Evaluation instruments are valuable tools whose effectiveness depends on the skill and knowledge of the professional using them. Seek a qualified, experienced professional.
Find out if your child's school accepts outside, private evaluation reports before you invest the money for such an evaluation.
Evaluation results should always be interpreted in light of a child's cultural background, primary language and physical capabilities.
Evaluations are samples of behavior not absolute predictors of the future. Test scores are only estimates and should be reported as a statement of probability.
Evaluation results should be interpreted in relationship to other behaviors and to case history information, not in isolation.
Evaluation results are dependent on a child's cooperation and motivation.
No battery of tests can give a complete picture of any child it can only highlight various areas of functioning at the time of testing.
A child who has speech/language difficulties is often mislabeled as a child with low cognitive functioning, so proper assessment of speech/language functioning is essential.
The evaluation process can be time-consuming and expensive and may not be covered by insurance.
Testing should not be repeated more often than every two to three years as a general rule.
Be sure you receive a written report and that you're provided with explanations that make sense to you and which outline possible solutions.
Most evaluations include interviews with parents, a gathering of family history, a developmental and school history and an interview with past and present teachers.
Good observation and documentation is critical.
A team mentality is important.
Remember to respond to your child when he/she is struggling with support, consistency and clarity. Being angry at your child does not "fix" the problem but may make it worse!
Many, many children and their families are assisted by proper evaluations because solutions can be more focused (the nature of the problem may not be what it appears to be).