Students and professionals with ADHD, dyslexia, learning disabilities, autism or other documented conditions may need updated evaluation results when requesting testing accommodations.
Bright Future Psychology provides focused diagnostic and comprehensive testing-accommodations evaluations with virtual and in-person options. Our reports can document diagnoses, objective assessment findings, current functional limitations and clinically appropriate accommodation recommendations.
Appointments are generally available within 1–2 weeks. Written reports are typically completed approximately one week after testing.
Evaluations may provide documentation relevant to accommodation requests involving:
• SAT, PSAT and Advanced Placement examinations administered by College Board
• ACT examinations
• College and university disability services
• Dual-enrollment programs
• GRE examinations
• GMAT examinations
• LSAT examinations administered by LSAC
• MCAT examinations administered by the AAMC
• Medical and health-professions examinations
• USMLE and other medical licensing examinations
• Florida Bar Examination and other bar examinations
• CPA and other professional certification examinations
• Private-school and standardized educational testing
• Other admissions and professional licensing examinations
Each school, university, testing organization and licensing authority establishes its own documentation requirements and makes its own accommodation decisions.
Applicants should obtain the receiving organization’s current requirements before scheduling an evaluation.
Testing accommodations may be considered when a documented condition creates a current functional limitation under timed or standardized testing conditions.
Evaluations may assess for:
• ADHD
• Dyslexia
• Dysgraphia
• Dyscalculia
• Other specific learning disorders
• Autism spectrum disorder
• Anxiety or other psychological conditions
• Cognitive-processing weaknesses
• Memory difficulties
• Executive-functioning difficulties
• Other clinically supported conditions affecting test performance
A diagnosis by itself does not automatically establish eligibility for accommodations. Documentation often needs to explain how the condition currently limits the applicant and why the requested accommodation is appropriate.
Focused Diagnostic Evaluation — $1,700
Some colleges, universities and testing organizations accept a focused diagnostic evaluation when the referral question is limited and the applicant’s history and documentation needs are relatively straightforward.
Depending on the condition and receiving organization’s requirements, a focused evaluation may include:
• Clinical and developmental interview
• Review of prior evaluations and accommodation records
• Targeted diagnostic testing
• Condition-specific rating scales
• Assessment of relevant functional limitations
• Diagnostic conclusions when supported
• Clinically appropriate accommodation recommendations
• Feedback consultation
• Written psychological report
Direct testing generally takes approximately 1–2 hours, although the time varies according to the condition and documentation requirements.
Before selecting this option, applicants should confirm that the receiving organization accepts a focused evaluation. Some organizations require a more extensive battery.
Comprehensive Testing-Accommodations Evaluation — $3,500
A comprehensive evaluation is appropriate when the organization requires extensive objective testing, the clinical presentation is complex or the applicant needs assessment across multiple areas of functioning.
Depending on the referral questions, the comprehensive evaluation may include:
• Comprehensive clinical and developmental history
• Cognitive or intellectual testing
• Academic achievement testing
• Reading, writing and mathematics measures
• Attention and continuous-performance testing
• Executive-function testing and rating scales
• Learning and memory assessment
• Cognitive-processing measures
• Condition-specific diagnostic measures
• Emotional and behavioral assessment when relevant
• Review of prior evaluations, treatment and accommodation history
• Diagnostic conclusions when supported
• Analysis of current functional limitations
• Accommodation recommendations linked to the findings
• Feedback consultation
• Comprehensive written psychological report
The precise battery is selected according to the applicant’s history, diagnosis, requested accommodations and the receiving organization’s current documentation requirements.
Requirements vary, but organizations may ask for documentation addressing:
• A clearly identified diagnosis
• The methods and assessment measures used
• Relevant developmental, educational and clinical history
• Objective test findings
• Evidence of current functional limitations
• The relationship between the condition and test performance
• Prior services or accommodations
• The rationale for each requested accommodation
• Why standard testing conditions may not provide equal access
• The evaluator’s qualifications
• The date and scope of the evaluation
A prior diagnosis, IEP, Section 504 Plan or history of accommodations can be helpful, but it does not necessarily guarantee approval by another organization.
