At Neuroversity, we specialize in the comprehensive evaluation of autism spectrum disorder (ASD) across early childhood and school-age developmental stages. Our assessments are rooted in clinical rigor and informed by current research, ensuring that each evaluation accurately reflects the child’s neurodevelopmental profile and the unique context of their daily functioning.

Each autism evaluation incorporates gold-standard, standardized tools to assess the core features of ASD. These include the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) to assess real-time social communication and behavioral patterns, as well as the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3) to evaluate adaptive functioning across home, school, and community settings. In addition, standardized rating scales completed by caregivers and, when applicable, teachers, offer valuable insights into a child’s functioning across environments. These may include:

• Behavior Assessment System for Children, Third Edition (BASC-3)

• Social Responsiveness Scale, Second Edition (SRS-2)

• Sensory Profile 2 (SP2)

• Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2)

• Autism Spectrum Rating Scales (ASRS)

Our multi-method, multi-informant approach ensures that diagnostic conclusions are evidence-based, developmentally grounded, and responsive to the individual needs of the child. Findings from the evaluation guide tailored recommendations designed to support both home-based interventions and school-based planning.

When clinically indicated, and at the discretion of the evaluating psychologist, standardized cognitive assessment may also be incorporated into the battery to further clarify diagnostic impressions and inform treatment planning. This determination is made based on presenting concerns, developmental history, and referral questions, and will be discussed with caregivers during the evaluation process.

In some cases, families may seek a more comprehensive assessment battery that extends beyond the core autism evaluation to explore additional areas such as cognitive functioning, academic achievement, language processing, or social-emotional development. In these instances, Dr. Simpson is happy to collaborate with caregivers to thoughtfully expand the scope of the evaluation. This ensures that the final battery reflects both the presenting concerns and the broader needs of the child and family system.

Importantly, our autism evaluations—whether conducted with or without the inclusion of cognitive testing—meet the documentation requirements necessary to initiate Applied Behavior Analysis (ABA) therapy when a diagnosis of autism spectrum disorder is confirmed. Our reports are designed to ensure that families have access to both medical and educational supports, including referrals to ABA providers, early intervention agencies, or public school special education services.

Comprehensive psychological testing offers an in-depth understanding of a child’s emotional, behavioral, cognitive, and developmental functioning. This type of evaluation is particularly well-suited for children presenting with complex or overlapping concerns, such as challenges related to intellectual functioning, executive functioning, attention regulation (e.g., ADHD), emotional dysregulation, behavioral health difficulties, or learning differences. The purpose of this evaluation is to clarify diagnostic questions, inform treatment planning, and guide school, clinical, or home-based supports based on a full-spectrum understanding of the child’s strengths and areas of need.

These assessments utilize a tailored battery of standardized tools and clinical interviews to explore functioning across multiple domains. Depending on the referral concerns and presenting symptoms, the evaluation may incorporate measures of cognitive ability (IQ), attention and executive skills, social-emotional development, adaptive behavior, and academic achievement. In many cases, the inclusion of both caregiver and teacher input helps contextualize the child’s functioning across settings.

For families initially referred for an autism evaluation who express interest in exploring broader areas of functioning, Dr. Simpson is happy to consult with caregivers about expanding the scope of the assessment. When appropriate, additional measures can be incorporated to provide a more comprehensive developmental picture, ensuring that the evaluation not only addresses core diagnostic criteria but also captures co-occurring conditions or contributing factors that may influence daily functioning.

Whether conducted independently or as an extension of an autism evaluation, comprehensive psychological testing provides families with evidence-based insights and clear, actionable recommendations to support their child’s growth across home, school, and community environments.

Psychoeducational evaluations are designed to explore a child’s learning profile, identifying cognitive, academic, and emotional factors that may be impacting school performance. These evaluations are often sought when a child is struggling with academic achievement, demonstrating uneven progress across subjects, or exhibiting signs of frustration, disengagement, or avoidance in the classroom. They are also appropriate for identifying learning strengths and determining eligibility for gifted and talented services, special education supports, or 504 accommodations.

Each psychoeducational evaluation includes a thorough analysis of cognitive abilities (IQ)—such as reasoning, memory, and processing speed—alongside direct measurement of academic skills, including reading, writing, mathematics, and oral language. Dr. Simpson incorporates both standardized testing and caregiver/teacher input to ensure that the evaluation reflects the child’s real-world academic functioning across settings. Social-emotional and behavioral measures are often included to help differentiate academic underperformance from contributing concerns such as anxiety, attentional difficulties, executive dysfunction, or emotional dysregulation.

