A psychoeducational evaluation is the process of using a combination of different tests, interviews, observations, and background information to help determine an individual’s preferred learning style, learning potential, and strengths and weaknesses. It is helpful when a student is struggling academically to help determine the nature of their difficulty in such areas as reading, writing, arithmetic, memory, attention, organization, time management, executive functions, processing speed, or learning new information. The evaluation is tailored to address the individual student’s learning challenges by uncovering the barriers to achieving their academic potential.

Difficulty learning and using acquired academic skills that negatively impact academic or work performance, specifically regarding: 

Learning challenges and behavioral/emotional issues can be complex, and have many components that may impact the ability to acquire and apply knowledge. Information about how a student learns, and what their strengths and weaknesses are, will guide the development of the best treatment and intervention strategies.  

The results from psychoeducational testing can help save time by avoiding ineffective interventions and costly tutoring programs, and help develop – when and where appropriate, and as allowed by the Individuals with Disabilities Education Act (IDEA) – recommendations about teaching approaches, remediation, accommodations, interventions, and compensatory techniques to increase a student’s ability to achieve to their potential.  

Psychoeducational evaluations are frequently required for school interventions or accommodations at all school levels, including college, graduate school, law school, and medical school. The Georgia Board of Regents requires a psychoeducational evaluation must have been conducted within 3 years for college students to receive additional time for tests, tutoring, and other accommodations needed to optimize learning when a learning disability has been diagnosed.  A psychoeducational evaluation may also be required for accommodations on standardized tests such as  the SAT, ACT, GRE, GMAT, MCAT, LSAT,  and AP exams. 

Attention Deficit Hyperactivity Disorder / Attention Deficit Disorder (ADHD/ADD) – A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with learning and academic performance up to ability.

ADHD should not be diagnosed with a simple behavior checklist or only an interview with a psychologist or psychiatrist, as ADHD/ADD can mimic other conditions such as mood or behavioral disorders. More than 80% of individuals with ADHD/ADD have at least one other diagnosis. Also in girls and women ADHD/ADD frequently goes undiagnosed and untreated as the symptom presentation may be different. Additionally, other learning disabilities such as reading, math,

or auditory processing problems, co-occur in up to 40% of individuals with ADHD/ADD. Therefore, a cognitive assessment and an achievement assessment should be included in a comprehensive ADHD/ADD evaluation.

A comprehensive evaluation will help determine if a person really has ADHD/ADD, to what degree, and identify the areas of functioning that are affected. It is important to determine the exact nature of the condition so that the most effective interventions, accommodations, or modifications can be implemented.

Psychoeducational evaluations may be used for adults in the workplace to support work place accommodations consistent with the Americans with Disabilities Act (ADA), which requires employers to provide reasonable accommodations to employees with learning disabilities, such as ADHD/ADD.