Brittnie Blanchard, PsyD

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Integrating Clinical and Classroom Data to Build a Seamless Support System: A Three-Part Series

by Brittnie Blanchard, PsyD April 15, 2026

PART 2 – A Tale of Two Labels: One Child, Two Different Ways of Being “Identified”

If you read our previous blog entitled School vs. Psychological Evaluation: Which Path Is Right for Your Child?, you saw an overview of major differences between school-based and psychological evaluations and were introduced to the reality that educational classifications and diagnoses are not synonymous. The sections that follow will help to illustrate why that is.

Navigating the gap between a diagnosis and an educational classification is often the most frustrating part of a parent’s journey, yet it is where true advocacy begins. Often, families are confused by the use of Autism, Intellectual Disability, and Specific Learning Disability as educational classifications, given that there are diagnoses with similar labels. Many school-based evaluations also mistakenly interchange the terms “classification” and “diagnosis,” adding to the confusion. However, educational criteria (based on IDEA) for Autism, Intellectual Disability, and Specific Learning Disability are separate, distinct, and different from diagnostic criteria as you can see below. There are no diagnoses, for example, of Other Health Impairment, Emotional Disturbance, or Orthopedic Impairment. These are all educational classifications.

Comparison of IDEA and DSM-5 Criteria

	LABEL	CRITERIA
IDEA	Autism	Significant impairment in verbal and nonverbal communication.Impairment in social interaction.Characteristics evident before age 3.Must cause adverse educational impact.
	Intellectual Disability	Significantly subaverage intellectual functioning.Concurrent adaptive deficits.Manifested during the developmental period.Must cause adverse educational impact.
	Specific Learning Disability	Lack of response to evidence-based intervention OR severe gap between IQ and achievement.Must affect 1 of 8 academic domains – oral expression, listening comprehension, written expression, basic reading skills, reading fluency skills, reading comprehension, mathematics calculation, mathematics problem solving. Must cause adverse educational impact.

DSM-5	Autism Spectrum Disorder	Deficits in Social Communication & Interaction (All must be met): social-emotional reciprocity, nonverbal communication, and relationships.Restricted, Repetitive Behaviors (At least 2 must be met): stereotyped/repetitive movements, insistence on sameness, fixated interests, sensory.Significant interference with daily life.
	Intellectual Disability (Intellectual Developmental Disorder)	Deficits in Intellectual Functions: reasoning, problem-solving, planning, abstract thinking, judgment, and academic learning. IQ about 70. Deficits in Adaptive Functioning: Failure to meet developmental and sociocultural standards for personal independence and social responsibility across 3 domains (Conceptual, Social, Practical).Onset During the Developmental Period: Intellectual and adaptive deficits must have started before age 18 (during childhood).Significant interference with daily life.
	Specific Learning Disorder	Persistent academic difficulty (6+ months).Skills substantially below age expectations.Early onset (school years).Significant interference with daily life.

While a school may use a term like “Autism” or “Intellectual Disability” or “Specific Learning Disability” to describe a child’s special education eligibility, it is vital to remember that this is not a diagnosis. Having a diagnosis does not automatically qualify a child for special education, nor does an educational classification ensure that criteria will be met for a diagnosis. By understanding that an educational classification and a diagnosis are separate tools, you can ensure your child is not only “eligible” for services within the educational setting but also gain understanding of the cause(s) and mechanisms of a condition(s) to guide treatment for all areas of life.

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Integrating Clinical and Classroom Data to Build a Seamless Support System: A Three-Part Series

by Brittnie Blanchard, PsyD March 17, 2026

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.”

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STRESS LESS: EVERYDAY TIPS TO PROMOTE WELLNESS

by Brittnie Blanchard, PsyD October 25, 2024

Feeling overwhelmed by the weight of daily pressures? You’re not alone. As stress levels soar in our fast-paced lives, understanding its origins and impacts is more crucial than ever.

The stress response is a natural reaction to a perceived threat, or demand, that is rooted in the body’s central nervous system (CNS). The short-term activation of the CNS is beneficial, equipping us to respond to what comes across our paths. In the optimal amounts, stress may be positively associated with learning and high performance in areas like sports and work. However, repeated and prolonged stress can lead to less positive outcomes including the development and/or exacerbation of many mental and physical conditions, including depression and anxiety, among others.

So how does one begin to differentiate between good stress (“eustress”) and bad stress (“distress”), and how does one manage it? If the following symptoms are relatable, you might be experiencing prolonged stress response.

Frequent/chronic physical symptoms (e.g., headaches, chest pain, stomach upset, sleeping problems, recurrent illness)
Increased difficulty with emotion regulation
Withdrawal from social supports and activities
Things feel out of control/inability to relax OR numbness/autopilot mode
Exhaustion

However, addressing your stress may be easier than you think and workable into your ongoing routines…

Get enough sleep daily (children: 9-13 hours; teens: 8-10 hours; adults: 7-9 hours)
Balanced diet
Regular, consistent exercise
Breathing techniques (Box Breathing, Belly Breathing)
Social support
Boosting positive affect (e.g., happiness, joy, contentment, enthusiasm) by scheduling in time for pleasurable activities on a regular basis. (Note: these may vary from person to person, so find what works best for you).

If you continue to feel overwhelmed and run down by stress, consult with a mental health provider. The psychologists and therapists at The Center are well-equipped to support clients through whatever life brings.

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