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School vs. Private Evaluations: What's the difference?
At Thriving Psych Services, we know that when parents start to notice their child struggling in school, it can be difficult to know where to turn. Should you request an evaluation through your child’s school—or seek out a private assessment? Both options can provide valuable information, but they serve different purposes and follow different processes. Understanding these differences can help families make the best decision for their child’s needs.
The Purpose of Each Type of Evaluation
Both school-based and private evaluations are designed to help parents better understand their child’s unique strengths, challenges, and learning profile. However, the goals of these evaluations differ:
School Evaluations aim to determine whether a child meets eligibility criteria for special education services under the Individuals with Disabilities Education Act (IDEA) or qualifies for accommodations under Section 504.
Private Evaluations conducted in a community or clinical setting focus on whether a child meets diagnostic criteria (DSM-5) for a specific psychological or learning disorder.
In short: a school evaluation decides whether a student qualifies for services, while a private evaluation provides a clinical diagnosis and deeper insight into the “why” behind a child’s learning or behavioral challenges.
Advantages of School Evaluations
School evaluations can be a great starting point for many families, particularly when there are clear academic concerns. Some benefits include:
Free of cost: Conducted at no expense to families.
Team-based approach: Often involves multiple professionals (school psychologist, special education teacher, speech-language pathologist, nurse, etc.).
Immediate link to services: If the child qualifies, the school team develops an Individualized Education Program (IEP) outlining specialized instruction and supports.
Regular follow-up: Students are typically reevaluated every three years to monitor progress and update goals.
Limitations of School Evaluations
While school evaluations are a valuable resource, there are some important limitations to keep in mind:
Access can be delayed: Schools often implement interventions before proposing an evaluation, which can extend the timeline.
Lengthy process: Once approved, the evaluation process can take up to 60 calendar days (not including school breaks).
Limited scope: School evaluations focus on educational eligibility, not clinical diagnosis.
Time out of class: Students typically miss some classroom instruction during testing sessions.
Advantages of Private Evaluations
Private evaluations offer families greater flexibility and a more comprehensive picture of a child’s cognitive, academic, and emotional functioning. Key benefits include:
Parental control: Parents can choose both the evaluator and the scope of testing—whether a focused ADHD or Dyslexia screening or a full neuropsychological assessment.
Privacy: Results do not automatically become part of the school record; parents decide whether or not to share them.
Diagnostic clarity: Private evaluations determine whether a child meets criteria for a clinical diagnosis (e.g., ADHD, Dyslexia, Anxiety), which can be useful for accessing community-based supports such as therapy or ABA services.
Individualized insight: Evaluators often provide detailed recommendations tailored to the child’s learning profile, which can inform both school and home interventions.
Limitations of Private Evaluations
Private evaluations also have some potential drawbacks to consider:
Cost: Comprehensive assessments can be expensive, often several thousand dollars.
Limited observation opportunities: Private evaluators may not have the availability to observe the child in classroom or playground settings.
No automatic school services: A private diagnosis does not guarantee qualification for school-based supports or an IEP.
How to Decide What’s Right for Your Child
If your main concern is ensuring your child receives school-based support, starting with a school evaluation may make sense. If you’re seeking a clinical diagnosis, a deeper understanding of underlying cognitive or emotional factors, or recommendations that extend beyond school, a private evaluation may be the better option.
At Thriving Psych Services, we specialize in comprehensive psychological and educational assessments that bridge the gap between school and clinical perspectives. Our goal is to provide families with clear answers, actionable recommendations, and guidance on how to advocate effectively for their child’s needs both in and out of the classroom.
The Bottom Line
Both school and private evaluations can be incredibly valuable tools for understanding your child’s learning and development. Knowing the differences—and how they complement each other—can help families feel more confident navigating next steps.
If you’re unsure which type of evaluation is right for your child, we’re happy to help you explore your options and determine the best path forward.
Thriving Psych Services is here to help you make informed decisions and support your child’s success every step of the way.
504 Plans vs. IEPs: Which one is right for your child?
At Thriving Psych Services, we understand how confusing it can be to navigate the world of school supports. When a child struggles with attention, learning, or other challenges, parents often hear about 504 Plans and Individualized Education Programs (IEPs). Both provide accommodations and help students with disabilities succeed in school, but they serve different purposes and are governed by different laws. Understanding how each one works can help you make the best decision for your child.
What Is a 504 Plan?