When clinically supported, recommendations may include:
• Extended testing time
• Additional or stop-the-clock breaks
• Reduced-distraction testing
• A private testing room
• Assistive technology
• Screen-reader or text-to-speech access
• Speech-to-text or keyboard access
• Alternative response formats
• Permission for food, water or medically necessary items
• Other individualized modifications
We recommend only accommodations supported by the clinical history, objective findings and documented functional limitations.
The receiving organization independently determines which accommodations, if any, will be approved.
Assessment batteries are individualized. An applicant will not necessarily receive every measure listed below.
Depending on age and referral questions, commonly used measures may include:
• Wechsler Adult Intelligence Scale, Fifth Edition (WAIS-5)
• Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V)
• Wechsler Preschool and Primary Scale of Intelligence (WPPSI)
• Wechsler Individual Achievement Test, Fourth Edition (WIAT-4)
• Woodcock-Johnson Tests of Cognitive Abilities and Achievement
• Kaufman Test of Educational Achievement, Third Edition (KTEA-3)
• Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2)
• Test of Dyslexia measures
• Feifer Assessment of Reading (FAR)
• Feifer Assessment of Writing (FAW)
• Feifer Assessment of Mathematics (FAM)
• Delis-Kaplan Executive Function System (D-KEFS)
• Conners Continuous Performance Test, Third Edition (CPT-3)
• Executive-function rating scales
• ADHD rating scales
• Wechsler Memory Scale
• Behavioral and emotional rating scales
• Additional condition-specific measures
Test selection depends on the diagnosis being considered and the receiving organization’s documentation requirements.
Testing organizations often consider the history and persistence of a condition in addition to current assessment results.
When available, applicants should provide:
• Previous psychological or psychoeducational evaluations
• IEPs and Section 504 Plans
• School records and report cards
• College or graduate-school disability-services records
• Standardized test scores
• Prior accommodation approval or denial letters
• Medical or treatment records
• Documentation of tutoring, intervention or academic support
• Relevant transcripts
• Current documentation instructions from the receiving organization
A lack of old records does not automatically prevent an evaluation, but available documentation can help explain the developmental history and prior functional impact.
Students seeking accommodations for the SAT, PSAT or Advanced
Placement examinations should review College Board’s current eligibility and documentation requirements.
ACT maintains a separate accommodation-request process. Approval from one testing organization does not automatically establish eligibility with another.
When clinically supported, an evaluation may provide diagnostic findings, objective test results, evidence of functional limitations and recommendations relevant to the request.
College Board and ACT independently determine eligibility and approved accommodations.
Colleges and universities establish their own policies for reviewing documentation and approving academic accommodations.
Some institutions may accept a focused diagnostic evaluation. Others may require a comprehensive psychoeducational or psychological evaluation, particularly when the request involves a learning disability, ADHD or extensive testing accommodations.
Students should contact the institution’s disability-services office and obtain its current documentation guidelines before scheduling.
Graduate and professional admissions organizations may require detailed documentation of the diagnosed condition, current functional limitations, prior accommodations and the rationale for the requested modifications.
Relevant organizations may include:
• AAMC for the MCAT
• LSAC for the LSAT
• ETS for the GRE and other examinations
• GMAC for the GMAT
• Other graduate or professional admissions programs
Each organization applies its own policies and independently determines eligibility. An evaluation cannot guarantee approval or a particular amount of extended time.
Medical students and healthcare professionals may need documentation for the USMLE, NBME examinations or other health-professions tests.
These requests may require a detailed history, objective assessment findings, evidence of current functional limitations and an explanation of how the requested accommodations relate to the documented condition.
