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This is one of the most common concerns, and a completely understandable one. The goal of evaluation is not to produce a label, but to provide a clear understanding of a child's strengths and weaknesses so that parents, teachers, and clinicians can better meet the child's actual needs. Research consistently shows that identifying and addressing challenges earlier leads to better long-term outcomes, and a thoughtful evaluation is designed to empower a family rather than define a child by a diagnosis.
Evaluation is a real investment of time and money, and families are encouraged to weigh that honestly. What it provides in return is a clear, individualized picture of a child's cognitive, academic, and social-emotional functioning, along with specific recommendations, instead of general advice that may or may not fit. Many families describe the process as one of the more valuable investments they make in understanding their child.
Many families aren't sure, and that's a reasonable place to start from. A brief, no-cost initial conversation can help clarify the concern and determine whether evaluation, therapy, or a combination best fits your child's situation. In some cases, therapy alone addresses the immediate concern; in others, an evaluation is needed first to understand what is actually driving the difficulty.
Allen Psychology works with children as young as two through adolescence, with evaluation and treatment approaches adapted to a child's specific developmental stage. Some services, such as certain evaluation components or consultation, may also be available to young adults; this is best discussed directly during an initial conversation.
This hesitation is common, and it is rarely a good reason to wait. Many concerns that turn out to be significant started as something a parent worried might be "nothing," and many concerns that turn out to be manageable are put to rest quickly through a brief conversation. There is no minimum threshold of severity required to ask a question.
Disagreement between parents about whether a concern warrants attention is common, and it doesn't need to be fully resolved before reaching out. Sometimes a brief conversation with a clinician, or the results of an evaluation, can help both parents get on the same page with shared, objective information rather than competing impressions.
No formal referral is required for most families to schedule an initial conversation or an evaluation. Families are welcome to reach out directly. That said, referrals from pediatricians, therapists, and schools are always welcomed, and existing records from those providers are often useful to gather in advance.
Any prior evaluations, IEP or 504 documents, report cards, and a general timeline of your concerns are all helpful, though none of these are required to get started. If records are still with a previous provider, a release form can be provided so they can be requested directly on your behalf.
Testing time varies by age and referral question. For children under five, testing typically takes two to three hours. For school-age children, it's typically five to six hours and may be split across more than one appointment. From the start of intake through the feedback session and written report, the full process typically takes about two weeks.
The specific battery is selected based on the referral question and the child's presentation instead of a single fixed template. A family concerned primarily about reading will receive a different combination of measures than a family concerned about social communication, even though both evaluations share a common core of attention, memory, and reasoning tasks.
Generally, testing is conducted one-on-one between the child and Dr. Allen, since a parent's presence can sometimes affect how a child performs or behaves. For very young children, a parent may be included for part of the session. This is discussed directly during scheduling so there are no surprises on testing day.
Testing sessions are structured to keep a child engaged, with breaks built in as needed, and Dr. Allen has extensive experience working with children who are anxious, resistant, or simply having a hard day. If a session needs to be paused or rescheduled, that is handled without difficulty; the goal is an accurate picture of the child, not a completed session at any cost.
Not unnecessarily. Prior testing results are reviewed as part of intake, and evaluation is designed to build on existing information instead of repeating it. In some cases, certain measures are re-administered because enough time has passed for updated scores to be meaningful, but this is discussed directly and never simply assumed.
Evaluation results belong to the family and are shared only with those the family authorizes in writing, such as a school or physician. Within the practice, results inform any ongoing treatment directly, since evaluation and therapy are provided by the same clinician.
Yes, with written authorization from the family. Direct communication, whether by phone, email, or an in-person meeting, is often more effective than relying solely on a written report, especially for complex cases or when a school team has follow-up questions.
Occasionally, an evaluation raises as many questions as it answers, especially for very young children or complex presentations. When this happens, it is stated directly rather than glossed over, along with a clear recommendation for what additional information, time, or specialized evaluation would help clarify the picture.
Availability varies, so it's worth reaching out as soon as a concern arises instead of waiting until a deadline, such as a school eligibility meeting, makes scheduling more urgent. If a family has a specific timeline in mind, such as a school year cutoff or a legal deadline, sharing that early helps in planning the evaluation schedule accordingly.
Yes, and many families prefer this timing, since it avoids pulling a child out of class and allows results to be ready before the following school year begins. Summer and school breaks are often popular scheduling windows, so reaching out early is helpful.
The first session focuses on understanding a child's developmental history, the family's specific concerns, and what has already been tried. From there, Dr. Allen and the family collaboratively set goals and discuss what treatment will look like, including expected session frequency and how progress will be reviewed over time.
Most treatment begins with weekly sessions, with frequency adjusted based on progress and clinical need. The overall length of treatment varies considerably depending on the concern; some families see meaningful change within a few months, while more complex or long-standing concerns may involve treatment over a longer period, with regular check-ins on progress along the way.
This is common, especially in early sessions, and is not treated as a problem to fix immediately. For younger children, play and drawing often open up communication that direct conversation does not. For teenagers, building trust simply takes time, and sessions are adjusted accordingly rather than forced into a rigid format.
