Vic Rebman Ph.D.
Psycho-Educational Assessments....for ages 6 to 70

A psycho-educational assessment evaluates intellectual potential and achievement. A comprehensive assessment is the first step in diagnosing a learning disability, ADD (Attention Deficit Disorder), or a memory/processing deficit. Once a learning problem is accurately diagnosed, the appropriate remediation can begin. Did you know?...

Some Basic Facts:

  • The U.S. Department of Education estimates one in five adult Americans is functionally illiterate, and one leading cause of adult illiteracy is neurologically based learning disabilities.
  • The National Institute of Child Health and Human Development estimates 20% of elementary school children are at risk for learning failure.
  • The Learning Disability Association of America estimates 50% of children at risk for learning failure have neurologically based learning disabilities. Approximately 50% of children diagnosed with ADD and ADHD have some type of learning disability.
  • Learning disabilities can be remediated. The earlier the difficulty is recognized, the easier to remedy.
  • General Patton, Walt Disney, Winston Churchill, and Alexander Graham Bell are just a few influential individuals who achieved major success, despite having learning disabilities.
  • Learning disability assessments are offered through the public school systems, but the waiting list is often six months or more. I offer quality learning disability assessments with an average turnaround time of two to three weeks.

The Process: How We Do It

Rebman Consulting utilizes a four-step process:

Step I. A pre-assessment interview is completed prior to testing. If the testing is for a child, the parent and child complete the interview. During this interview, a thorough developmental, learning, and social history is completed. Relevant school records, coursework, and previous assessment data is reviewed.

Step II. The child/adult is scheduled for testing. Testing sessions range from two to four hours, depending on assessment needs, which are clarified in the pre-assessment interview.

Step III. A post-assessment interview involves a debriefing of the results (for a child, this is completed with the parent). It is at this time learning strengths and weaknesses are reviewed. Any specific diagnosis and recommendations are presented and specific remedial needs are reviewed.

Step IV. Formal copies of the test results, with interpretation and recommendations are provided to the individual, or to parents of the child, and at their consent, mailed to their referring physician. Test results, with consent, are also provided to appropriate remedial experts for use in appropriate treatment planning. Psychological testing provides a wealth of knowledge to parents and educators regarding the cognitive and emotional functioning.A sample of the knowledge gained includes:

Psychological testing provides a wealth of knowledge to parents and educators regarding the cognitive and emotional functioning.A sample of the knowledge gained includes:

  • Full Scale I.Q. (the overall efficiency of cognitive processing potential)
  • Verbal I.Q. (the efficiency of left-brain processing)
  • Performance I.Q. (the efficiency of right-brain processing)
  • Learning preference (visual, auditory, kinesthetic)
  • General knowledge of the world
  • Potential for abstract and conceptual thinking
  • Spatial reasoning
  • Visual attentiveness, sequential thinking, and logical thinking styles
  • Visual-motor coordination and development
  • Academic development (reading, spelling, mathematics, written communications, verbal comprehension)
  • Attention/concentration/working memory
  • Immediate vs. delayed memory
  • Memory to achievement
  • Rule out ADD, ADHD, dyslexia (LD—reading), dyscalculia (LD—mathematics), dysgraphia (LD—writing)


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