All Kinds of Minds > Resources

1. Do your homework! Before having an evaluation performed, make sure you have acquired some knowledge of learning differences yourself, so that you will be in a better position to evaluate the evaluation. You might consider reading my book, A Mind at a Time, (Simon and Schuster 2002) or else some other text that covers the whole range of differences in learning. Become an informed and slightly skeptical consumer of evaluations.

2. Have some hunches. After reading up on the issues, decide what you think are the most likely possibilities (e.g., "I think Susan may be having some problems with her memory and with attention.)

3. Ask very specific questions of the evaluator(s). Don't just go on a diagnostic "fishing expedition" (i.e., "what's wrong with my kid?"). Inquire about any strong possibilities you can think of (e.g., "Have you made sure my child does not have problems interpreting language? What's your evidence that she does not have this kind of problem?).

4. Try to have your child evaluated by a team of professionals, if that is possible. A single clinician may not be able to cover the wide range of issues and may have some strong biases. A team might include a physician, a child psychologist, and an educational diagnostician (sometimes called a psychoeducational specialist). Also, avoid conflicts of interest. Sometimes a school evaluating one of its own students may have trouble being objective about her needs. Additionally, be a somewhat cautious consumer whenever an evaluator recommends a treatment he provides (i.e., sells).

5. Note the difference between an assessment to determine if a child is eligible for services in school and a true thorough evaluation of a student's strengths and weaknesses. An assessment for eligibility doesn't purport to pinpoint a child's dysfunctions and strengths. A thorough evaluation is supposed to do so.

6. Ask for more than just a label (like "ADD or "LD") for your child. In fact, it is best to receive no label at all but instead to come away with an accurate description of his or her profile of strengths and weaknesses, along with any emotional or other factors that could be influencing performance.

7. A prompt and thorough written report of findings and recommendations should be sent only to the parents. You can take it to the school. Insist on obtaining a list of practical suggestions for what needs to take place in school and the kinds of help you should be providing at home. There should not merely be a recommendation for medication or special education or tutoring. Management suggestions should focus on the cultivation of a child's strengths and special interests as well as any dysfunctions and behavioral issues.

8. Every struggling student needs demystification. The person assessing a student should take time to explain to that kid exactly what his strengths and weaknesses are, using language that the student can process and think about. A student needs to learn the specific terms for the things he needs to be working on. After all, you can't work well on improving a particular ability or mind function if you don't know what to call it! The demystification should be optimistic and not at all "preachy" in its tone. A child should feel upbeat and motivated following an evaluation.

9. A diagnostician should be more than a giver of tests. There are many important learning issues (such as organizational problems, trouble using strategies or difficulty with certain kinds of memory) for which there are no good tests. An evaluator needs to take a careful history, interview the child and the parent, and closely examine samples of work, along with test results, to detect any of the many hidden but highly significant dysfunctions.

10. Whoever evaluates a child should be willing and able to provide excellent follow-up services, seeing the child back on a regular basis to monitor progress, provide advocacy, and offer ongoing suggestions for management.

Best of luck to you. Most importantly, don’t ever give up on your child or allow her or him to give up. So many struggling kids grow into remarkably productive and gratified adults, especially if we offer them the understanding, support, respect, and love they so desperately need during a tough era in their lives.