• Comprehensive Assessment for Preschool through 2nd grade: $2200
• Comprehensive Assessment for 3rd grade through adult: $2400
• Comprehensive Reevaluations (if client has previously been seen at GALS): $2200

In addition to comprehensive evaluations, the following services are available:

• Consultation (1 hour) typically to review previous testing or to determine if a comprehensive assessment is warranted: $200
• Intellectual or Academic Achievement testing only: $600

• We require a $100 non-refundable deposit to reserve an appointment for a full evaluation.
• Half of the remaining balance is due 3 weeks before the evaluation.
• The remaining balance is due 1 week before testing.

• Younger age limit: 3 years old (we perform preschool-age evaluations on a limited basis)
• School-age (elementary through high school)
• College
• Some adults if the concern is related to attention, learning, or other developmental concerns

• Learning and academic concerns
• Developmental concerns
• Attention-related problems
• Emotional concerns, such as anxiety
• Problems with behavioral regulation
• Social difficulties

The following types of evaluations are NOT offered by this practice:

• Personality disorder evaluations
• Psychiatric concerns
• Independent Educational Evaluations (IEE’s)
• Forensic evaluations
• Court-ordered evaluations
• Custody evaluations

Sound psychological assessment is both a science and an art, requiring the integration of empirical data with qualitative observations. As such, assessments are completed by a psychologist with an advanced level of training in assessment and measurement. Typically, these individuals have a concentration in School Psychology or Neuropsychology, meaning that they have completed additional coursework and practicum training specifically in assessment.

The psychologist with advanced-level training in assessment administers the tests, to allow for qualitative observations of how the child or client approached a task or derived at an answer. This information regarding the process is as meaningful as the ultimate score attained on a given task. Additionally, when the psychologist administers the tests, he or she is able to observe the client across a wider range of tasks for an extended period of time.

The battery of assessment measures used is flexible rather than set or templated. More specifically, as the psychologist is working with the client, the tests selected for use can be tailored to answer the specific referral question and to follow up on any strengths and weaknesses gleaned throughout the assessment. Our psychologists have a wide range of tools available for use.

The written report completed following an assessment is an integrated product. It integrates converging information and highlights themes apparent throughout the data. This data is explicitly tied to information provided regarding the client's performance at home and at school. Recommendations are tailored to meet the client's needs across settings. Findings are communicated in person to the parents, and when appropriate, to the client. Consultation with teachers and other professionals are also provided along with referrals for any necessary interventions.

Ultimately, quantitative and qualitative information is obtained and interpreted by the psychologist to create a comprehensive picture of each client's strengths and weaknesses.

While we typically include information from teachers as part of the evaluation, we are separate from the school. Parents may wish to share the results of the assessment with the school to seek certain school-based services and accommodations.

Although we find that schools are typically accepting of our findings and are agreeable to working with the parents to set up an appropriate plan for their child based on the results, we cannot guarantee this to be the case, as the child’s school-based team (which includes the parents) ultimately determines eligibility for services and/or accommodations based on federal and state law.

We prefer to have expressed written consent from both parents prior to conducting an evaluation. In the case of joint custody, this is required. In the case that one parent has full custody, we request to see a copy of the court order granting the parent who is seeking the evaluation sole custody. Regardless, we like to include both parents, if possible, through the completion of intake paperwork and/or rating scales.

For younger students, the testing is typically completed in one testing block lasting approximately 4 hours beginning at 8:30 or 9:00. The child is given breaks, as needed, throughout the testing. For older students and adults, the assessment typically begins at 8:30 or 9:00 and continues until approximately 2:30, with a break for lunch around noon. Often a parent picks up the student for the lunch break, however, you may also pack a lunch if you prefer.

Following an initial parent interview, most parents choose to leave during the testing, however, we also have a waiting room available should you prefer to remain in the office.

• If there is an emergency, please call 911 or go to the nearest ER for evaluation.
• National Suicide Prevention Lifeline: Call or Text 988
• Contact the Carolina Center for Behavioral Health at 864-235-2335 or thecarolinacenter.com for intake evaluation.