Clear answers for lifelong difficulties with reading, writing and mathematics
Learning disabilities do not disappear in adulthood. Some adults were diagnosed when they were younger but need updated testing. Others have spent years compensating for difficulties without ever receiving a clear explanation.
Bright Future Psychology provides adult dyslexia and learning disability evaluations in Naples and Southwest Florida. Testing can clarify learning strengths and challenges, determine whether diagnostic criteria are met, and provide individualized recommendations for education, testing and professional goals.
Appointments are typically available within 1–2 weeks, and reports are generally completed about one week after testing.
An adult learning disability evaluation may be helpful when someone experiences:
• Slow, inaccurate or effortful reading
• Difficulty understanding or retaining written material
• Persistent spelling difficulties
• Trouble organizing ideas in writing
• Difficulty completing written work within time limits
• Problems with calculations, number sense or applied mathematics
• A history of academic struggles despite strong effort or ability
• Difficulty passing required courses or examinations
• A significant difference between verbal abilities and academic performance
• Problems keeping up with the reading or writing demands of college or work
• A need for updated documentation when requesting accommodations
• Uncertainty about whether difficulties are related to dyslexia, ADHD, anxiety, memory or another condition
Many adults develop strategies that conceal their difficulties. Strong reasoning, persistence and extra effort can make a learning disability less obvious, but the challenges may become more significant in college, graduate school or demanding professional settings.
We assess word reading, decoding, phonological processing, reading fluency, spelling and comprehension. Testing can help determine whether an adult meets diagnostic criteria for a specific learning disorder involving reading, commonly called dyslexia.
Evaluation may examine spelling, sentence construction, written expression, handwriting, writing fluency and the organization of ideas. Findings can help identify a written-language disorder, including dysgraphia when supported by the complete evaluation.
Testing may examine calculation, math fluency, number sense, quantitative reasoning and applied problem-solving. The evaluation can help identify patterns associated with dyscalculia or another mathematics-related learning disorder.
We assess sustained attention, working memory, processing speed, organization, planning, inhibition, time management and self-monitoring. This helps distinguish a learning disability from ADHD or identify when both are present.
Comprehensive evaluations examine reasoning, cognitive processing, learning and memory. Understanding how an adult processes and retains information can help explain persistent academic or occupational difficulties.
Anxiety, confidence, frustration, mood and other emotional factors may affect academic, testing or workplace performance. Clinical information and rating scales help us understand the whole person rather than interpreting academic scores in isolation.
The appropriate evaluation depends on the person’s history, concerns and purpose for testing.
Targeted Learning Disability Evaluation
A targeted evaluation focuses primarily on a particular academic concern, such as possible dyslexia, dysgraphia or dyscalculia.
This option may be appropriate when the referral question is narrow and there are no significant concerns involving attention, executive functioning, memory, behavior or emotional functioning.
Comprehensive Adult Psychoeducational Evaluation
A comprehensive evaluation provides a broader understanding of academic achievement, cognitive abilities, attention, executive functioning, cognitive processing, memory, and emotional or behavioral factors.
Our comprehensive adult evaluations include:
• Individual academic-achievement and learning-disability testing
• Comprehensive cognitive testing using the WAIS-5
• D-KEFS performance-based executive-functioning measures
• CPT-3 assessment of sustained attention and response consistency
• Adult attention and executive-function rating scales
• Behavioral and emotional rating scales when clinically appropriate
• Cognitive-processing and memory testing
• Review of educational, employment and accommodation history
• Review of previous evaluations and relevant records when available
• Additional measures selected according to the person’s needs and referral questions
A comprehensive evaluation is often most appropriate when difficulties affect several areas, when ADHD or another condition may be contributing, when the diagnostic history is unclear, or when detailed documentation is needed for an accommodation request.
Targeted Learning Disability Evaluation — $1,700
Focused assessment of a specific academic concern, such as possible dyslexia, dysgraphia or dyscalculia. This option may be appropriate when the referral question is narrow and broader cognitive, attention, memory or emotional concerns are not present.
Comprehensive Adult Psychoeducational Evaluation — $3,500
Includes assessment of academic achievement, cognitive abilities, attention, executive functioning, cognitive processing, memory, and relevant emotional or behavioral factors. This option is often most appropriate when concerns are complex, involve several areas or require differential diagnosis.
The psychologist will recommend the appropriate evaluation after discussing the referral questions, history and purpose of testing. Any additional services or fees will be explained before the evaluation begins.
