Profile cover photo
Profile photo
Suzie Muir

Why test?

Testing should be considered for students:
(1) needing initial evaluation (perhaps school district has denied evaluation, perhaps parents wish to move forward with the process and receive results more quickly than school system’s pace, or perhaps independent school requires comprehensive evaluation to afford access to resources) for special education and support services and accommodations in schools;
(2) needing a re-evaluation to confirm eligibility for services and accommodations because previous testing is outdated, specifically three years or more;
(3) requesting consideration for standardized test accommodations (such as the SAT, ACT, MCAT, LSAT, GMAT or GRE etc.). Testing accommodations may include: extended time, preferential seating, small group environment for test taking, having directions read, having test read, extended breaks, using a different format (large print, Braille, another language), assistive equipment (word processor, calculator);
(4) applying for services and accommodations (e.g., language waiver, extra time on tests, quiet room for tests, etc.) through University/College student disability services;
(5) considering transferring to an independent school and wanting to inform the school selection or instructional planning process with data that not only identifies abilities but also provides a current snapshot of academic functioning; this is important so that the right fit can be determined and educational needs can be met;
(6)  showing early signs of reading difficulty. It is important to identify reading problems before they turn into failure. Parents should consider screening test results provided by the County include Predictive Assessment of Reading (PAR), Dynamic Indicators of Basic Reading Literacy Skills (DIEBELS); Texas Primary Reading Inventory (TPRI); and AIMSweb screening assessments, developed by researchers for those purposes to determine if the child may be at risk for reading difficulty. Should screenings, teacher comments, report cards indicate struggles in reading, preventive intervention should begin immediately. How the child responds to supplementary instruction will help determine if services are justified and necessary.
(7) with oral language skills are more highly developed than written skills;
(8) when children are continuing to have problems sounding out words, recognizing words and reading as quickly as others;
(9) with listening comprehension skills seem to be much higher than reading comprehension skills;
(10) when speaking, students may have a tendency to mispronounce common words or have difficulty using or comprehending more complex grammatical structures;
(11) when writing is slow, poor quality, and the quantity is less than grade level expectation. Students who have illegible handwriting, or experience extreme physical discomfort when writing may consider testing;
(12) when spelling skills are underdeveloped (leave out letters, add letters, leave out syllables, miscode sounds, leave out sounds)
(13) desiring additional concrete data, such as a comprehensive psychoeducational evaluation in order to either validate and confirm clinically significant attentional deficit or to rule out the possibility of a competing learning issue, before beginning trial of stimulant medication as first line of intervention for suspected deficit in attention.
Add a comment...

Who should be tested?

Evaluation serves students in public or private schools who are struggling in one or more of the following areas: learning to read, reading comprehension, phonics, reading speed, spelling, mathematics, written expression, remembering information, handwriting, following directions, concentrating, focus and sustained effort, restlessness or impulsivity, staying on task, planning and organizing, homework, tests, frustration tolerance, hypersensitivity to sound or touch, impulsivity, executing tasks, and meeting grade/age level academic benchmarks and expectations.
Student who are increasingly bored and disinterested may also consider testing in order to identify students’ true strengths and abilities – perhaps these students have an undetermined learning disorder and/or are exceptionally bright and unchallenged.
Students who are bright, competent and able who struggle with completing assigned tasks within timed conditions (such writing essays or computing math problems on examinations) consider testing. Those students working at a labored speed on homework, classwork and or tests may consider testing.
Students who are considering transferring to an independent school, or moving to another public school, and parents wish to have a current snapshot of educational skills so that placement and instructional programming process can be informed.
Students who are home schooled often choose testing as well in order to provide a roadmap for future goal setting and direction.
Students who are consistently struggling to sustain effort in school, home and work/play choose to be evaluated. Such struggles are interfering with the achievement in school, ability to maintain positive relationships with children and/or adults, and child’s perspective of self.
Students in transition such as those moving from elementary to middle, from  middle to high, high school to college, or college to graduate school and in need of additional school support may also consider testing.
Students struggling with executive functioning issues including planning, initiating, executing, problem solving, deductive reasoning, self-monitoring, shifting or transitioning may be considered for testing. These students may frequently lose homework, complete homework and then lose it, have disorganized locker/notebook/room, have difficulty starting homework/papers, have difficulty organizing thoughts on paper, struggle with time management. Such struggles impact class and homework efforts to the degree that undermines their success.
Students tested by Dr. Muir are in the elementary, middle, high school and undergraduate and graduate school levels.
Add a comment...

Post has attachment
 Which tests are administered?
Typically the Woodcock Johnson-III (Achievement and/or Cognition), and the WISC-IV (Wechsler Intelligence Scale for Children), WAIS-IV (Wechsler Adult Intelligence Scale), or WPPSI III (Wechsler Preschool and Primary Scale of Intelligence) are administered. Then depending on the presenting need, age and issues of the youth, abilities and aptitudes may be further assessed using one or more of the following: Lindamood Auditory Conceptualization Test (LAC-3),  Wide Range Assessment of Memory and Learning (WRAML-2), Nelson-Denny Reading Test (NDRT), The Beery-Buktenica Developmental Test of Visual-Motor Integration, Gray Oral Reading Test (GORT-5), Oral and Written Language Scales (OWLS), Comprehensive Test of Phonological Processing (CTOPP), Test of Language Development (TOLD-3), Connors Rating Scale Revised (CRS-R), Learning Styles Inventory, The Nelson Denny Reading Test (NDRT), Test of Language Competence (TLC), Test of Written Spelling (TWS-4), Test of Early Written Language Skills(TEWL-2), Test of Early Written Language (TEWL-4); Test of Written Language (TOWL-4), Test of Reading Comprehension (TORC-3), Test of Word Reading Efficiency (TOWRE), Test of Early Reading Ability (TERA-3), Behavior Rating Inventory of Executive Functioning (BRIEF), Behavior Assessment System for Children-Second Edition (BASC2), Slosson Oral Reading Test-Revised (SORT4), Child Behavior Checklist (CBC), Test of Phonological Awareness Skills (PAT-2), Test of Auditory Processing Skills (TAPS-3), Key Math Revised NU (KM-RNU), Rapid Automatized Naming and Rapid Alternating Stimulus Test (RAM/RAS), Kaufman Test of Education Achievement- 2nd Edition (KTEA-II), Delis-Kaplan Executive Function System (DKEFS), Test of Variable Attention (TOVA), Cognitive Abilities Test (COGAT) and Conners Test of Continuous Performance Test (CPT-II).
Note: Students will NOT be required to take all tests listed here.
Add a comment...

Post has attachment
Offering weekend and weekday appointments for students with challenges in reading, writing, math or academic speed. Rule in or out a specific learning disabilities and or attention deficit hyperactivity disorder (ADHD). Accommodations including extra time on examinations for University admissions (SAT, ACT, LSAT, GRE, GMAT, MCAT) can only be considered with updated testing.   
Add a comment...
Wait while more posts are being loaded