What We Do

Comprehensive Assessments of Individual Learning Profiles

Our assessments are conducted by a team of Yale faculty clinicians and typically include:

Step 1

  • A thorough review and synthesis of existing records. These records may include testing results and IEPs (Individualized Education Programs) from the school, reports from other professionals who have evaluated your child, and pertinent educational and/or medical records.
  • An initial parent/guardian meeting lasting approximately two hours. At this meeting we will discuss our impressions from the record review and will obtain a more detailed description of your child's strengths and areas of concerns.
  • An individualized assessment plan will be created, if deemed appropriate. In some cases, the evaluation process may terminate at this point, if all parties agree that additional testing is not necessary or should be deferred.

Step 2

  • Individual evaluation of your child will occur over several appointment days. We will make every effort to schedule sessions in such a way that your child's best performance is obtained.
  • We may find it desirable to speak directly with your child's teacher(s), to other professionals who have evaluated or work with your child, and/or to perform a classroom observation.
  • The purpose of each of these diagnostic activities is to develop a comprehensive case portfolio of your child's strengths and areas of need that will help us to develop an effective academic intervention program.

Step 3

  • A one to two hour feedback meeting. At this final meeting, you will receive a draft report that will summarize our impressions and will present our provisional recommendations. For older children, a separate feedback session may be scheduled to engage your child directly in the planning process.

Step 4

  • A final comprehensive psychoeducational report will be mailed to you within four weeks of this meeting that will incorporate all of the information we have collected and analyzed, including perspectives obtained during the feedback meeting itself.
  • As part of this report, we will provide specific recommendations for treatment goals, treatment approaches, and/or additional support services that we feel are most appropriate. Put simply, our goal is not merely to test but to prepare an academic action plan that we feel is in the best interest of your child.

Response-To-Intervention Based Academic Skill Development Services

In addition to the assessment services already offered, the Yale Academic Skills Clinic now offers the following skill development services:

Step 4

  • Study and Organizational Skills / Executive Function
  • Reading Decoding and Spelling
  • Reading Comprehension
  • Writing Mechanics, Content Development, and Organization

The Faculty at the Yale Academic Skills Clinic recognizes the individual needs of each student and work collaboratively with individuals, families, and schools to support each student in developing greater independence in his or her academic work.

Step 1

  • Academic Skill Development Services begin with an initial consultation and information gathering session to fully understand the student's current set of skills; how he or she learns, and areas of strength and weakness.

Step 2

  • We individualize our services to meet the needs of each student and capitalize on areas of strength while developing skills to compensate for areas of weakness. Typically, we plan an initial 12 week intervention program with additional 6 week "extension" blocks added as necessary.
  • On-going progress monitoring tracks the student's growth of independent skills. Progress is tracked using session-by-session monitoring as well as a periodic (every 6 weeks) more thorough evaluation.

Step 3

  • A follow-up assessment to determine academic progress.

Step 4

  • A report including progress-monitoring data, current level of achievement, and recommendations based on the intervention will be provided to the family.