Psychological Testing in New York

Maria contacted the practice because her 10-year-old son, Daniel, had begun falling behind in written assignments despite showing advanced reasoning and remarkable curiosity at home. His teachers described him as “bright but inconsistent,” and the school had raised concerns about attention, organization, and task completion. Previous screening suggested he was not struggling “enough” to qualify for special education, yet his frustration was growing and his confidence was slipping.

During the intake, it became clear that Daniel showed unusually strong verbal reasoning and abstract problem-solving, but also intense difficulty with planning, sustained output, and emotional regulation under classroom demands. A comprehensive 2e-focused evaluation was completed, including cognitive, executive functioning, academic fluency, and emotional regulation measures.

The results revealed a classic twice-exceptional profile: Daniel’s reasoning abilities were well above age expectations, but his processing speed, written expression fluency, and executive control were significantly weaker. Under time pressure, these gaps masked his strengths and led teachers to underestimate his abilities.

The final report translated these findings into New York public school-relevant language, clearly linking test results to functional classroom challenges. Specific recommendations were provided for extended time, reduced written load, assistive technology, and classroom strategies that supported both his gifted reasoning and his executive vulnerabilities. Maria used the report to collaborate with the school team, resulting in a tailored support plan that helped Daniel regain confidence and re-engage with learning.

Jordan, a sophomore at a large New York university, reached out after struggling through his first year despite earning high grades in high school. He described spending hours rereading material, freezing during exams, and leaving testing rooms convinced he had failed — only to receive average or inconsistent scores. His anxiety had escalated to the point that he was considering reducing his course load.

The evaluation process focused on attention regulation, working memory, processing speed, academic fluency, and anxiety response under performance conditions. The testing revealed that while Jordan had strong conceptual reasoning, his cognitive efficiency dropped sharply in timed, high-pressure environments. His anxiety was not generalized — it was performance-specific and directly disrupted executive functioning during exams.

The report documented these patterns clearly and translated them into functional terms that aligned with college disability services expectations. Recommendations included extended time, breaks during testing, access to a reduced-distraction environment, and coaching strategies to manage anticipatory anxiety.

Jordan submitted the documentation to his university’s disability services office and was approved for accommodations the following semester. With supports in place, he reported improved focus, less panic during exams, and a renewed sense that college was manageable again.

Rachel, a 38-year-old professional living in New York City, had always felt “out of sync” at work despite being intelligent and highly motivated. She described chronic overwhelm, missed deadlines, difficulty with social nuance in meetings, sensory overload in open office spaces, and intense burnout. Several therapists had suggested ADHD, while others wondered about autism, but no one had ever completed a full assessment.

Her evaluation was designed to explore attention, executive functioning, social communication patterns, sensory processing, and emotional regulation. The results showed a nuanced profile: Rachel met criteria for both ADHD and Autism Spectrum Disorder, Level 1, with long-standing masking strategies that had hidden her struggles but exhausted her internally.

The feedback session was deeply affirming for Rachel — she finally had language for experiences she had carried silently for decades. The report included workplace-relevant recommendations, including environmental modifications, communication strategies, and executive supports. Rachel later shared that having this understanding changed how she advocated for herself at work and reframed years of self-criticism into compassion and clarity.