A 504 Plan ensures that a student with a disability has equal access to education. It falls under Section 504 of the Rehabilitation Act of 1973, a civil rights law that prohibits discrimination based on disability.
The purpose of a 504 Plan is to provide accommodations that help students participate in the general education curriculum without changing what they are expected to learn. To qualify, a student must have a documented disability that substantially limits one or more major life activities, such as learning, concentrating, or communicating.
Common accommodations might include extended time on tests, preferential seating, reduced assignments, movement breaks, or assistive technology. These supports help reduce barriers to learning while allowing the student to remain in a general education classroom.
504 Plans are typically implemented by the student’s general education teachers, with oversight from a school administrator or counselor. They are reviewed annually but do not require formal learning goals or specialized instruction.
In short, a 504 Plan provides access—it ensures students can participate fully in the classroom environment alongside their peers.
What Is an IEP?
An Individualized Education Program (IEP) provides a higher level of support for students who need specialized instruction, not just accommodations. IEPs are governed by the Individuals with Disabilities Education Act (IDEA), a federal law that guarantees students with disabilities a Free Appropriate Public Education (FAPE).
The purpose of an IEP is to provide individualized instruction, services, and supports that help a student make academic and functional progress. To qualify, a student must have a disability that falls under one of the 13 IDEA categories—such as a Specific Learning Disability, Autism, or Other Health Impairment—and must also require special education services as a result of that disability.
An IEP includes detailed information about the student’s strengths, areas of need, learning goals, progress monitoring, and any related services such as speech therapy, occupational therapy, or behavioral support. It is developed and implemented by a multidisciplinary team, which often includes special education teachers, general education teachers, school psychologists, and other specialists.
IEPs are legally required to be reviewed at least once a year, with a full reevaluation every three years to ensure that services continue to meet the student’s needs.
In essence, an IEP provides individualized instruction and services designed to help a child meet specific educational goals.
Understanding the Key Differences
While both 504 Plans and IEPs support students with disabilities, the main difference lies in the scope and intensity of services.
A 504 Plan focuses on removing barriers to learning through accommodations—helping students access the curriculum and environment on an equal basis with peers. It does not change what a student learns, nor does it include specialized instruction.
An IEP, on the other hand, provides both accommodations and direct educational services. It includes formalized goals, specialized instruction, and related therapies when needed. It’s designed for students whose disabilities significantly impact their ability to make progress in the general education setting without targeted interventions.
Put simply, a 504 Plan levels the playing field, while an IEP changes the game plan.
Which One Is Right for Your Child?
If your child primarily needs accommodations—like extra time on tests, classroom seating adjustments, or organizational support—a 504 Plan may be sufficient.
If your child struggles academically despite these accommodations, or requires specialized instruction or therapy services, an IEP may be the better option. The decision depends on how your child’s disability affects their ability to learn and make progress in school.
How Thriving Psych Services Can Help
If you’re unsure which plan might be most appropriate, a comprehensive psychological evaluation can help clarify your child’s specific learning profile and needs. At Thriving Psych Services, we provide in-depth assessments that evaluate attention, learning, executive functioning, and emotional-behavioral factors. Our reports include data and recommendations that can help guide school teams in determining whether a 504 Plan or IEP is most appropriate.
The Bottom Line
Both 504 Plans and IEPs are powerful tools for supporting students with disabilities. Understanding how they differ—and what each offers—empowers families to make informed decisions and advocate effectively for their child’s success.
If you suspect your child may need school-based support or are preparing to request an evaluation, we’re here to help. Thriving Psych Services offers compassionate, comprehensive assessments and guidance to help families navigate this process with confidence—because every child deserves the opportunity to thrive.
Learning Disabilities: Dyslexia, Dyscalculia, Dysgraphia
At Thriving Psych Services, we know that when a child struggles in school, it can be frustrating for both families and students. Learning challenges often hide behind intelligence, effort, or motivation, but a closer look may reveal a learning disability. Understanding the different types of learning disabilities—Dyslexia, Dyscalculia, and Dysgraphia—can help families recognize the signs, seek proper evaluation, and access targeted support.
Dyslexia: Reading and Language-Based Challenges
Dyslexia is one of the most well-known learning disabilities. It primarily affects reading, spelling, and language processing. Children with Dyslexia often have:
Difficulty recognizing words or decoding unfamiliar words
Slow or inaccurate reading
Trouble with spelling and writing
Challenges with phonological awareness (the ability to identify and manipulate sounds in language)
While Dyslexia does not reflect intelligence or effort, it can cause frustration and lower self-confidence if unrecognized or unsupported. With early identification and evidence-based interventions, students with Dyslexia can make significant progress and thrive academically.