This integrative model supports differential diagnosis of learning disabilities (e.g., dyslexia, dysgraphia, dyscalculia), attention-related disorders (e.g., ADHD), and language-based learning differences. For families navigating complex educational decisions—such as requesting an Individualized Education Plan (IEP), preparing for school transitions, or advocating for specialized services—a psychoeducational evaluation provides clear, data-driven guidance.

Dr. Simpson works closely with families to ensure that the evaluation results are accessible, actionable, and aligned with educational systems, including direct support in understanding eligibility frameworks, accommodation strategies, and how to communicate findings with school teams. When requested, psychoeducational evaluations may also be expanded to include components of autism, ADHD, or emotional-behavioral assessment to provide a more holistic understanding of the child’s functioning across domains.

Our ADHD and attention-related evaluations are designed to thoroughly assess the cognitive, behavioral, and emotional components that influence a child’s capacity for sustained focus, impulse control, and self-regulation. These evaluations include direct testing of executive functioning, such as working memory, cognitive flexibility, and inhibitory control, alongside standardized rating scales completed by caregivers and teachers to capture the child’s behavior across home and school environments. Observational data during testing sessions are also integrated to assess real-time attentional patterns, task persistence, and frustration tolerance.

A central aim of this evaluation is to differentiate true attentional dysregulation—as seen in Attention-Deficit/Hyperactivity Disorder—from symptoms that may appear similar but stem from other factors, such as anxiety, sensory processing differences, trauma exposure, or developmental immaturity. Dr. Simpson uses a multi-informant, multi-method approach to ensure diagnostic clarity and to avoid over- or under-identification of ADHD.

When appropriate, ADHD evaluations may be conducted as standalone assessments or embedded within broader psychological or neurodevelopmental evaluations. All results are delivered with clear diagnostic conclusions and individualized recommendations to support focus, organization, task initiation, and behavioral control in both structured and unstructured environments.

Cognitive assessments are offered either as a standalone service or as part of a comprehensive diagnostic battery. These evaluations use standardized, developmentally appropriate measures to estimate a child’s general intellectual functioning, including verbal reasoning, visual-spatial processing, fluid reasoning, working memory, and processing speed.

IQ testing may be used to support school placement decisions, eligibility for gifted and talented programs, or to clarify concerns related to intellectual disability or global developmental delay. Results provide valuable insight into the child’s relative cognitive strengths and vulnerabilities, and help contextualize academic performance, social adaptation, and problem-solving skills. In clinical cases where cognitive testing is requested in conjunction with an autism evaluation or broader psychological assessment, Dr. Simpson is available to consult with caregivers to ensure the assessment battery aligns with the family’s goals and the referral questions.

Our social-emotional and behavioral evaluations are designed to assess a child’s internal emotional experience, behavioral responses, and self-regulation skills. These evaluations explore concerns such as anxiety, depression, irritability, behavioral outbursts, mood instability, emotional insight, and coping strategies. Through a combination of structured caregiver interviews, direct observation, and norm-referenced rating scales, Dr. Simpson develops a clinically rich understanding of the child’s psychological profile.

These evaluations can be conducted independently—for purposes of diagnostic clarification or treatment planning—or incorporated into broader comprehensive assessments when social-emotional factors are contributing to academic, behavioral, or interpersonal challenges. Results are translated into individualized, evidence-informed recommendations to support therapeutic planning, home routines, school accommodations, or coordination with external behavioral health providers.

Adaptive behavior assessments are essential for understanding how a child functions across daily contexts beyond the structured testing environment. Using standardized caregiver tools such as the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3), this assessment examines key domains of functioning, including communication, daily living skills, socialization, and motor skills. These domains offer a developmental snapshot of how the child manages age-expected responsibilities, navigates interpersonal interactions, and communicates effectively in real-world settings.

Adaptive behavior data are especially critical when evaluating for autism spectrum disorder, intellectual disability, global developmental delay, and other neurodevelopmental conditions, as they provide ecological validity that complements formal testing. Results are framed within the context of the child’s environment and daily demands, offering caregivers and educational teams a clearer understanding of the child’s functional capabilities and areas where additional support may be warranted.