ABSTRACT
Many people are involved in the process of evaluating students and then developing/implementing interventions. The unique accommodations provided for each child were implemented within very specific frameworks that were dictated by the age and severity of need for each. Among the battery of tests, often neuropsychological evaluations provide important information/diagnoses for a student. It will be necessary to have a solid understanding of neuropsychological constructs, language, and evaluation results. It is important to note that psychologists who practice in clinical and community settings often produce psychological evaluations establishing the presence of anxiety disorders in youth. With increasing regularity, school-aged children are being assessed and evaluated for various purposes. Various studies have demonstrated that social-emotional competencies are important skills that support early school success and growth of academic competency in early grades. It is important to understand the history and process through which children are evaluated and the subsequent trends in intervention in a public school setting.
