Evaluation Process

While every evaluation at MindWorks is individually-tailored to the goals of each patient, the following provides an overview of the general evaluation process that patients can expect:

Step 1: Referral and Initial Consultation

  • Prospective patients can be self-referred or referred by their healthcare provider or school.

  • Once contacted about the potential referral, Dr. Streicher provides a free initial phone consultation to determine whether the requested services can be provided at MindWorks.
  • An initial diagnostic interview is scheduled to begin the evaluation process.
  • A welcome packet is then sent to prospective patients who wish to proceed, which includes written information about MindWorks and practice policies for review, as well as a number of forms to be completed and returned to Dr. Streicher prior to the initial interview appointment.

Step 2: Diagnostic Interview and Record Review

  • Patients and/or parents-only (depending on the age of the child and issues that need to be discussed) are seen for a diagnostic interview so that a detailed background history can be taken to better understand the nature and context of the concerns.

  • When the patient is a minor, both parents (or legal guardians) should attend the initial interview session.  In general, it is usually best for siblings not to attend the sessions.  For college-age students, a follow-up phone consultation with parents is typically conducted to obtain collateral background information.
  • Dr. Streicher also reviews available records at this step which will be will be integrated into the evaluation findings.

  • Clinical information provided up to this point is used to develop an evaluation plan with specific evaluation components and battery of tests that will be required to answer the questions that have been posed and/or make diagnostic decisions.
  • Dr. Streicher then provides a written comprehensive cost estimate for the evaluation.

Step 3: Testing and Consultation

  • Patients are usually scheduled for 1 to 2 appointments to complete testing, in blocks of time that are dependent on the age of the patient and the range of issues to be assessed.

  • Parent, teacher, and self behavior rating scales are completed.
  • Consultations with school staff, healthcare providers, and others who are integrally involved in the patient’s care are conducted to obtain a full picture of the patient’s current and past functioning and services/treatment history.

Step 4: Feedback

  • Following the completion of all evaluation components listed above, an appointment (i.e., “feedback session”) is scheduled for the parents (of children/adolescents) and/or the college student who has been evaluated.  Feedback on the results of the evaluation and diagnostic impressions (as applicable) are discussed, and individually-tailored treatments and intervention strategies are developed.

  • A written report can be provided, if requested, following the feedback session.  Written reports are tailored to the individual need of each patient.  For example, reports can range from a brief summary of the major findings to a comprehensive, detailed report that includes information such as the reason for the evaluation, the patient's history, the evaluation components and tests used, test results and interpretations, diagnostic impressions (if applicable), and intervention recommendations.

Step 5: Follow-up Consultation

  • Follow-up consultation with parents, schools, or referring healthcare providers are available, as requested by the patient (or parent).

  • The purpose of such services might be to enhance communication of the evaluation findings and for collaboration and coordination of care.  This might include consultation with primary care providers about initiation of or changes to medication therapy, or consultation with the school system to advocate for 504/IEP accommodations and interventions at school, etc.
  • In other instances, parents might request brief consultation/training on specific issues identified during the evaluation in order to feel better equipped with “tools” to foster success in their child’s functioning.


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8:00 am-5:00 pm






8:00 am-5:00 pm