Applicants should obtain the applicable organization’s current requirements and begin the process well before the examination deadline.
Applicants requesting accommodations for the Florida Bar Examination or another licensing test may need current psychological or psychoeducational documentation.
Depending on the condition and requested accommodations, the evaluation may need to address:
• Developmental and diagnostic history
• Prior accommodations
• Current symptoms and functional limitations
• Objective cognitive, academic or attention findings
• The relationship between the findings and the requested accommodations
• Alternative explanations
• Clinically appropriate recommendations
The Florida Board of Bar Examiners and other licensing authorities independently determine whether their documentation requirements have been satisfied and whether accommodations will be granted.
Testing-accommodations evaluations may be completed virtually, in person or through a combination of both formats.
The appropriate format depends on:
• The selected assessment measures
• The applicant’s location
• The diagnosis and referral questions
• Standardized administration requirements
• The receiving organization’s documentation policies
Clinical interviews, questionnaires and record review can generally be completed remotely. Direct testing may also be available virtually when the selected measures and circumstances support valid remote administration.
We will discuss the appropriate format during the initial consultation.
Following the evaluation, applicantWhat Applicants Receives receive:
• A clear explanation of the results
• Diagnostic conclusions when supported
• Identification of relevant cognitive or academic strengths
• Identification of attention, learning, memory or processing weaknesses
• An explanation of current functional limitations
• Accommodation recommendations when clinically appropriate
• A written psychological report
• A feedback consultation
When appropriate and within the scope of the evaluation, we may also complete clinician portions of accommodation forms or provide supplemental documentation requested by the receiving organization.
Review the requirements
Before scheduling, obtain the current documentation requirements from the school, university, testing organization or licensing authority.
Free phone consultation
We discuss the purpose of the evaluation, your history, requested accommodations and whether a focused or comprehensive evaluation is likely to be appropriate.
Intake and records
You complete intake forms and provide previous evaluations, accommodation records and the receiving organization’s documentation instructions.
Evaluation
Testing may be completed virtually, in person or through a combination of both formats.
Feedback and report
Results are explained during a feedback consultation. Written reports are typically completed approximately one week after testing.
Will an evaluation guarantee testing accommodations?
No. The evaluation may provide a diagnosis, objective findings, documentation of functional limitations and clinically appropriate recommendations. The school, university, testing organization or licensing authority independently determines eligibility and approved accommodations.
Do I need a focused or comprehensive evaluation?
That depends on the condition, clinical history, requested accommodations and receiving organization’s documentation requirements. Some colleges, universities and testing organizations accept a focused diagnostic evaluation. Others require a comprehensive battery. We recommend obtaining the current requirements before scheduling.
Is a previous diagnosis sufficient?
Not always. Some organizations request current evidence of functional limitations and an explanation of why the requested accommodations are necessary. Previous records remain important and should be provided whenever available.
How recent must the evaluation be?
There is no universal time requirement. Each organization establishes its own recency and documentation policies. Review the receiving organization’s current guidelines rather than relying on a general three-year or five-year rule.
Can the evaluation be completed virtually?
Yes. Testing-accommodations evaluations may be completed virtually, in person or through a combination of both formats. The appropriate format depends on the selected measures, standardized administration requirements and the receiving organization’s policies.
Can you complete accommodation forms?
When appropriate and within the scope of the evaluation, we may complete clinician portions of accommodation forms or provide supplemental documentation. Applicants remain responsible for confirming all application requirements and submitting the complete request by the applicable deadline.
How long does the process take?
Appointments are generally available within 1–2 weeks. Written reports are typically completed approximately one week after testing. Applicants should allow additional time for application submission and review by the receiving organization.
If you need diagnostic documentation for college, an admissions examination or a professional licensing test, begin by obtaining the receiving organization’s current requirements.
Contact Bright Future Psychology to schedule a free phone consultation and discuss whether a focused or comprehensive testing-accommodations evaluation best fits your needs.
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.