- To offer psychological and cognitive testing to students to identify both cognitive and social/emotional strengths and weaknesses of students to optimize the educational success of students.
- To offer consultation and information in through seminars/workshops to both staff and parents on the effect and impact of cognitive strengths and weaknesses.
Khalil Center will offer the following services:
- Developmental Disabilities Evaluation
- Giftedness Evaluation
- Cognitive Evaluation
- Attention Deficit/Hyper Active Disorder Evaluation
- Asperger’s/Autism spectrum disorders
- Assessment of Learning Disabilities
- Memory Evaluations
- Social/Emotional dysfunction
- Psycho-educational Evaluations
- School/Parent Consultation
Hooman Keshavarzi is a Licensed Clinical Professional Counselor, holds a Masters of Clinical Psychology and a Bachelors of Science – specialist psychology track/minor in Islamic Studies. He is currently an Adjunct Professor of Psychology at Argosy University Chicago, Hartford Seminary, instructor of psychology at Islamic Online University and founder/director of Khalil Center – a community mental health center based out of Chicago. He is also a fellow at the Institute for Social Policy and Understanding at the Global Health Center, conducting research on topics related to Muslims and Mental Health. Hooman Keshavarzi is a national public speaker and trainer serving as a former Clinical supervisor at the Village of Hoffman Estates. He also delivers seminars on specialized topics around multiculturalism and psychology.
Hooman Keshavarzi will be working alongside Dr. Monica Saavedra (Khalil Center clinical psychologist), whereby she will review assessment reports and offer consultation.
Intellectual assessments identify areas of cognitive strength and weaknesses. These areas may include verbal and language functioning, visual-spatial functioning, numerical reasoning, attention, concentration, and memory functioning. Depending on the referral question, assessment may include other measures to identify learning disability, giftedness, mood or anxiety issues that may hinder educational success.
Cognitive/intellectual testing primarily involves the use of pencil and paper tasks to assess a wide range of abilities, including attention, memory, problem solving, language skills and overall intellectual functioning. The assessment process determines a student’s cognitive strengths and weaknesses through qualitative (approach to tasks and observed behavior) and quantitative (standardized and scaled measures) approaches. Test scores are interpreted on the basis of normative data and expected level of performance for a given individual based upon their educational/occupational level and, for those with illnesses or injuries, estimates of their pre-morbid intellectual functioning.
Test results can be used to offer recommendations for educational accommodations and/or additional psychological or neuropsychological treatment to compensate for weaknesses and/or nurture to develop strengths. The results help to identify what target problems and strengths to work on or enhance and which strategies to use. An appropriate diagnosis can result in school accommodations, like IEP or 504 plans, specialized tutors, or extended test taking time, as stipulated by the Americans with Disabilities Act and the Individuals with Disabilities Education Act.
Educational experts have begun to use neuropsychology to explain why some children have trouble acquiring language skills, learning to read, developing arithmetic reasoning skills, and so on. Using neuropsychology in schools can help teachers serve children with learning disabilities more effectively because a child who has neurologically related disabilities does not benefit from the same teaching techniques (such as repetition) that a student who merely learns at a slower rate benefits from.
Schools should identify the learning strengths and weaknesses of each child so that the children will be placed in the educational environment that will help them reach their full learning potential.
Most common Reasons for Testing:
- Learning Difficulties/ Learning Disabilities
- Developmental delays
- Giftedness Determination
- Difficulty deciding career path (Vocational Testing)
- Initial/Re-evaluation for Section 504 Plan/Individual Education Plan Eligibility
- Attention-Deficit/Hyperactivity Disorder ADHD/ ADD Testing
- Autism Spectrum Disorders (ex. Aspergers Syndrome)
- Social & Emotional Difficulties (e.g., depression, anxiety)
Reasons for Gifted Testing:
- To provide details about learning needs, including strengths and weaknesses
- To help identify a child for a gifted program
- To discover any learning disabilities requiring intervention
- To help advocate for appropriate educational accommodations
- General intellect
- Higher level executive skills (e.g., sequencing, reasoning, problem solving)
- Attention and concentration
- Learning and memory
- Visual–spatial skills (e.g., perception)
- Motor and sensory skills
- Vocational/Decision Making
- Mood and personality
What is an Assessment Battery?