No single test determines whether an adult has a learning disability. Each evaluation integrates multiple measures, clinical history, behavioral observations and available records.
Depending on the person’s age, history and referral questions, assessment tools may include:
Academic Achievement and Learning Disabilities
• Wechsler Individual Achievement Test, Fourth Edition (WIAT-4)
• Woodcock-Johnson V Tests of Achievement
• Kaufman Test of Educational Achievement, Third Edition (KTEA-3)
• Tests of Dyslexia–Comprehensive (TOD-C)
• Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2)
• Feifer Assessment of Reading (FAR)
• Feifer Assessment of Writing (FAW)
• Feifer Assessment of Mathematics (FAM)
Cognitive Abilities and Processing
• Wechsler Adult Intelligence Scale, Fifth Edition (WAIS-5)
• Delis-Kaplan Executive Function System (D-KEFS)
• Selected measures of cognitive and language processing
Attention and Executive Functioning
• Conners Continuous Performance Test, Third Edition (CPT-3)
• Adult ADHD self-report and clinical rating scales
• Additional adult executive-functioning measures selected according to the referral questions
Memory and Learning
• California Verbal Learning Test
• Wechsler Memory Scale
• Selected verbal and visual learning and memory measures
Emotional and Behavioral Functioning
• Adult behavioral and emotional rating scales
• Anxiety and mood measures when clinically appropriate
• Clinical interview and relevant collateral information
Additional autism, adaptive-behavior or personality measures may be included when those areas are part of the referral question.
The instruments listed above are examples. Every adult does not receive every test, and the psychologist selects the measures and subtests needed to answer the specific referral questions.
Adults may seek testing before entering college, returning to school or requesting updated accommodations from a college or university disability-services office.
When supported by the findings, the report may:
• Document a current diagnosis and relevant functional limitations
• Explain how the condition affects reading, writing, mathematics or testing
• Describe the individual’s academic and cognitive profile
• Recommend accommodations supported by the evaluation findings
• Provide information for a college or university disability-services review
• Suggest assistive technology, study strategies and academic supports
Each college or university maintains its own documentation and eligibility requirements. An evaluation can support an accommodation request, but the institution makes the final decision.
Some adults need updated documentation when requesting accommodations for graduate-admission, professional or licensing examinations.
Depending on the person’s goals, an evaluation may provide documentation relevant to requests involving:
• GRE or GMAT examinations
• LSAT examinations
• MCAT examinations
• Bar examinations
• Medical and health-profession examinations
• Accounting, financial or other professional licensing examinations
• Other standardized admissions or certification tests
Possible accommodations may include extended time, additional breaks, reduced-distraction testing, assistive technology or other modifications when clinically supported.
Every testing organization establishes its own documentation, recency and eligibility requirements. The evaluation can provide relevant clinical documentation but cannot guarantee that an organization will approve a diagnosis, accommodation or specific amount of extended time.
A learning disability evaluation may help an adult better understand how reading, writing, mathematics, attention or processing difficulties affect job performance.
When supported by the findings, recommendations may address:
• Written instructions and communication
• Assistive reading or writing technology
• Additional time for certain tasks
• Reduced-distraction work or testing environments
• Alternative methods of presenting information
• Organization, planning and memory supports
The report may provide clinical information relevant to a workplace accommodation discussion. Employers independently review requests under their applicable procedures and determine which accommodations are reasonable and available.
ADHD and learning disabilities can occur separately or together. Both can affect reading efficiency, written work, organization, memory and performance under time pressure.
A comprehensive evaluation examines patterns across academic, cognitive, attention, executive-functioning and memory measures. This helps determine whether the difficulties are best explained by:
• A specific learning disorder
• ADHD
• Both ADHD and a learning disability
• Anxiety or another emotional factor
• A combination of contributing conditions
Understanding the source of the difficulty is important for selecting effective recommendations and appropriate accommodations.
Some adults reach college, graduate school or professional life without having a learning disability identified.
High intellectual ability, strong verbal reasoning and extensive effort can help someone compensate for dyslexia or another learning disorder. Academic scores may sometimes fall in the average range even though they are meaningfully below what would be expected given the person’s overall abilities.
A comprehensive evaluation considers the pattern of strengths and difficulties rather than relying on one score or a simple ability-achievement discrepancy.
Some eligible Florida students and young adults may be able to use Step Up For Students scholarship funds for qualifying evaluation services.
