There are many reasons families pursue a psychological or neurodevelopmental evaluation. Testing is not only used to identify challenges, but also to clarify strengths, guide planning, and support long-term outcomes. Common reasons include:

~Early Educational Planning

Evaluations conducted early in life can inform targeted interventions, school supports, and enrichment, helping to optimize developmental and academic outcomes over time.

~Establishing a Baseline (Including for Youth Athletes)

For families with children involved in sports, baseline testing can be valuable in the event of a future concussion or traumatic brain injury (TBI), allowing providers to compare pre- and post-injury functioning.

~Mental Health Concerns

Assessments can help clarify concerns related to anxiety, mood, attention, emotional regulation, and executive functioning, and differentiate between overlapping symptoms.

~Attention and Executive Functioning Difficulties

Testing can identify challenges with focus, organization, planning, impulse control, and working memory, which often impact academic performance and daily functioning.

~Developmental Delays and Early Intervention (EI) Transitions

Evaluations are often helpful when a child is exiting Early Intervention services or when developmental delays are suspected, ensuring continuity of support and appropriate recommendations.

~School Transitions (Pre-K to Kindergarten and Beyond)

Transitions such as moving from preschool to kindergarten can reveal new academic, social, or behavioral demands. Testing can help determine readiness and inform appropriate supports.

~Giftedness and Strength-Based Identification

Evaluations can identify advanced cognitive abilities or giftedness, helping families and schools provide appropriate enrichment and challenge while also addressing any co-occurring needs.

~College and Transition Planning

Comprehensive evaluations can provide the documentation needed for college accommodations and support services. Testing helps clarify executive functioning, attention, learning, and emotional needs so students enter higher education with appropriate supports in place.

Testing is designed to be as comfortable and low-stress as possible. Evaluations typically occur at Dr. McGee’s office in Cranbury, NJ.

A licensed psychologist specializes in comprehensive psychological and neurodevelopmental evaluations, including autism and ADHD assessments. These evaluations focus on behavior, cognition, emotional functioning, learning, and executive functioning. A psychiatrist is a medical doctor who can prescribe medication and may diagnose ADHD or related conditions, often through clinical interviews rather than full testing batteries. A neurologist is a medical specialist who evaluates neurological conditions and may be involved when there are concerns about seizures, brain injury, or other neurological factors. Diagnostic services are most effective when used in conjunction with a child’s pediatrician and/or neurologist, ensuring a coordinated and well-rounded understanding of the child’s needs.

Dr. McGee is trained in providing a range of therapeutic services; however, at this time the primary focus of the practice is on:

• Comprehensive evaluations and diagnostics

• Consultations

• Advocacy and school-based support

• IEP planning and review

Families seeking ongoing counseling support will be provided with appropriate referrals as needed.

At this time, insurance is not accepted. Services are provided on a private-pay basis. Costs and service options are discussed transparently with Dr. McGee prior to scheduling, so families have a clear understanding of fees and scope of services.

Participation in IEP meetings is considered on a case-by-case basis. Typically, involvement begins with:

• A comprehensive evaluation or record review

• Development of a treatment or support plan

• Parent coaching and preparation sessions

This ensures families feel informed, confident, and prepared to advocate effectively.

A multidisciplinary team brings together professionals from different specialties to support a child’s development holistically. Dr. McGee has a diverse and well-established referral network that may include:

• Speech-Language Pathologists

• Board Certified Behavior Analysts (BCBAs)

• Learning Disabilities Teacher Consultants (LDT-C)

• School Psychologists

• Occupational Therapists (OT)

• Physical Therapists (PT)

Referrals are made as needs arise to ensure comprehensive care.

Yes. Executive functioning support is available for adolescents and young adults preparing for or entering college. Services may include:

• Executive functioning assessment

• Organizational and planning strategies

• Time management and study skills

• Support with documentation for college accommodations

Services can be provided remotely and tailored to the specific demands of higher education environments.

Second opinions can be very helpful. One of the most important considerations is full transparency. Be open with all evaluators about prior testing and reports. Repeating identical or similar tests too soon can invalidate results and limit the usefulness of the evaluation. Providing previous records allows the evaluator to build upon existing data, avoid unnecessary duplication, and focus on clarifying unanswered questions.

The purpose of an evaluation is not to secure an IEP, but rather to develop a comprehensive and accurate understanding of your child’s strengths, needs, and learning profile. While an evaluation may support eligibility for an IEP, it can also indicate that other supports, such as a 504 Plan, targeted interventions, or classroom accommodations, are more appropriate.

Dr. McGee has extensive experience working within public school systems and understands how eligibility decisions are made. She helps families determine the most appropriate level of support while prioritizing a child’s access to their least restrictive educational environment.

The goal is always to ensure that recommendations are thoughtful, data-driven, and aligned with what will allow your child to learn, grow, and succeed within the school setting, not to over- or under-identify services.

Yes. Reviewing prior evaluations, school records, IEPs, 504 Plans, and medical reports is often an important part of the assessment process. This helps avoid unnecessary repetition and allows recommendations to be more targeted and meaningful.

Families receive a detailed written report and a feedback session to review results, diagnoses (if applicable), and recommendations. Follow-up consultation, parent coaching, and school-based guidance may be recommended depending on the child’s needs.

Yes. Consultation services are available to help parents understand:

• School evaluations

• Eligibility determinations

• IEP or 504 recommendations

• Next steps for support

This can be especially helpful when school-based language feels confusing or overwhelming.

Not meeting diagnostic criteria does not mean concerns are dismissed. Many children benefit from practical recommendations, strategies, or accommodations even without a formal diagnosis. Guidance is always individualized and developmentally appropriate.

No. A core goal of the evaluation process is to identify strengths, learning style, and protective factors—alongside areas of challenge. Strength-based understanding is essential for effective planning and advocacy.

Yes. While Dr. McGee does not conduct comprehensive forensic, immigration, or custody evaluations at this time, she may provide certain limited, non-forensic legal-related services when appropriate. These can include:

• Guardianship capacity screenings

• Brief decisional-capacity evaluations

• Treatment summary letters

• Compliance or progress reports

• Fitness-for-duty screenings (non-forensic)

• Documentation of diagnosis and functional status

These services are provided within the scope of her clinical practice and may involve consultation with professional associates as needed.

Yes. Dr. McGee provides cognitive assessment services for adults when clinically appropriate.

Why might an adult pursue cognitive testing?
Adults may pursue cognitive testing to:

• Evaluate cognitive functioning across areas such as attention, memory, processing speed, and executive functioning

• Clarify the presence or absence of cognitive weaknesses contributing to academic, occupational, or daily functioning difficulties

• Inform diagnostic clarification, differential diagnosis, or treatment planning

• Support documentation for academic, professional, or workplace accommodations

• Establish a cognitive baseline for future comparison

• Guide recommendations for intervention, compensatory strategies, or therapeutic supports

Cognitive assessment results are interpreted within the context of developmental history, current functioning, and referral concerns to support informed clinical decision-making.

Yes. To maintain ethical standards and avoid any potential conflicts of interest, services are not provided to families residing in Monroe Township, New Jersey. This restriction is in place due to professional involvement within the district. All other surrounding areas may be eligible for services.