Gifted Testing
The Gifted Program is an accelerated educational program for students who meet established eligibility requirements.
Under the standard eligibility criteria, commonly referred to as Plan A, students in Palm Beach and Broward counties must obtain an IQ score of at least 130, which falls at approximately the 98th percentile. A teacher checklist is also required to determine whether the student demonstrates characteristics associated with giftedness, such as creativity, leadership, motivation, and intellectual curiosity. The checklist must be completed by a Florida-certified elementary school teacher who has worked with the student for at least six weeks. Different eligibility criteria apply to students who qualify for consideration under Plan B.
Gifted testing is usually completed in one session. After scoring and reviewing the results, Dr. Elman will call the parent that same day to discuss the child’s performance. With parental permission, she may contact the child’s current teacher to learn more about the child’s academic performance, classroom behavior, motivation, and learning needs.
Many factors can affect a child’s performance during an evaluation, including attention, motivation, anxiety, fatigue, and comfort with the testing situation. Occasionally, a child may have an “off day” and may not fully demonstrate their abilities. Information from the child’s teacher can provide valuable context and help Dr. Elman determine whether additional assessment would be beneficial.
Learning Disabilities
Learning disabilities are neurologically based differences that significantly affect a person’s ability to acquire or use skills in a particular area. The most common learning disabilities involve reading, written expression, mathematics, and language. A learning disability does not indicate limited intellectual ability or a lack of motivation.
Many individuals with learning disabilities have average or above-average intellectual abilities. A student may be intellectually gifted and have a learning disability, sometimes referred to as being twice-exceptional. Students with learning disabilities may process information differently and benefit from specialized instruction, targeted interventions, and appropriate accommodations.
Dr. Elman conducts comprehensive psychoeducational evaluations to determine whether a learning disability is present and how it may be affecting a student’s academic performance. The evaluation provides information about the student’s pattern of strengths and weaknesses and how the student learns most effectively. Parents, teachers, and students can use this information to select strategies, interventions, and accommodations that support the student’s educational progress.
Each psychoeducational evaluation is tailored to the student’s individual needs and takes place over multiple days. Dr. Elman begins by meeting with the parents to obtain a detailed developmental, educational, and medical history and to discuss the current concerns. The evaluation may include a school observation and interviews with the student’s teachers.
Dr. Elman then meets with the student to assess a broad range of functioning, including intellectual ability, academic achievement across subject areas, social-emotional functioning, attention, executive functioning, auditory processing, phonological awareness, short-term and working memory, long-term retrieval, fluid and abstract reasoning, visual-spatial abilities, sensorimotor functioning, and visual-motor coordination.
After completing the evaluation, Dr. Elman prepares a comprehensive written report explaining the results and providing recommendations. Once the parents have reviewed the report and had an opportunity to formulate questions, Dr. Elman meets with them to discuss the findings and recommendations.
Dr. Elman offers to meet with school personnel, such as the student’s teachers, school psychologist, and Exceptional Student Education coordinator, to explain the results and recommendations and assist with educational planning. Some schools do not permit outside evaluators to participate in these meetings. When participation is permitted, Dr. Elman can assist the school team as it considers the student’s eligibility for an Individualized Education Program (IEP), a Section 504 Plan, or other school-based services and supports. The school team is responsible for making formal eligibility and educational planning decisions.
ADHD
Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects children, adolescents, and adults. ADHD may present predominantly with inattentive symptoms, predominantly with hyperactive and impulsive symptoms, or with a combination of both.
Symptoms may include difficulty sustaining attention, following through with instructions, organizing tasks, remembering daily responsibilities, waiting for one’s turn, or controlling impulsive responses. Some individuals may appear excessively restless or frequently interrupt others. The nature and severity of the symptoms can vary considerably from one person to another and may change with age.
A comprehensive evaluation can help determine whether a child’s difficulties are consistent with ADHD. There is no single test that can independently diagnose ADHD. The evaluation must consider information from several sources and examine whether the symptoms occur in more than one setting and interfere with the child’s functioning.
It is equally important to consider other factors that may cause or contribute to behaviors resembling ADHD. Learning difficulties, anxiety, depression, sleep problems, medical conditions, and situational stress can affect attention, behavior, and academic performance. For example, a student with an underlying difficulty in mathematics may appear inattentive or disruptive during math class because the work is frustrating or exceeds the student’s current skill level.
A child may have ADHD along with another learning, emotional, or developmental disorder. A comprehensive assessment can identify the full range of concerns and provide information about the child’s learning profile, strengths, and needs. This information can guide treatment, educational interventions, and recommendations for accommodations.
The evaluation takes place over multiple days and begins with a detailed history and discussion of the current concerns. Dr. Elman may observe the child at school and interview the child’s teachers. Information from different settings is especially valuable because children may behave differently at home, at school, and in the examiner’s office.
Dr. Elman assesses a broad range of functioning, including intellectual ability, academic achievement across subject areas, social-emotional functioning, attention, executive functioning, auditory processing, phonological awareness, short-term and working memory, long-term retrieval, fluid and abstract reasoning, visual-spatial abilities, sensorimotor functioning, and visual-motor coordination. She may administer a computerized continuous performance test to gather additional information about the child’s sustained attention and control of impulsive responses. The results of this measure are interpreted together with the child’s history, behavioral observations, rating scales, academic performance, and information provided by parents and teachers.
After completing the evaluation, Dr. Elman prepares a comprehensive written report explaining the results and recommendations. She meets with the parents after they have reviewed the report to discuss the findings and recommendations and answer their questions.
Dr. Elman offers to consult with school personnel regarding appropriate interventions, accommodations, and services. Some schools do not permit outside evaluators to attend educational planning meetings. When participation is permitted, Dr. Elman can explain the findings and assist the school team as it considers whether the student may be eligible for an IEP, a Section 504 Plan, or other forms of support.
SAT, ACT, AP, IB, AICE, and Other Testing Accommodations
Students with documented disabilities may be eligible for accommodations on the SAT, ACT, Advanced Placement (AP), International Baccalaureate (IB), and Cambridge Advanced International Certificate of Education (AICE) examinations. Accommodations may include extended testing time, additional or longer breaks, testing in a reduced-distraction setting, or other supports related to the student’s documented needs.
Accommodations may be available to students who have an Individualized Education Program (IEP) or Section 504 Plan, as well as students with a documented history of learning, attentional, medical, or psychological difficulties. A history of receiving accommodations at school can support a request, but it does not automatically guarantee approval by a testing organization.
Dr. Elman conducts comprehensive evaluations that can provide documentation in support of a request for testing accommodations. The evaluation describes the nature of the student’s disability, its effect on academic and testing performance, and the relationship between the documented limitations and the accommodations being requested.
Documentation requirements vary by testing organization, disability, requested accommodation, and the student’s educational history. Although current information is generally required, there is no universal rule requiring every student to undergo a new comprehensive evaluation within three years of submitting an application. Families should review the current documentation policies of the applicable testing organization.
Testing accommodations may be available for graduate and professional examinations, including the LSAT, MCAT, GRE, GMAT, and Bar Examination. Each testing organization establishes its own eligibility and documentation requirements and makes the final decision regarding approval.