Ashleigh and Liz leverage their extensive experience as building-level School Psychologists to provide strategic and individualized evaluations. With a deep understanding of both state and federal special education policies and laws, they ensure all assessments comply with South Carolina's regulations. At PALS, we recognize that each individual has unique strengths and challenges, and we adapt our approach accordingly. Our evaluations are comprehensive and personalized, with the specific battery of tests selected based on the referral concern identified during a detailed developmental intake. This tailored approach ensures that the evaluation meets the specific needs of you or your child.

Utilizing a neuropsychological framework, our comprehensive evaluations aim to achieve a thorough understanding of an individual’s cognitive, academic, and social/emotional profile. The results of these assessments will highlight individual strengths and identify potential areas of weakness that may be affecting learning and overall functioning.  In addition to potentially leading to diagnoses, our comprehensive psycho-educational evaluations offer tailored recommendations and individualized instructional plans to support any identified deficits.  Results from our evaluations help to determine the presence of the following:

SPECIFIC LEARNING DISORDER

• Impairment in Reading (Dyslexia)

• Impairment in Writing (Dysgraphia)

• Impairment in Mathematics (Dyscalculia)

AUTISM SPECTRUM DISORDER

ATTENTION-DEFICIT/ HYPERACTIVITY DISORDER (ADHD)

INTELLECTUAL DISABILITIES

ANXIETY

DEPRESSION

GIFTEDNESS

WHO CAN BENEFIT FROM A PSYCHO-EDUCATIONAL EVALUATION?

• Children who have been delayed in reaching their developmental milestones.

• Children exhibiting difficulties acquiring reading, math and writing skills.

• Individuals with a history of, or who are currently experiencing, academic difficulties.

• Individuals experiencing difficulties with attention, focus, executive functioning, and organization.

• Individuals having difficulty with social communication and social connections.

• Children who are receiving early intervention services prior to enrolling in school.

• High School/College students applying for SAT/ACT/GRE, etc. accommodations.

• Those applying for admissions to private schools or seeking additional supports.

• Those seeking Independent Educational Evaluations.