Part 1 – School vs. Psychological Evaluation: Which Path Is Right for Your Child?

Evaluations come in a variety of forms and may be completed by several different providers. While it seems natural to think that all evaluations are the same, that is simply not the case. One major set of differences exists between psychological evaluations and school-based psychoeducational evaluations (i.e., Evaluation Reports, or ERs, and Reevaluation Reports, or RRs). These evaluations differ both in their purpose and in their conclusions.

Psychological evaluations are assessments conducted by a licensed psychologist to evaluate an individual’s cognitive, emotional, and behavioral functioning across environments, including home, school, and community. They are generally pursued in the service of gaining a deeper understanding of an individual’s strengths, weaknesses, and needs across life domains in order to inform treatment, support, and/or diagnosis. They can help to answer questions like: Does the individual need self-regulation skills, executive functioning coaching, or social skills development? Would the child’s parent benefit from parent coaching? Does the individual’s family need support in caring for this individual? Are there clinical recommendations that would benefit this individual in the school setting and other settings? Is the child or individual in need of community-based services and support (e.g., county assistance, waivers, social security)? Primary conclusions in a private psychological evaluation may include a diagnosis from the International Classification of Diseases (ICD) and the Diagnostic Statistical Manual of Psychological Disorders (DSM). Psychological evaluations do not determine special education eligibility, but they can make recommendations for eligibility and suggest interventions to school-based teams.

On the other hand, school-based evaluations are used to determine a child’s (aged 3-21) educational needs and whether that child has a disability and requires specialized instruction under the Individuals with Disabilities Education Act (IDEA). They are completed by a school psychologist (an “educational specialist” who is certified by the state’s Department of Education, not the same as a licensed psychologist), and/or other school professionals. The outcome of a school-based evaluation emerges in the form of a disability classification(s) identified by IDEA law, not a diagnosis. Using the classification(s) and evaluation outcomes, schools tailor educational programs to support the individualized educational needs of children within their walls. They answer questions like: What does this child need to effectively access the educational environment? What classroom modifications may be helpful? Does the child need related services such as speech-language therapy, occupational therapy for fine motor skills, or assistive technology? What is the child’s learning profile? What is leading to the academic, emotional, social, and/or behavioral problems in the school setting? Although school evaluations do not produce a diagnosis, they may lead school teams to suggest psychological evaluations to the families of their students for further assessment.

The takeaway is clear: school and psychological evaluations are complementary approaches to ensure a child gets what they need. However, to avoid the trap of “evaluation confusion,” families must recognize that these two reports serve different purposes: one is governed by federal law and guidelines and the other by clinical standards.

Evaluation Cheat Sheet: Know the Difference

• The Scope: A psychological evaluation looks at the individual across all environments (home, social, and community), while a school-based evaluation focuses strictly on how a disability impacts educational performance.
• The Outcome: Psychological evaluations result in a diagnosis (using the ICD and DSM-5). They provide a differing perspective on the root causes and mechanisms of presenting symptoms and identify individual strengths and weaknesses which then inform comprehensive, individualized interventions. They are also beneficial to accessing some service within the community. School evaluations result in an educational classification (under IDEA), which is the “key” to unlocking an IEP and supporting educational performance.
• The Evaluator: Psychological assessments are conducted by Licensed Psychologists who can provide clinical diagnosis; school assessments are conducted by School Psychologists or educational specialists to determine special education eligibility.
• The Terminology Trap: Having a diagnosis of “Autism” does not automatically grant the school classification of “Autism” (or vice-versa). To qualify for special education supports, the school must show that the condition creates an adverse impact on learning.

To dive into deeper understanding of disability classifications and diagnoses, look out for our next blog entitled A TALE OF TWO LABELS: ONE CHILD, TWO DIFFERENT WAYS OF BEING “IDENTIFIED.”