OrensteinSolutions

At Orenstein Solutions, our psychologists offer comprehensive assessments, including psychological assessments, bariatric pre-surgery, anger management evaluations, and forensic assessments.

Psychological Evaluations/Psycho-Educational Testing

Dr. Fontaine has extensive experience conducting psycho-educational and neuropsychological evaluations, including testing for learning disorders, ADD/ADHD, giftedness/early kindergarten entry, and the impact of various medical conditions on learning and functioning. Her assessments are very thorough and involve teasing apart various symptoms in order to determine what (if any) are the appropriate diagnoses.

Dr. Fontaine’s additional expertise in ADD/ADHD, anxiety and mood difficulties allows her to readily identify when these issues are present, and to conceptualize how they relate to the presenting problem(s). Her overall goals for every evaluation are to identify any diagnosis present, help the client (or their parents) to better understand these difficulties, provide recommendations for intervention, and determine appropriate academic accommodations (when relevant).

Dr. Fontaine has experience providing assessments to children, teens and adults for the following:

• Attention Deficit/Hyperactivity Disorder (ADD/ADHD)
• Adult ADD/ADHD Assessments
• Learning Disabilities (including Dyslexia)
• Early Kindergarten Entry
• Giftedness
• Problems with Memory, Concentration, Academic Skills, Language Skills
• Neuropsychological Assessments

Early Kindergarten Entry Evaluation

In N.C., children must be five years old by August 31st in order to begin Kindergarten that academic year. However, children who turn four years old by the preceding April 16th may be eligible for early Kindergarten entry, provided they are deemed gifted and have the maturity to be successful in school. How do parents know if their child is eligible and if early entry is best for their child?

If you are considering the possibility of enrolling your child in Kindergarten early, Dr. Eve Fontaine can help walk you through this decision-making process. Eve specializes in psycho-educational assessments and psychological services for children and teens. An evaluation for early kindergarten entry includes the following steps:

Step 1 – Information Gathering:

Dr. Fontaine conducts an initial consultation with parents to gather background information regarding the child’s developmental, health, and preschool history. This step also involves a discussion of the child’s academic readiness skills. Additionally, Dr. Fontaine reviews any relevant records, such as preschool daily report notes and work samples.

Step 2 – Assessment:

Next, Dr. Fontaine meets with your child to conduct the testing. There are two types of tests that must be administered as part of this testing process – a measure of cognitive functioning and a measure of academic achievement skills. In order to achieve your child’s best possible performance on these measures, she recommends having your child complete them over two separate appointments. Dr. Fontaine feels it is important that your child has a positive experience, so she strives to create a relaxing, fun atmosphere for children, allowing breaks for fun activities to put the child at ease.

Step 3 –Report/Feedback Session:

After the testing has been completed, Dr. Fontaine meets with you to review the results of your child’s testing. She describes the tasks completed and your child’s performance on those tasks. Dr. Fontaine provides you with her recommendations and addresses your questions or concerns. She also provides you with a detailed, comprehensive written report that summarizes the results of the evaluation.
If you are interested in getting your child evaluated for possible early kindergarten entry, please contact Dr. Eve Fontaine for information about scheduling and fees (919-428-2766, x3 or eve@orensteinsolutions.com).

Assessments for ADD/ADHD

What to Expect:

Dr. Fontaine offers comprehensive assessments for children, teens and adults with attention, cognitive or learning difficulties. Common reasons why people seek these evaluations include concerns about memory, attention/concentration, learning, language skills, graphomotor skills, and emotional/behavioral functioning. Additionally, many college students and parents are interested in determining if they or their child are eligible to receive academic accommodations (for example, additional time on tests, modified homework, etc…).

Step 1—Clinical Interview/ Information Gathering:

First, Dr. Fontaine conducts an initial consultation to gather background regarding the client’s developmental, health, school, and family history. This step involves a thorough review of the presenting concerns, as well as a review of any relevant records, such as previous evaluation reports, report cards, and work samples. For children and adolescents, Dr. Fontaine sometimes meets directly with the school staff and may observe the child in his/her classroom.

