LEARNING ASSESSMENTS. These assessments are used to provide an understanding of learning (including intellectual ability), as it applies to school, home or work environments.

  • INTELLECTUAL ABILITIES ASSESSMENTS: By assessing cognitive abilities (I.Q.), this type of assessment is often used for a school’s admission process when considering a child as a potential fit for a program or specialty school (e.g., Gifted, or Highly Gifted & Talented). This single assessment can also be conducted to provide a general understanding of how a child or adult processes and reasons with information. 
  • PSYCHO-EDUCATIONAL ASSESSMENTS: This type of evaluation utilizes assessments in cognitive areas (including intellectual ability, I.Q.) and academic achievement. By comparing potential to actual achievement (among other methods of analysis), information is gained regarding an individual's own learning style. This procedure is the foundation of what is often used for understanding learning difficulties (e.g., learning disabilities) as well as general preferences (i.e., strengths and weaknesses), which assists in seeking and providing an academic setting that best fits an individual's needs. If indicated, a diagnosis is provided along with accommodations to help support academic success.

Through a partnership with Front Range Educational Consulting, Birch Psychology can provide the above assessment services in collaboration with an educational consultant that will facilitate the process of school placement, and accommodations through advocacy and consultation. Learn more

SOCIAL/EMOTIONAL ASSESSMENTS. This type of assessment focuses on social & emotional dynamics that are important in understanding an individual’s growth and/or difficulties that may be present. It is often referred to as a personality assessment. The following social/emotional areas are assessed within our practice: 

  • EARLY CHILDHOOD RELATIONAL ASSESSMENTS. This type of assessment is used when considering the qualities of a relationship between young children/infants and their caretakers. 
  • AUTISM SPECTRUM DISORDER. Utilizing a comprehensive assessment (including the Autism Diagnostic Observation Schedule - 2nd ed. and Autism Diagnostic Interview) to assess for social, communication and behavioral challenges associated with Autism. 
  • GENERAL SOCIAL & EMOTIONAL ASSESSMENTS. Projective assessments are utilized in the service of understanding emotional regulation, self-esteem and social belongingness, among a host of other factors. 

FULL BATTERY ASSESSMENTS. This type of assessment provides a comprehensive understanding of a child or adult. This is done by utilizing both learning and social/emotional assessments, to help provide an understanding of dynamics that may relate to any of the following areas:

  • Giftedness Profile
  • Early Childhood Development
  • Attention Deficit and Hyperactivity Disorder
  • Executive Functioning
  • Learning Disabilities (i.e., Dyslexia, Dysgraphia, Dyscalculia)
  • Emotional/Mood Related Concerns
  • Disruptive Behavior Disorders
  • Social/Relationship Concerns
  • Autism Spectrum Disorders