These evaluations typically include formal assessments of a child’s cognitive abilities and a child’s academic achievement in addition to other assessments.
Psychoeducational tests and evaluations seek to understand a child’s general learning style, and then guide the development of classroom accommodations and supports from an educational perspective.
Psychoeducational evaluations do not include formal assessments of the specific domains of cognitive functioning (attention, memory, executive functioning, language, etc). They focus more on identifying the child’s struggle in the classroom (i.e. what is happening) rather than examining the underlying brain origins and neurocognitive processes that are causing the child’s difficulties in the classroom (i.e. why it is happening). Psychoeducational evaluations can assess for dyslexia, dyscalculia, oral/written language disorders etc.