What are Psychological Services at AIM?

Social-Emotional Wellbeing

Licensed psychologists and certified school psychologists help ensure that students maximally benefit from their educational programming through consultation with teachers and through individual or classroom wide interventions.

Psychological Services staff members teach courses in both Lower School and Upper School focused on knowing oneself as a learner, interpersonal problem solving skills, emotional intelligence, decision making, social communication, and goal-setting.

Data Analysis and Progress Monitoring

To help students optimize growth as readers, mathematicians, writers, and critical thinkers, our educators must adapt to the changing needs and abilities of each student. To accomplish this goal, our educators use the insights provided by ongoing academic progress monitoring. Psychological Services staff members use empirically validated individual and group screening and diagnostic assessments to help answer the questions: How much progress? Compared to what? Expected by when? Progress monitoring helps teachers to evaluate the effectiveness of the instruction provided to individual students. Progress monitoring provides accurate, timely, and meaningful information about students' current academic levels and rates of improvement towards short-term objectives and long-term goals. Ongoing data analysis allows the school to optimize each student's individual education plan, and make timely, targeted adaptations.

Psychological Assessment Services

The Academy In Manayunk Psychological Services Department provides a wide range of evaluation and intervention services for children and adolescents at AIM and in the community at large. We specialize in learning disabilities and such related problems as ADHD, social and emotional issues. Our staff of licensed psychologists and certified school psychologists offer comprehensive diagnostic evaluation services, specific (limited) evaluations of academic or behavioral issues, private school admission or gifted program (IQ) testing, consultation and intervention services.

What is a Comprehensive Psychoeducational Evaluation?
A comprehensive psychoeducational evaluation is an assessment of cognitive, academic and behavioral functions using various standardized tests and procedures. Because a learning disability or attention disorder cannot be diagnosed by a single test, we answer parents' questions and concerns using a battery of psychological assessments. Testing is performed by a licensed psychologist or certified school psychologist. Observation in a natural setting (e.g., school or camp) is often incorporated in to the evaluation. Various cognitive functions are systematically tested, including, but not limited to:

• intelligence
• language
• perceptual/visual spatial abilities
• information processing
• processing speed
• memory and learning
• attention
• difficulties with organization, planning and other areas of executive function (problem solving, conceptualization, and cognitive flexibility)
• visual motor skills
• academic achievement (e.g., reading, mathematics, written language)
• emotional & social functioning, and behavior

By evaluating these areas of functioning, a profile of strengths and weakness can be developed and employed to create a comprehensive plan to harness individual strengths in order to help the student develop those areas needing improvement.

A Collaborative Approach to Assessment
At the Academy In Manayunk, we will work with you in a collaborative approach to answer the referral concerns. Each evaluation begins with a thorough history of the problems or difficulties that are the focus of the evaluation. With children and adolescents, we understand that parents and caregivers are a vital source of information. Parents' and caregiver's voices are always heard in our evaluations. Teachers and other school professionals also provide a critical source of information, as do medical and other professionals. Often, the students have important information to share about their difficulties. Information gained from parents, professionals and students is supplemented with information gained from standardized testing and formal observation.

Our core battery typically includes:

• a comprehensive developmental history interview and review of relevant records/previous evaluations
• questionnaires consisting of background information, including childhood development and academic observations
• school observation and teacher input (with parent permission)
• a test battery of intellectual functioning
• a test battery of academic achievement levels in reading, writing, and mathematics
• attention and memory instruments
• tests of relevant social and emotional functioning
• assessment of study skills and habits
• classroom observation
  

Once the core testing is completed the psychologist will decide whether additional testing is necessary. Additional testing is typically used to follow up on any issues raised or still unanswered by the core assessment battery. While the essential concern for the assessment is often learning, a thorough psychoeducational evaluation must also address behavioral, emotional, and other issues in order to make a valid diagnosis.

Report of Findings and Recommendations for Intervention
After the initial assessment procedures have been completed, the psychologist conducting the evaluation will carefully review all the information obtained. Occasionally, some additional information is collected to fill in any missing pieces in the puzzle. Once the picture is clear, your psychologist will prepare a comprehensive report and meet with parents or caregivers to communicate the findings. When indicated, the psychologist meets with the student, and the school to discuss the evaluation results and recommendations.
The most important step in the evaluation is developing a comprehensive intervention plan and recommendations for any additional more specialized assessments that may be necessary. Your psychologist will provide you with a range of research-proven interventions for solving this problem and discuss each with you in detail to consider which solution or set of solutions is the best fit for your specific situation.

The following behaviors may signal the need for evaluation and perhaps treatment:

• poor performance at school
• difficulty generalizing what is learned
• weak organizational skills
• difficulty paying attention or concentrating
• susceptibility to easy distraction
• memory problems
• failure to complete tasks on a regular basis
• low frustration tolerance
• problems adjusting to changes in routine
• confusion from too much verbal or visual stimulation
• inflexibility in learning strategies
• inability to visualize things mentally
• inconsistency in recalling sequences of instructions or problem-solving steps
• dependence on numerous cues or aids in performing routine tasks
• poor concept of self as a learner
• problems with peer relations, perspective taking, and social skills
• oppositional and/or aggressive behavior
• emotional distress and signs of depression or anxiety

Peer Leadership

Some students may benefit from additional support in a Peer Leadership class.  The Peer Leadership group meets weekly to encourage and develop students' social thinking, increase their ability to effectively work in a group, utilize appropriate and effective problem solving skills, and to promote leadership skills.  Group projects include service-learning opportunities that primarily benefit AIM and/or the community. 

For more information please contact:
Grace C. Ashton, Ph.D.
PA Licensed Psychologist
Certified School Psychologist
Director, Psychological Services
Main Office: 215.483.2461
Fax: 215.483.4597
gashton@aimpa.org