My child has been referred to MPAC for an evaluation, what can I expect as a parent?
Once we receive a referral, MPAC will work with your child’s school to schedule a time to complete the evaluation during his/her regular school hours (exceptions may be made if the child prefers to test outside of his/her regular school day). Depending on the type of evaluation that has been requested, you may receive some paperwork (rating scales, typically) in the mail or from school personnel. Please fill these forms out completely and return them according to the instructions provided on the letter (return to the school Special Education Department, your child’s teacher, or mail to: MPAC, 17 Stoneybrook Drive, Hermon, ME 04401). You may also be scheduled for a phone or in-person interview with the evaluator or psychologist. You can always request an interview if you have information that you would like us to know (call 207-852-2204 or email drkyliecole@mpacassessment.com).
How can I prepare my child for the assessment?
No special preparation is needed beyond what you, as a parent, would do for a regular school day…make sure the child is well-rested, has had breakfast, and is provided with healthy snacks. If your child takes medication regularly, this medication should be given as usual unless a specific request has been made to alter the administration of medication on the date of testing.
What if my child is nervous about the evaluation?
Most children are willing and engaged participants in the evaluation process. We encourage teachers and parents to frame the evaluation as a common process that provides data on how students learn best so that teaching can be targeted to make the best use of their strengths and support them with things that are more difficult.
Occasionally, children may be nervous about meeting with an evaluator who is unfamiliar to them or concerned about how their performance may reflect on them. We try to minimize these fears by allowing time to build a relationship prior to beginning the assessment. We provide explanations of what types of tasks will be asked of them and allow them to express any concerns they have. We attempt to avoid referring to the tasks as “tests” as this can often increase anxiety. As a parent, you may wish to prepare your anxious child by explaining that they will meet with a “teacher” who will play some games, ask them questions, and find out how they learn. Older children may be given more details such as, “We know reading is difficult for you and we want to try to find out why so your teachers can find ways to minimize your frustration with homework/in class.”
I received some forms in the mail, what should I do with them?
If you received rating scales asking you to rate your child’s behavior (usually by responding to statements with answers such as “Never, Sometimes, Often, Always”) please know that these are a very important part of the evaluation process as they are often the sole representation of a child’s behavior outside of the school setting. It is important to fill them out completely without skipping items, as skipped items often make the measure unable to be scored. However, we know these types of rating scales are limited in that they only give a snapshot of your child rather than a full picture. Please know that rating scales are only a part of the data we collect and are used to INFORM the process, but not to definitively DIAGNOSE or LABEL. In addition to the rating scales, we value hearing from parents in their own words what they see as their child’s strengths, weaknesses, and what they hope to gain from the evaluation. Please don’t hesitate to call or email if you want to give more information than what is asked. Finally, missing or incomplete rating scales from parents are one of the biggest barriers to MPAC being able to provide a thorough and timely report. Please call or email if you need replacement copies of rating scales or have questions on how to complete them.
How long does the process take?
It can vary widely, but for a typical evaluation, we plan on 2-3 hours of testing time. Our evaluators do their best to work around the child’s schedule so they do not have to miss fun school activities such as assemblies, concerts, or games. Due to the limited time we have in certain schools, a child may have to miss a “Specials Class” such as music, physical education, or art; when this happens we try to work with the child’s teacher so they can get an extra break or free time activity to “make up” for the missed “fun”. A child will NEVER be asked to miss lunch or recess and we encourage children to bring snacks to the testing session with them. With younger children, our evaluators are excellent at watching for signs that a break is needed and will often engage in play activities or walk/snack breaks to keep the child’s interest and engagement.
My child already has a diagnosis, takes medication, or is in counseling, is an evaluation still necessary?
It depends. Often the school needs to go through a process set forth by the State of Maine to determine if a child is eligible for Special Education (or other) services. That said, records of previous diagnoses, current medications, or past evaluations are very helpful to MPAC as we prepare to test. If the school does not already have copies of these things, they can be emailed or mailed to MPAC for review and inclusion in the final report.
I have concerns about my child being labeled.
