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The Stakes Are High: Why Vetting Your Psychologist Matters

So you’ve decided to get your teen a psychoeducational evaluation. Congrats! That’s a big decision, and one that can help set them up for college. 

But here’s the crucial part: not all reports are created equal. A generic assessment will result in generic accommodations, or worse, none at all. You need a specialist who understands the demands of college-level documentation, one that you and your teen click with, and one that will help you get a helpful report.

To ensure the report is airtight and future-proof, here are the nine critical questions to ask during your initial consultation, grouped into three essential categories. Note, I did not include a question of cost here, but please make sure to ask this to make sure it fits within your budget!

Part 1: Qualifications & College Readiness

The goal here is to confirm the psychologist’s expertise and their familiarity with the college landscape.

  1. Are you a Neuropsychologist or a Clinical Psychologist who specializes in testing?

    • Why Ask: Both of these professionals can help. Neuropsychologists are often trained in differentiating more complicated cases, including if there are medical diagnoses. They often come with a higher price tag as well. A clinical psychologist who has specialty training in this area can do a great job for teens who have a more straightforward case. If you don’t know, consult with a clinical psychologist and ask them if a neuropsychologist would be a better fit. 

  2. What percentage of your evaluations are for adolescents (13−18) preparing for post-secondary education?

    • Why Ask: You want someone whose primary focus is this exact transition phase, ensuring they understand the documentation demands of college DSOs. If they primarily work with those 18-25, they’ll also understand. 

  3. Are your reports typically accepted by college Disability Services Offices (DSOs)?

    • Why Ask: This is the ultimate proof. A specialist knows the exact legal language (ADA) and recency requirements (3−5 years) that colleges demand to approve accommodations.

  4. If your child is already in college, ask questions 2 and 3, but change it to the 18-25 age range and ask if the reports are accepted by DSOs and/or standardized exam boards. 

Part 2: The Depth of the Evaluation Process

A comprehensive report needs a comprehensive process. You want to ensure the testing goes deep enough to uncover the true nature of the learning challenge. 

  1. What specific executive functioning (EF) measures do you include in the battery?

    • Why Ask: ADHD and many Learning Disabilities primarily impact EF skills (planning, organization, time management). A battery that only relies on basic IQ and achievement scores is insufficient for college-level support.

  2. How do you differentiate between challenges rooted in ADHD, anxiety, and processing speed deficits?

    • Why Ask: This reveals the diagnostician’s skill. A good report clearly untangles these co-occurring issues, which is vital for targeting the correct accommodations.

  3. How many hours, and over how many sessions, is the testing conducted?

    • Why Ask: Thorough, testing should take 6-12 hours, often spread over 2-3 shorter sessions. Sometimes you need to do testing all in one day, but the results are typically more accurate if you spread it out, due to fatigue (particularly true for ADHD). 

Part 3: Actionable Recommendations & The Report Itself

The value of the report is in its recommendations. Honestly, this is the entire reason to get it done - not only what is going on, but what you can do! They should be specific enough to be immediately useful for your teen's future.

  1. Will the report clearly state the functional limitations as required by the ADA?

    • Why Ask: Colleges need to see the functional impact of the diagnosis (e.g., "slow processing speed functionally limits the ability to complete timed exams"), not just the diagnosis itself.

  2. Will the report include specific, unique strategies (beyond standard accommodations) for academic success?

    • Why Ask: You want recommendations tailored to your teen's weaknesses, such as using specific assistive technology or a detailed plan for building missing EF skills.

  3. What is the policy for a follow-up consultation if the college has questions about the report?

    • Why Ask: A responsive psychologist who is willing to advocate for their findings is invaluable if a college initially challenges an accommodation request. Additionally, some universities have documents they need filled out in order to give accommodations, so you want to make sure they are open to that. 

 

The thing that I encourage most people to look for (beyond budget and qualifications) is fit. Make sure you feel heard and understood, and evaluate to see if your teen will also get along with this person. The results can be informed by the strength of the clinical relationship, so if you don’t feel like you connect with the person, then it’s going to be really hard to get accurate results. This can impact many levels of what happens next, so it’s critical. Also, do you really want to spend 10-15 hours talking with someone who you don’t feel great about?

I hope this is helpful! For more help, I’ve got a free Top 5 High School to College Transition tips, a full transition checklist, and more guides are coming soon - drop a comment if there’s a particular spot you want me to address!

Disclaimer (Important!)

This blog post provides general educational information and is not intended to be a substitute for individualized assessment, diagnosis, or treatment by a qualified mental health or educational professional. Always consult with your own healthcare provider or educational specialist for questions regarding your specific circumstances or your child's individual needs. Reading this post does not establish a psychologist-client relationship.



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