC EVALUATIONS
(Used when the question is primarily one of court matters.)

We are a comprehensive forensic testing facility offering the full range of evaluations used in domestic, civil and criminal cases. Several of our clinical psychologists are also forensic psychologists who have been qualified as expert witnesses in court. Please click the link for in-depth information on our FORENSIC EVALUATION SERVICES.

AT LEPAGE ASSOCIATES, WE HAVE ASSEMBLED A HIGHLY QUALIFIED
ASSESSMENT TEAM OF CLINICAL PSYCHOLOGISTS:

Dr. Nicole Imbraguglio: Extensive experience in conducting psychoeducational evaluations across the academic spectrum, to include evaluating for LD and AD/HD as well as gifted children. Also experienced in comprehensive psychological and behavioral assessments to aid in differential diagnosis, treatment recommendations, and determinations of adoption readiness. Has worked in a variety of settings including outpatient clinics, inpatient facilities, an emergency walk-in center, trauma clinics, college counseling centers, elementary and middle schools, and hospitals.

Dr. Katy Sampson: Specialist providing psychological, psychoeducational, substance abuse, trauma, and eating disorder assessments. Dr. Sampson has experience conducting both psychoeducational and psychodiagnostic testing with children and adolescents for screening and diagnosis of the following: attention-deficit/hyperactivity difficulties, learning problems, pervasive developmental disorders, mood disorders, trauma reactions, and anxiety issues. Dr. Sampson can also include assessment of the family as a way to more fully understand the child or adolescent in context and to more effectively assist the family in identifying areas of strength and areas for improvement. Dr. Sampson also has also conducted psychological testing with adults to address issues related to substance abuse, personality issues, mood and anxiety disorders, intelligence, and parenting concerns. Because accurate diagnosis is so critical, Dr. Sampson has received extensive and comprehensive training in diagnostic clarification, differential diagnoses, and complex comorbid diagnoses.

Dr. Molly Parks: Extensive experience conducting evaluations with both children and adults with complex clinical diagnoses in a variety of clinical settings. Dr. Parks has worked in the field of childhood speech and language pathology as well thus offers a uniquely informed attention to the more holistic needs of children struggling across multiple arenas in academic and school-based settings. Psychological testing experience includes assessing a wide range of behavioral and pathology-based issues, as well as conducting trauma evaluations for children to assess the effects of, and recommend treatment for, traumatic stress. Experience conducting both psychological and educational assessment with all ages. Educational testing experience includes assessing LD, AD/HD, and testing for giftedness.

Dr. Gina LaFrazza: Specialist providing psychological, psychoeducational, and diagnostic assessments of both children and adults of all ages. Dr. LaFrazza’s additional background in educational psychology helps to inform her clinical work in psychoeducational assessment, where her experiences include assessing for learning disorders, pervasive developmental disorders, AD/HD, and giftedness. She has worked in a variety of settings including outpatient treatment centers, college counseling centers, and acute care inpatient hospitals. Because accurate diagnosis is so critical, Dr. LaFrazza has received extensive and comprehensive training in diagnostic clarification, differential diagnoses, and complex comorbid diagnoses. Dr. LaFrazza has experience assessing for mood and anxiety disturbances, trauma, substance abuse and dependence, eating disorders, and personality issues.

Dr. Ashley Freeman: Extensive experience conducting comprehensive psychoeducational, psychological, and substance abuse evaluations assessing emotional/personality functioning as well as cognition, intelligence, and memory which includes testing for AD/HD (‘ADD’) as well as for learning disorders. Skilled at diagnostic interviewing with children, teens, adults, and elderly, writing integrated assessments reports for all age groups, and conducting feedback sessions with clients to present the results of the testing. Has completed numerous emotional/personality test batteries for the purpose of diagnosis as well as treatment planning. Experience assessing intelligence, memory, achievement, developmental issues, learning issues, and attentional problems with community members, students, and veterans, with clients ranging in age from five to 89. As is necessary with children and teens, includes the parents, and may include siblings, current and past teachers, and sometimes even friends in the information gathering process. After the evaluation is completed, will meet with the parents and their child/teen to discuss the results and to share recommendations for treatment which may include helpful changes the child/teen could implement, suggestions for teachers, recommendations for therapy, parenting strategies, and book suggestions. With a background in career counseling, Dr. Freeman also has experience using various vocational assessment tools to help clients with a variety of issues including a broad range from students struggling to pick a major or wanting to change majors to seasoned professionals exploring career identity and making a career change. Dr. Freeman’s clients often report that they enjoy her non-judgmental nature, warmth, and genuineness as it creates a comfortable atmosphere for psychological evaluations.

Colette Segalla: A former educator with substantial training and experience testing children for possible Learning Disabilities (LD) and Attention-Deficit/Hyperactivity Disorder (AD/HD, ‘ADD’) in both traditional academic settings as well as in Montessori schools. Extensive experience assessing and working with delinquent behavior in adolescents. Colette is also experienced in full psychological testing for children, adolescents and adults to assess possible mental health disorders, maladjustment, or difficult behavior.

Dr. Janet Savia: Health psychology specialist with experience in conducting behavioral/psychological evaluations with chronically ill patients. Specifically Dr. Savia has experience in evaluating readiness for surgery and evaluating those candidates under consideration for organ transplant. She is an excellent resource for health care professionals to assess for psychosocial factors that may support or interfere with a chronically ill patient’s course of medical treatment. In addition, Dr. Savia provides general psychological and psychoeducational evaluations for all ages.

Dr. Rhonda Karg: In-depth knowledge and experience in substance abuse assessment. In addition to her clinical work in substance abuse assessment, Dr. Karg continues to work as a national and international researcher, studying the usefulness of various substance abuse assessment instruments and treatment programs / interventions.

Dr. Tina Lepage: Several years experience doing psychological, substance abuse, custody, and juvenile forensic evaluations for the schools, courts, community centers, and in private practice settings. Dissertation on custody evaluations. Expertise in diagnostic clarification in clinically complex cases in which there has been over-diagnosis, misdiagnosis, or an inability to diagnose. A Certified Juvenile Forensic Evaluator, trained by the University of Virginia Institute of Law, Psychiatry, and Public Policy, one of the premier nationally recognized training institutes for forensics.

Dr. Colleen Hamilton: Child specialist with in-depth experience assessing children of all ages; through direct observation and/or parent descriptions of very young children, and testing with preschool children and older, assesses children ages birth through 18. Dr. Hamilton is one of few child psychologists specialized in the birth to preschool years as well as K-12 children. Extensive experience conducting trauma assessments, comprehensive psychological and behavioral assessments, and educational evaluations across the academic spectrum to include evaluating for LD and AD/HD as well as gifted children. Also experienced in adult trauma assessments and psychological testing for adults.

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