Typically, when we hear this concern from parents it is because they have a belief that once a child is “labeled” or diagnosed, that diagnosis will be “with them forever” even if it is incorrect. We don’t know where this commonly held idea came from, but it is simply untrue. A child may meet the criteria for a diagnosis of ADHD as a five-year-old, but when they are re-evaluated at age eight, they no longer show the signs and symptoms of ADHD. The diagnosis is not retained once the child no longer meets the criteria for it. This can happen for many reasons. It may be a true mis-diagnosis, the child may have learned to cope in ways that lessen the symptoms so that they are no longer prevalent/troublesome, the symptoms that were previously associated with one diagnosis may, over time, be shown to be better explained by another diagnosis (i.e. ADHD may turn out to be anxiety driven rather than a pure attention difficulty), or the child may outgrow the difficulty with time and maturity.
Another common concern is that once a child is diagnosed they will be singled out, removed from the classroom, and generally made to feel different from their peers. This concern, too, often arises from parents’ own experiences as children with special needs. Students, with guidance and input from parents and teachers, may select which interventions they choose to accept. Again, our experience is that correct identification and interventions make school and social situations BETTER for children, not worse.
Is ADHD a real disorder or are we just asking too much of our kids these days?
We speak with a lot of parents and educators who wonder about the increasingly common diagnosis of Attention Deficit Hyperactivity Disorder. We see a wide range in children’s ability to control their impulses, maintain a safe body, and focus their energy to learn. ADHD is not a diagnosis we take lightly and we firmly believe that a child’s environment can either magnify or mitigate their symptoms. We also see children struggle to learn, fall behind academically, damage social relationships, and become angry/frustrated with themselves when their symptoms are not recognized and addressed. Therefore, we attempt to balance consideration for the child’s needs along with the reality of the environment (e.g. in a classroom of 20 children some rules must be followed for safety and for learning to occur).
Is Autism a real disorder or are we just labeling kids who learn differently and trying to make them conform to society?
This is another question we frequently ponder with parents, teachers, and other professionals and the best answer is: Both. An Autism Spectrum Disorder is truly a WIDE spectrum, but there are specific criteria and indicators that we can use to guide us when considering this diagnosis. And yes, as professionals, parents, and community members we see the value in striving to make schools (and the world) a more inviting and welcoming place for individuals who may fit under the umbrella of autism.
I want to have my child evaluated, but not through his/her school, can I self-refer to MPAC for testing?
Yes, there are times we can accommodate a certain number of private pay referrals. Please contact us with your specific request for more information.
I am an adult and would like an evaluation, is that something MPAC does?
Yes, private pay evaluations for adults with testing needs may be provided on a case by case basis. Please contact us with your specific request for more information.
I don’t want to put my child on medication.
Parents always have the right to make decisions regarding what works for their values and beliefs regarding their child’s treatment (medication or otherwise). MPAC respects parents’ decisions regarding which treatment options they would like to pursue for their child and will provide many recommendations for parents to consider.
I am undecided about medication treatment for my child, what can you tell me?
A psychiatrist will be your best source of information on the pros and cons of medication treatments for any disorder. That said, we do have experience working with children of all ages with a variety of symptoms and diagnoses. Our best advice is that medication may be something to consider when you find that your child continues to suffer either academically, behaviorally, or socially despite the efforts of you (parents) and teachers to provide support. Medications can be a useful tool and do not have to be something that is “forever”. Another thing we have heard from parents is that have “tried medication once and it made things worse” or that “it made my kid a zombie”. Again, we can’t give suggestions for specific medications, but we know from experience that it often takes going back to your child’s doctor to report the side effects and asking to try something different. It may take multiple trials to find the right fit for your child. What works for you friend’s child with ADHD, might not work for your child with similar symptoms. We also recommend pursuing a specialist’s (child psychiatrist) opinion when possible as they have a more intimate knowledge of psychiatric medications, newest treatments, and potential side effects. If you explore your options with curiosity and openness as to whether this will be a worthwhile tool, and reach the conclusion that it is not, then you can feel confident that medication is not the right choice for your child at this time.
I’d like to get my child into counseling/therapy or tutoring. Does MPAC provide these things?
No, at this time we do not provide counseling or tutoring, but we come in contact with many professionals in the course of what we do, so we can give some recommendations on where to look. Please contact us and we will be happy to put you in contact with someone who we think will fit your needs.