Parent involvement is a consistent part of treatment, though the specific format depends on a child's age. Younger children's treatment often includes substantial parent coaching alongside the child's own sessions; adolescent treatment typically involves periodic parent check-ins while preserving space for the teenager to speak privately.
This comes up often, and it's genuinely difficult. A brief conversation can help think through how to approach the topic with your teenager, and in some cases, a parent-focused approach such as SPACE can begin the work even before a teenager is willing to participate directly.
Adolescents are told clearly, from the first session, what will and will not be shared with parents. Day-to-day content of sessions is generally kept private to build trust, while parents are kept informed about overall progress, themes, and any safety concerns. These boundaries are explained to both the teenager and the parents together at the outset.
When medication is part of a family's plan, treatment is coordinated directly with the prescribing physician or psychiatrist, so that therapy and any pharmacological treatment are working toward the same goals. Dr. Allen does not prescribe medication directly but works closely with those who do.
Progress is tracked against the specific goals set at the start of treatment, using a combination of parent and teacher report, direct observation, and, when relevant, standardized rating scales completed periodically throughout treatment. Families are given regular updates instead of left to guess whether things are improving.
Some concerns respond quickly to treatment, while others, especially longstanding behavioral or emotional patterns, take longer to shift in a lasting way. If progress feels slower than expected, that is raised directly as part of ongoing treatment planning, including whether an adjustment to the approach, frequency, or goals would help.
Yes, and many families prefer this timing, since it avoids pulling a child out of class and allows results to be ready before the following school year begins. Summer and school breaks are often popular scheduling windows, so reaching out early is helpful.
Existing evaluations and diagnoses are reviewed and incorporated rather than treated as a reason to start from scratch. In some cases, a family may benefit from an updated evaluation if significant time has passed or new questions have emerged; in others, existing information is sufficient to move directly into treatment planning.
Yes. Because both services are provided by the same clinician, evaluation and therapy can proceed in parallel when appropriate, with each informing the other, instead of requiring families to complete one process entirely before beginning the next.
Yes, this is a common reason families seek evaluation. Anxiety and ADHD can look similar on the surface, since both can involve distractibility, avoidance, and difficulty completing tasks, and a careful evaluation is often the clearest way to determine which factor, or combination of factors, is primarily driving a child's struggles.
This uncertainty is exactly what evaluation is designed to address. Autism can share features with ADHD, anxiety, and language disorders, and a comprehensive evaluation considers all of these possibilities together rather than testing for a single condition in isolation.
Often, yes. SPACE was specifically developed for situations where a child is unwilling or unable to participate in direct treatment, since it works entirely through the parents. This makes it a valuable option precisely in the cases where traditional individual therapy has stalled or never gotten off the ground.
If it becomes clear that a different type of provider or level of care would better serve your family, that is communicated directly, along with guidance toward more appropriate resources when possible. The goal is to help your family find the right support, even when that support is found elsewhere.
When medication is part of a family's plan, treatment is coordinated directly with the prescribing physician or psychiatrist, so that therapy and any pharmacological treatment are working toward the same goals. Dr. Allen does not prescribe medication directly but works closely with those who do.
Allen Psychology is a self-pay practice and does not bill insurance directly. A superbill, an itemized receipt with the diagnostic and procedure codes insurers require, is provided after payment so you can seek out-of-network reimbursement if your plan offers it. Coverage and reimbursement rates vary widely by plan, so it's worth calling your insurer before your first appointment to ask about your out-of-network mental health or testing benefits. A Good Faith Estimate is provided before scheduling for all services.
Comprehensive Neuropsychological Assessment is $4,500; Targeted Consultation is $2,500; Developmental Evaluation ranges from $1,800 to $2,500; follow-up appointments are billed hourly at $250; and forensic evaluations are quoted by request. Therapy fees are provided at the time of inquiry, since format and frequency vary by family. A Good Faith Estimate outlining your specific expected costs is provided before scheduling.
Yes. Reports are written with school use specifically in mind, and Dr. Allen is available to attend IEP or 504 meetings directly when that additional support would help a plan succeed, in addition to providing the written report itself.
Schools make their own eligibility and service determinations under IDEA and Section 504, and an outside evaluation, while often influential, does not automatically override a school's own process. When disagreements arise, Dr. Allen can help a family understand the school's reasoning and, when appropriate, advocate directly for reconsideration.
Yes, for many services. Dr. Allen is licensed to provide care in Maryland, Virginia, Washington, D.C., Florida, and Colorado, and offers telehealth services in these jurisdictions. Therapy sessions, consultations, and feedback meetings are often well suited to telehealth, while standardized testing generally requires an in-person appointment.
Specific cancellation and rescheduling policies are provided in writing at intake, and the team is happy to discuss them directly if you have a scheduling concern before your first appointment.
Families receive a full written copy of the evaluation report as part of the feedback session, and can request additional copies at any time, including copies formatted for a specific purpose, such as a school meeting or medical record.
Yes, free on-site parking is available at the Rockville office, along with an accessible building entrance and a café on the first floor.
Yes. In some cases, families are looking specifically for an evaluation to inform work already happening with another therapist; in others, Dr. Allen becomes the primary treating clinician while coordinating with a previous provider during the transition. Either way, existing care is treated as valuable context, not a conflict to work around.
