Evaluations

Evidence-based therapy & evaluations NEW YORK & Connecticut

EVALUATION SERVICES

Evidence-Based Assessment

Our approach to evaluations is based on a scientific, investigative model to answer the referral question based on the presenting concerns. Evaluations are comprehensive in nature and typically included measures of the following: cognitive ability, academic achievement (i.e., reading, writing, math), auditory processing, expressive/receptive language, short-term and long-term memory, attention, executive functioning, visual-motor integration, and emotional/behavioral difficulties. At the conclusion of the evaluation, examinees or their caregivers participate in a feedback session, the goal of which is to summarize the assessment report, answer any questions, and discuss evidence-based recommendations based on the clinical findings.

At BMP, we use some of the most advanced tools and approaches, such as interactive testing with iPads and the use of Cross-Battery Assessment (XBA), which allows practitioners to utilize several ability tests to summarize an individual's functioning. Moreover, we apply the most up to date theory and science in the identification of Specific Learning Disabilities (SLD) based on the Pattern of Strengths and Weaknesses model (PSW), related to an individual's cognitive ability and academic skills profile.

Prior to focusing on BMP full-time, Dr. Costa was employed as a psychologist at a public school district. In this role, he provided psycho-educational evaluations (e.g., learning disability assessments) and served as a Chairperson for the Committee on Special Education (CSE). As such, Dr. Costa has an in depth understanding of the special education process, including eligibility requirements and the continuum of school-based services. He also conducted evaluations and provided therapeutic support to students with intellectual and developmental disabilities. Dr. Costa served as the Services for Students with Disabilities (SSD) coordinator for College Board (i.e., SAT and AP exams) and ACT exams, which required that he work closely with these organizations to advocate for students' testing accommodation needs.

Dr. Costa has co-authored several publications regarding psycho-educational assessment and learning disability identification, including book chapter contributions to one of the most widely used text books on these topics (see publications list below). He has also supervised doctoral level psychology trainees on the provision of psycho-educational evaluations and was a consultant for Wiley Publishing in their development of the Intervention Library: Finding Interventions and Resources for Students and Teachers (IL:FIRST®).

Types of Evaluations

Neuropsychological testing for learning/language disabilities, attentional/executive functioning weaknesses, and/or psychiatric/behavioral difficulties
Comprehensive Psycho-educational Assessment
Assessment of Specific Learning Disabilities (e.g., dyslexia, dyscalculia, dysgraphia)
Assessment of Attention-Deficit/Hyperactivity Disorder (ADHD)
Evaluations of cognitive ability (often referred to as "IQ testing")
Gifted and talented evaluations
Evaluation of intellectual disabilities and adaptive functioning, such as for OPWDD services
Assessment of psychiatric disorders (e.g., depression, anxiety, OCD, PTSD)
Evaluations for the need of accommodations, such as extra time, on standardized tests (e.g., SAT, ACT, LSAT, MCAT, GRE, AP exams)

Educational Consultation

We provide consultation to individuals/families and school personnel regarding evaluation findings, including consultation regarding previously conducted evaluations. Based on the results, we explore recommendations to address how an individual's weaknesses manifest in the academic environment.

We are also available to attend CSE meetings to provide advocacy for families. Based on the information collected, we can provide the school team with recommendations for specific interventions, classroom accommodations, or modifications to the curriculum in order to help meet a learner's needs.

Publications

Flanagan, D. P., Alfonso, V. C., Costa, M., Palma, K., & Leahy, M. A. (2018). Use of ability tests in the identification of specific learning disabilities within the context of an operational definition. In D. P. Flanagan & E. M. McDonough (Eds.), Contemporary Intellectual Assessment: Theories, Tests, and Issues (4th ed., pp. 608-642). New York, NY: Guilford Press.

Flanagan, D. P., Costa, M., Palma, K., Leahy, M. A. Alfonso, V. C., & Ortiz, S. O. (2018). Cross‑Battery Assessment, the Cross-Battery Assessment Software System, and the assessment-intervention connection. In D. P. Flanagan & E. M. McDonough (Eds.), Contemporary Intellectual Assessment: Theories, Tests, and Issues (4th ed., pp. 731-776). New York, NY: Guilford Press.

Koriakin, T., White, E., Breaux, K. C., DeBaise, E., O’Brien, R., Howell. M., Costa, M., Liu, Xiaochen, L., Pan, X., & Courville, T. (2016). Patterns of cognitive strengths and weaknesses and relationships to math errors. Journal of Psychoeducational Assessment, 1-13.