For children and adolescents who are in need of accommodations for entrance exams, Dr. Daniel will conduct a comprehensive evaluation and provide specific recommendations based upon the results. While there is no way to guarantee acceptance of the recommendations for accommodations, it can be helpful to have additional documentation provided to the testing board in addition to academic records or school counselor’s reports. If you or your child have a psychological, neurocognitive, or developmental disorder which may impact the ability to perform at one’s ability level on a standardized test, such as the SAT, accommodation assessment may be appropriate.
Accommodations vary based upon individual needs and testing-site limitations, but may include the following: extra time/time-and-a-half; preferential seating; separate testing environment; larger font; computerized testing; dictation use; additional breaks.
Accommodation requests typically require more than a diagnosis—they require clear, current evidence showing how symptoms or cognitive differences meaningfully limit test performance compared to the student’s true ability level. This evaluation helps identify the functional impact of concerns such as ADHD, learning disorders, anxiety, autism, concussion history, or other developmental/neurocognitive conditions. The goal is to clarify why the student may be disadvantaged by standard testing conditions and to provide targeted recommendations that address the barrier (not “extra help,” but equitable access). Documentation can be submitted alongside school records, prior plans, and counselor reports.
Students whose attention, processing speed, reading/writing, anxiety, or stamina prevents them from demonstrating ability on timed standardized tests.
No. Boards often require proof of functional impairment and a clear rationale linking results to specific accommodations.
As early as possible—preferably months before registration deadlines—so there’s time for evaluation, documentation, and board review.
We provide in-depth, neurodiversity-affirming evaluations for children, adolescents, and adults with an emphasis on accurate identification and usable recommendations. Our approach looks beyond a single score to understand the whole learning and performance profile—highlighting strengths as well as areas of challenge—so recommendations feel empowering and realistic. Reports are written with clarity and purpose: they connect data to functional impact and outline accommodations and strategies that support fair access to testing. We also help families understand next steps, including learning supports and school-based options, when relevant.
The evaluation includes a detailed history, review of prior supports (IEP/504 plans when applicable), and a standardized assessment battery selected to answer the accommodation question. We assess relevant areas such as attention and executive functioning, processing speed, working memory, reading and writing demands, and emotional factors that can interfere with performance. The final report provides clear results, a summary of how the findings relate to test conditions, and specific accommodation recommendations with supporting rationale. Common recommendations may include extended time, reduced-distraction setting, extra breaks, assistive technology, or format adjustments when appropriate.
Examples include extra time/time-and-a-half, separate setting, extra breaks, preferential seating, larger font, computerized testing, or dictation—based on documented need and site limits.
No. We can evaluate for many exams (e.g., SAT, ACT, GRE, LSAT, MCAT, GMAT) and tailor documentation to the board’s requirements.
Yes. We review findings in plain language and explain how recommendations map to specific barriers the student experiences during testing.
Pricing varies by the type of evaluation, age group, and provider.
For services not covered by insurance or for private pay options, please view our current rates, deposit details, and travel/concierge pricing here: Pricing Rates