Dyscalculia: Number and Math-Based Challenges
Dyscalculia is a learning disability that affects mathematical skills and number sense. Students with Dyscalculia may struggle with:
Learning number facts or memorizing basic math operations
Understanding quantity, place value, or time concepts
Solving word problems or following multi-step calculations
Estimating or applying math skills in real-life situations
Difficulties with math can impact confidence, class participation, and overall academic performance. Identifying Dyscalculia early allows educators and parents to implement accommodations, specialized instruction, and strategies that make math accessible.
Dysgraphia: Writing and Motor-Based Challenges
Dysgraphia affects writing abilities, including spelling, handwriting, and written expression. Common signs of Dysgraphia include:
Illegible or inconsistent handwriting
Trouble organizing thoughts on paper
Slow writing speed or fatigue when writing
Difficulty with spelling, punctuation, or grammar
Like other learning disabilities, Dysgraphia does not reflect a child’s intelligence. With the right support—such as assistive technology, structured writing instruction, or alternative formats for assignments—students can communicate their knowledge effectively.
Why Comprehensive Evaluation Matters
Medical or school observations alone may not capture the full picture of a learning disability. At Thriving Psych Services, our comprehensive assessments evaluate reading, math, writing, language, and cognitive functioning. This helps identify whether Dyslexia, Dyscalculia, Dysgraphia, or a combination of learning challenges is present, guiding targeted interventions and accommodations.
Early identification and accurate diagnosis are key to helping children succeed academically and build confidence. Evaluations also provide documentation that can be used to support accommodations at school, such as 504 Plans, IEPs, or classroom modifications.
The Bottom Line
Learning disabilities come in many forms, but understanding them is the first step toward effective support. Dyslexia, Dyscalculia, and Dysgraphia each affect different areas of learning, yet all can be addressed with structured interventions, targeted instruction, and appropriate accommodations.
At Thriving Psych Services, we empower families with clear assessments, actionable recommendations, and guidance for navigating school supports. With the right tools and strategies, every child can thrive academically, socially, and emotionally.
ADHD & Schools: What you need to know
At Thriving Psych Services, we understand that when a child is struggling with attention, organization, or self-control in school, it can be hard to know where to begin. Many families start by visiting their pediatrician—and while that’s an important step, it’s only one piece of the puzzle. Understanding how ADHD affects your child’s learning and knowing how to navigate school supports can make all the difference.
Common Challenges for Students with ADHD
Students with ADHD often have no shortage of intelligence or creativity, but their day-to-day school experience can be filled with frustration. Common challenges include:
Difficulty sustaining attention or finishing tasks
Trouble organizing materials and managing time
Forgetting assignments or losing track of directions
Struggling to regulate emotions or behavior in the classroom
Inconsistent performance—some days thriving, other days falling behind
These difficulties can lead to academic underachievement, low self-esteem, and negative feedback from teachers—all of which can take a toll on a student’s confidence and motivation.
How Accommodations Can Help
Fortunately, schools can provide accommodations that help students with ADHD access learning on an equal footing with their peers. Common supports might include:
Preferential seating near the teacher or away from distractions
Extended time on tests or assignments
Breaking large tasks into smaller, manageable steps
Frequent check-ins or visual reminders for organization
Access to movement breaks or quiet workspaces
These adjustments don’t change what a student learns—they simply help level the playing field so they can demonstrate what they’re capable of.
Understanding 504 Plans and IEPs
There are two main ways that students with ADHD can receive formal support at school: through a Section 504 Plan or an Individualized Education Program (IEP).
504 Plans are part of civil rights law (Section 504 of the Rehabilitation Act) and provide accommodations for students whose ADHD substantially limits a major life activity, such as learning or concentrating.
IEPs, on the other hand, are part of the Individuals with Disabilities Education Act (IDEA). To qualify for an IEP under the category of Other Health Impairment (OHI), there must be clear evidence that ADHD symptoms are significantly impacting the student’s educational performance.
Schools typically need documentation that demonstrates how ADHD affects learning, attention, or behavior in the classroom. This is where comprehensive psychological testing can be incredibly valuable.