Applicable programs may include:
• Family Empowerment Scholarship for Students with Unique Abilities (FES-UA)
• Personalized Education Program (PEP)
Eligibility varies by program, age, enrollment status and current scholarship rules. Funding availability, eligible expenses, documentation requirements and reimbursement decisions are determined by Step Up For Students. Adults should confirm their individual eligibility before beginning services.
Free phone consultation
We begin with a brief consultation to discuss your history, concerns and purpose for seeking an evaluation.
Intake and record review
The psychologist reviews relevant educational, developmental, medical and employment history. Previous evaluations, accommodation records, transcripts or school records are reviewed when available.
Individual testing
Testing may be completed virtually or in person, depending on the assessment measures, referral questions, client location and documentation requirements. We will discuss the appropriate format during the consultation.
Feedback meeting
The psychologist explains the findings, answers questions and discusses diagnoses and recommendations.
Written report
The report provides results in understandable language, diagnostic conclusions when appropriate, and individualized recommendations.
Appointments are typically available within 1–2 weeks. Reports are generally completed about one week after testing. Complex evaluations or delays in obtaining records may affect the timeline.
Depending on the evaluation’s scope, the client may receive:
• A clear explanation of cognitive and academic strengths and difficulties
• Standard scores, percentile ranks and clinically meaningful interpretation
• Diagnostic conclusions when criteria are met
• Documentation of relevant functional limitations
• Individualized educational and testing recommendations
• Recommended accommodations when supported by the findings
• Assistive-technology and learning-strategy recommendations
• A feedback meeting with the psychologist
• A comprehensive written report
Can an adult be diagnosed with dyslexia for the first time?
Yes. Many adults were never evaluated as children, particularly if they developed strong compensatory strategies or attended school when learning disabilities were less readily recognized.
Which learning disabilities do you evaluate?
We evaluate concerns involving reading, writing and mathematics, including possible dyslexia, dysgraphia, dyscalculia and other specific learning disorders.
Can an adult learning disability evaluation be completed virtually?
Yes. Adult learning disability evaluations may be completed virtually or in person, depending on the assessment measures, referral questions, client location and the documentation requirements of the school, university, testing organization or licensing authority receiving the report. We will discuss the appropriate testing format during the initial consultation.
Can you distinguish dyslexia from ADHD?
A comprehensive evaluation can assess academic achievement, attention, executive functioning, cognitive abilities, processing and memory to determine which factors best explain the difficulties.
Can the report support college accommodations?
When the findings support accommodations, the report may provide relevant clinical documentation. The college or university applies its own requirements and makes the final decision.
Can the report support accommodations for the GRE, LSAT, MCAT or Bar examination?
The evaluation may provide documentation relevant to a request when supported by the findings. Each testing or licensing organization applies its own documentation and eligibility requirements and makes the final approval decision.
Can the evaluation help with workplace accommodations?
The findings may document relevant functional limitations and provide recommendations. The employer independently determines accommodations through its applicable procedures.
Do I need childhood school records?
Records are helpful but are not always available. We will discuss what documentation exists and what information may be needed for the evaluation’s particular purpose.
Does every adult receive the same tests?
No. Although comprehensive evaluations assess the same major areas, specific instruments and subtests are selected according to the person’s age, history, needs and referral questions.
How soon can I schedule?
Appointments are typically available within 1–2 weeks.
How long does the report take?
Reports are generally completed about one week after testing. Timing may vary for complex evaluations or when additional records are needed.
How much does an adult learning disability evaluation cost?
Targeted learning disability evaluations are $1,700, and comprehensive adult psychoeducational evaluations are $3,500. The appropriate option depends on the referral questions and complexity of the concerns.
Can Step Up For Students funds be used?
Some eligible students and young adults may be able to use FES-UA or PEP funds for qualifying services. Eligibility depends on the individual’s age, enrollment status and current program requirements.
If reading, writing or mathematics has remained difficult despite intelligence, education and hard work, an adult learning disability evaluation can provide clearer answers.
Testing may also provide documentation supporting requests through university disability services or for examinations such as the Florida Bar, MCAT, LSAT, GRE, GMAT and other professional or licensing tests.
Each university and testing organization determines eligibility and approves accommodations under its own requirements.
Bright Future Psychology
5633 Strand Blvd, Suite 311, Naples
Welcome! We offer free 20-min phone consultations. Looking forward to speaking with you to see how we can help.