Step 2—Interviews and Behavior Rating Scales:

For Child/Teen Evaluation: Next, Dr. Fontaine conducts a semi-structured ADD/ADHD interview with the parents. Since there are many other psychological disorders that have symptoms overlapping with those of ADD/ADHD, Eve also conducts interviews with the parents and child/teen to thoroughly assess for other possible diagnoses. Dr. Fontaine also meets with the child/teen to further assess for ADD/ADHD. As part of the evaluation process, parents and the child/teen complete various behavior rating scales, which are questionnaires designed to assess for symptoms associated with ADD/ADHD and other emotional/behavioral concerns. Since best practice in the assessment of ADD/ADHD involves getting information about the child/teen’s behavior at school, Dr. Fontaine also attempts to obtain a teacher report.

For Adult Evaluation: Next, Dr. Fontaine conducts a semi-structured ADD/ADHD interview with the client. Since there are many other psychological disorders that have symptoms overlapping with those of ADD/ADHD, Eve also conducts other clinical interviews with the client to thoroughly assess for other possible diagnoses. As part of the evaluation process, the client also completes several behavior rating scales, which are questionnaires designed to assess for symptoms associated with ADD/ADHD and other emotional/behavioral concerns.

Step 3-- Report/Feedback Session:

In the final step of the assessment process, Dr. Fontaine reviews the results of the evaluation with the parents or adult client. She thoroughly explains the diagnosis(es), provides recommendations for treatment, makes practical recommendations for how to manage symptoms, discusses recommendations for academic accommodations, and addresses any questions or concerns. As part of the evaluation process, Dr. Fontaine also provides a detailed, comprehensive written report that summarizes all of this information.
If you are interested in getting you or your child evaluated for ADD/ADHD, please contact Dr. Eve Fontaine for information about scheduling and fees (919-428-2766, x3 or eve@orensteinsolutions.com).

Assessments for Learning Disabilities

--What to Expect:

Step 1--Clinical Interview/ Information Gathering:

First, Dr. Fontaine conducts an initial consultation to gather background regarding the client’s developmental, health, school, and family history. This step involves a thorough review of the presenting concerns, as well as a review of any relevant records, such as previous evaluation reports, report cards, and work samples. For children and adolescents, Dr. Fontaine sometimes meets directly with the school staff and may observe the child in his/her classroom.

Step 2—Psycho-Educational Testing:

Next, Dr. Fontaine conducts the testing with the child/teen or adult. To assess for a possible learning disability, Dr. Fontaine administers two different assessment measures – one is a measure of cognitive functioning and one is a measure of academic achievement. Since Dr. Fontaine tailors the evaluation to meet the needs of you or your child, additional testing measures may be administered as part of this evaluation process.
During this testing, Dr. Fontaine closely observes the client to see how he or she processes information, approaches tasks, maintains attention and tolerates frustration. Dr. Fontaine is involved in the entire testing process from beginning to end. She is very warm and personable, recognizing the importance of creating a comfortable environment for clients through this assessment process.

Step 3-- Report/Feedback Session:

In the final step of the assessment process, Dr. Fontaine reviews the results of the evaluation with the parents or adult client. She thoroughly explains the diagnosis(es), provides recommendations for treatment, makes practical recommendations for how to manage symptoms, discusses recommendations for academic accommodations, and addresses any questions and concerns. As part of the evaluation process, Dr. Fontaine also provides a detailed, comprehensive written report that summarizes all of this information.

If you are interested in getting you or your child evaluated for a possible learning disability, please contact Dr. Eve Fontaine for information about scheduling and fees (919-428-2766, x3 or eve@orensteinsolutions.com).

