
Services
Comprehensive Psychoeducational Evaluation
This is conducted for individuals who have never been tested or wish to obtain updated information/re-evaluation. A profile of strengths and weaknesses are determined, if applicable a diagnosis is made, and recommendations are provided. In addition to the comprehensive written report, a feedback is conducted with parents and/or the individual being tested. Further information may be found under Evaluation Process.
There are four main types of measures included in Dr. Eades’ psychoeducational battery:
Comprehensive Psychoeducational Evaluation
This is conducted for individuals who have never been tested or wish to obtain updated information/re-evaluation. A profile of strengths and weaknesses are determined, if applicable a diagnosis is made, and recommendations are provided. In addition to the comprehensive written report, a feedback is conducted with parents and/or the individual being tested. Further information may be found under Evaluation Process.
There are four main types of measures included in Dr. Eades’ psychoeducational battery:
- Intellectual/Cognitive: Several domains of intellect are evaluated, including verbal, nonverbal, working memory, and processing abilities. Dr. Eades uses the Weschler scales (i.e., WISC-V and WAIS-IV).
- Academic: A core battery including multiple measures of reading, writing, and math are administered from the WJ-IV Tests of Achievement. Depending on the referral question and performance on the core battery, other measures may include WJ-IV Tests of Oral Language, GORT-V, CTOPP-2, GSRT, TOWL-2, CVLT-C, Berry VMI, and/or select subtests from WIAT-IV, FAM, and FAR. For high school, college, and graduate degree students, the Nelson-Denny Reading Test and/or the SATA also are administered.
- Social/Emotional: Self, parent, and/or teacher BASC rating scales are completed to screen for social/emotional concerns. Additional self and/or parent rating scales evaluating executive functioning, attention problems, anxiety, and depression also may be included.
- Attention: Attention abilities are considered by Dr. Eades to be on continuum, and for most individuals who are assessed, it is warranted to rule out if an attention problem is contributing to challenges. In addition to observations during testing, the IVA-2 CPT may be administered, which evaluates visual and auditory attention and response control function.

Intellectual Evaluation with Written Report or Scores Only
A parent may desire an evaluation of a child’s intellect to see how their child learns best to better understand their strengths and weaknesses so that they may optimize educational opportunities in the future. Diagnoses are not assigned and may not be implied based only on an evaluation of intellect. Occasionally, for private school admission, scores from an intellectual assessment (e.g., WISC-V) are only required. A feedback regarding results in not included with these services but may be arranged.
Progress Monitoring
Assuming baseline data in available, ongoing monitoring of progress in an academic area (e.g., reading) may be conducted. After beginning a trial of medication or a change in medication protocol, reevaluation using a computerized test of sustained attention may provide useful information regarding effectiveness.
A parent may desire an evaluation of a child’s intellect to see how their child learns best to better understand their strengths and weaknesses so that they may optimize educational opportunities in the future. Diagnoses are not assigned and may not be implied based only on an evaluation of intellect. Occasionally, for private school admission, scores from an intellectual assessment (e.g., WISC-V) are only required. A feedback regarding results in not included with these services but may be arranged.
Progress Monitoring
Assuming baseline data in available, ongoing monitoring of progress in an academic area (e.g., reading) may be conducted. After beginning a trial of medication or a change in medication protocol, reevaluation using a computerized test of sustained attention may provide useful information regarding effectiveness.

School Observation / Attendance at a School Meeting
Teachers usually provide sufficient information, but if needed, a classroom observation can be arranged. Classroom observations are typically only conducted with elementary age children. This must be scheduled prior to evaluation so that the child does not recognize Dr. Eades. When requested, Dr. Eades also will attend school meetings. (Ample notice is needed in advance for a classroom observation or to attend a school meeting.)
Teachers usually provide sufficient information, but if needed, a classroom observation can be arranged. Classroom observations are typically only conducted with elementary age children. This must be scheduled prior to evaluation so that the child does not recognize Dr. Eades. When requested, Dr. Eades also will attend school meetings. (Ample notice is needed in advance for a classroom observation or to attend a school meeting.)
Counseling / Therapy
Dr. Eades serves a very small number of therapy clients. Issues discussed tend relate to improving coping mechanisms and managing symptoms of anxiety or problems arising from an attention disorder.
Dr. Eades serves a very small number of therapy clients. Issues discussed tend relate to improving coping mechanisms and managing symptoms of anxiety or problems arising from an attention disorder.
Consultation Only
Consultations are requested for multiple reasons. After an evaluation some families desire ongoing support to implement recommendations in the home environment. If uncertain regarding the testing process, a consultation may also be sought to more specifically discuss the process and a child’s needs. Occasionally a second opinion is desired, and Dr. Eades will review previous testing with a family. Other families are seeking recommendations for appropriate school placement.