Why a Comprehensive ADHD Evaluation Matters
It’s relatively easy to obtain a medical diagnosis of ADHD from a pediatrician, but these diagnoses are often based solely on parent and teacher reports. While this information is helpful, it doesn’t always include direct measures of attention, executive functioning, and working memory—skills that are critical to understanding how ADHD actually impacts a child’s learning and daily functioning.
At Thriving Psych Services, we offer comprehensive ADHD assessments that go beyond a checklist. Our evaluations include objective, performance-based measures of attention and executive functioning, along with detailed cognitive and academic testing when needed. This allows us to provide a more precise diagnosis and tailored recommendations for treatment, intervention, and school supports—not just medication management.
Navigating the School Support Process
If you suspect your child’s ADHD is affecting their school performance, here are a few steps to consider:
Gather information: Talk with your child’s teacher about their observations and collect examples of how attention or organization challenges show up in class.
Request an evaluation: Submit a written request to the school for an evaluation under Section 504 or IDEA. Schools are required to respond within a set timeframe.
Consider a private assessment: A comprehensive ADHD evaluation from a licensed psychologist can provide the objective data schools need to determine eligibility and guide effective accommodations.
Collaborate with the team: Once a plan is in place, ongoing communication between home and school is key to ensuring your child’s needs are being met.
The Bottom Line
ADHD can present real challenges in the classroom, but with the right understanding, accommodations, and support, students can thrive academically and emotionally. If you’re unsure where to start—or if you’ve received a diagnosis but need a clearer picture of how ADHD is affecting your child’s learning—we’re here to help.
Thriving Psych Services offers comprehensive ADHD assessments that empower families with the knowledge and tools to support their child’s success at school and beyond.
Autism: Special Education vs. Diagnostic Criteria
At Thriving Psych Services, we often hear from parents who are navigating questions about Autism Spectrum Disorder (ASD) and school supports. It can be confusing because Autism is defined differently in the medical and educational systems. Understanding these distinctions can help families advocate effectively and ensure their child receives the right support.
DSM-5 Diagnosis of Autism Spectrum Disorder
The DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, 5th Edition) is the standard tool used by healthcare professionals to diagnose Autism. A DSM-5 diagnosis focuses on clinical treatment, therapy, and insurance purposes.
Autism Spectrum Disorder is defined by two core areas:
Persistent deficits in social communication and interaction
Difficulty understanding social cues
Trouble with back-and-forth conversation
Reduced sharing of interests or emotions
Restricted, repetitive behaviors, interests, or activities
Repetitive motor movements
Insistence on sameness or routines
Highly focused or unusual interests
Sensory sensitivities
For a DSM-5 diagnosis, symptoms must be present in early development and cause significant impairment in daily functioning. This clinical definition is used to guide interventions, therapies, and treatment planning.
IDEIA Definition of Autism for Special Education
In contrast, the Individuals with Disabilities Education Improvement Act (IDEIA) governs special education in schools. Under IDEIA, Autism is considered a developmental disability that significantly affects educational performance, including verbal and nonverbal communication and social interaction.
Key points about Autism under IDEIA:
Symptoms typically appear before age 3
May include repetitive behaviors, resistance to change, or unusual sensory responses
The primary focus is on the student’s ability to learn in a school setting
A student may qualify for special education services under Autism even without a formal DSM-5 diagnosis if their characteristics significantly impact learning
Conversely, a child with a DSM-5 ASD diagnosis may not qualify for special education if their Autism does not affect their educational performance.
Why the Difference Matters
Understanding the distinction between clinical diagnosis and educational eligibility is essential for families navigating both healthcare and school systems:
A DSM-5 diagnosis tells you what is happening clinically and guides treatment planning, therapy, and insurance coverage.
IDEIA eligibility tells you what supports a student is entitled to at school, including specialized instruction or related services.
A child may have one but not the other—clinical need does not automatically equal school eligibility, and vice versa.
How Thriving Psych Services Can Help
If you’re unsure whether your child’s needs require clinical evaluation, school services, or both, a comprehensive assessment can provide clarity. At Thriving Psych Services, our evaluations assess social communication, learning, attention, executive functioning, and adaptive skills. This information helps families understand their child’s strengths and challenges, advocate for appropriate school supports, and develop a personalized plan for intervention and growth.
The Bottom Line
Autism is defined differently depending on the context—clinical versus educational—but both perspectives are important. A clear understanding of these definitions empowers families to access the right services and supports for their child.
At Thriving Psych Services, we guide families through the evaluation process, helping children thrive academically, socially, and emotionally—whether in the classroom, therapy, or daily life.
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