An assessment battery is a collection of cognitive and/or psychological tests selected and tailored to the unique needs of the presenting individual. The selection and interpretation of these batteries are determined by Hooman Keshavarzi through discussion and consultation with Dr. Monica Saavedra.
There are five main areas of functioning addressed by the cognitive assessments:
- Intellectual Functioning
- Executive Functioning
- Attention/Concentration, Working Memory, and Speed of Processing
- Learning and Memory
Ø short-term and long-term
Ø auditory and visual
Ø recall and recognition
- Self-Reported Cognition and Emotional Functioning
Instruments Pulled to form Assessment Battery:
- Wechsler Adult and Child Intelligence Scale – Fourth Edition (WAIS-IV) provides Verbal and Performance IQ scores and a Processing Speed Index
- Wechsler Memory Scale – Fourth Edition (WMS-IV): provides indexes of immediate and delayed auditory and visual memory, and working memory
- Wisconsin Card Sorting Test (WCST): measure of executive functioning
- BASC – 2(Behavior Assessment System for Children, Second Edition)
- Bender-Visual Motor Gestalt Test II
- Remote Association Test (RAT) – Test of creativity
- Stroop Test: measure of divided attention, mental flexibility, processing speed
- Auditory Continuous Performance Test – ACPT – Attention test
- Brown Attention-Deficit Disorder Scales
- BASI – Achievment testing
- GRS – Gifted Rating Scales
- Trail Making Test (Parts A and B): measure of attention and visual-motor sequencing
- Oral and Written Word Fluency: measures of executive functioning
- Prospective Memory Screening Test: measure of planning and recall for future tasks
- Paced Auditory Serial Addition Task: measure of sustained and speeded processing
- Continuous Performance Task: measure of sustained attention/concentration and processing speed
- PAI – A: brief measure of personality traits
- MMPI – A – Objective personality measure
- Thematic Apperception Test – Projective Personality assessment
- Cognitive Failures Questionnaire: self-report measure of cognitive complaints
- John Holand SDS – Vocational Testing
Testing is usually undertaken over two half-days (approximately 2.5-3.0 hours each in duration) and each student and his or her parents meets the diagnostician prior to commencement of testing to complete an interview, review the testing process, and have their concerns or questions directly addressed. One to two weeks following completion of their assessment, most students can expect to again meet with the diagnostician to receive feedback, including a written report, and recommendations relating to the results of their assessment. Again, they will have an opportunity to have their concerns or questions addressed and family members should attend this appointment with them.
1) The school assumes full responsibility for the program. This includes unlimited testing needs throughout the duration of the 10 month school year. Testing will be provided on site at school or if so scheduled by appointment at Khalil Center’s primary office in Glen Ellyn, IL. However, Khalil Center’s satellite center in Lincolnwood may alternatively be used if absolutely necessary. Testing cases will be offered with a monthly fee that will be payable to Khalil Center. The cost of this program is $15,000 over a period of 10 months (commencing from the beginning of the school year). Payments may be offered monthly ($1500/month).
2) The school subsidizes the program by offering $10,000 ($1000/month) and will charge $100 per testing battery case to be paid by the parents.
3) The school will pay on a needs-be basis, individually per assessment battery. This will amount to $500 per testing battery. For example, child x may need psychological testing on any given month. The school will offer payment for the testing of that specific child.
4) Parents assume complete responsibility over the cost of services. This will amount to $500 per testing battery.
Advantages of this program:
– Early identification is necessary in order to accommodate optimal learning and future success of child.
– Br. Hooman Keshavarzi can bridge the cultural gap between need areas and intervention. Based upon the case, if tested Br. Hooman Keshavarzi may be able to utilize such data to inform accommodations and/or special needs services at the school.
– Please be advised that psychological testing in the mental health community usually costs between $1500-3000 per testing battery where this service is being provided at minimal cost to the school.