Benefits of Psychological Testing

(including Psycho-Educational Evaluations and Neuropsychological Testing):

• Detailed Description of Strengths and Weaknesses
• Increased Understanding on One’s Learning Style
• Thoughtful Differential Diagnosis
• Helpful for Informing Educational and Vocational Decisions
• Documentation of One’s Diagnosis (for School or Medical Purposes)
• Practical Recommendations for Management of Symptoms
• Suggestions for Academic Accommodations within the School System
• Recommendations for Treatment
• Professional Report to Meet Requirements of Educational System

 

Forensic and Psychological Assessment Services

Dr. Messer has received specialized training in forensic evaluations, which are psychological assessments that relate to specific legal questions asked by the court. She was trained by board-certified forensic psychologists in West Virginia and Virginia, and has conducted forensic evaluations for criminal courts, juvenile detention centers, and inpatient hospitals.

Dr. Messer has published research on the assessment of malingered PTSD and depression, on criminal thinking styles, and on the assessment of malingered memory problems in the following peer-reviewed journals: Journal of Forensic Psychology Practice, Journal of Forensic Science, Archives of Clinical Neuropsychology, and Depression and Anxiety. She was also co-author of a chapter on Ethical and Legal Issues in Adult Assessment in the book Comprehensive Handbook of Behavioral Assessment: Vol. 1, Adult Assessment. Dr. Messer has also had experience working in both state and federal correctional facilities, and she has presented research at American Psychology-Law Society conferences.

Dr. Messer has experience and specialized training in the following types of evaluations:

• Competency to Stand Trial / Competency to Plead Guilty
• Criminal Responsibility (for a Not Guilty by Reason of Insanity defense)
• Violence Risk Assessments (Dangerousness to self and/or others)
• Substance Abuse Evaluations
• Anger Management Assessments
• Pre-surgical Bariatric Evaluations
• General Psychological Evaluations (including diagnoses, assessment of personality, and intellectual assessment)

All evaluations, described in more detail below, include the use of standardized assessments, which have been validated by extensive research. Most of these measures include embedded validity scales that measure a person’s approach to test taking, or how likely their responses are honest. In addition, Dr. Messer may use an assessment measure specifically designed to detect malingering, or the conscious faking of psychological symptoms to achieve external gain. Her research experience focused on this aspect of forensic assessment.

Competency to Stand Trial: These evaluations assess the following three areas: 1. a defendant’s knowledge of general, factual information about court proceedings and the legal process, 2. a defendant’s knowledge of information specific to his or her charges, possible sentencing, and circumstances surrounding the offense, and 3. the ability to work with an attorney. Other factors include the impact of symptoms of mental illness and intellectual functioning. The basic legal question to be answered in this type of evaluation is, “If the defendant has impairment, does it affect his or her ability to participate knowingly and meaningfully in the trial and to cooperate with the defense attorney?”

This type of assessment evaluates the present ability level of a defendant, not his or her state at the time of the offense. This includes a clinical interview, a mental status exam, a standardized intellectual assessment, a standardized assessment of competency, a standardized assessment of psychiatric symptoms, and possible contact with collateral sources of information (friends, family, coworkers, and attorneys).

Criminal Responsibility: An evaluation of criminal responsibility is an assessment of a defendant’s mental state at the time of the offense, a retrospective assessment, and seeks to address the components of the definition of insanity, which can vary by jurisdiction. This evaluation includes a clinical interview, a mental status exam, a standardized intellectual assessment, a standardized assessment of psychiatric symptoms, malingering assessment, and contact with collateral sources of information (friends, family, coworkers, and attorneys).

Risk Assessment: This type of assessment seeks to determine an individual’s level of risk based on historical factors, clinical factors (past and present, stable and acute), contextual factors, and protective factors. Using research that takes into account base rates and psychological autopsy studies, assessment measures have been developed to improve accuracy over simply the use of clinical judgment. This evaluation includes a clinical interview, a mental status exam, record review, collateral contact, a standardized assessment of psychiatric symptoms, and a standardized assessment of risk. A standardized personality assessment and/or malingering assessment may also be included.

Substance Abuse Evaluation: This evaluation seeks to determine the presence of a substance-related diagnosis. In addition, this assessment considers level of risk for future use and provides treatment recommendations. It includes a clinical interview and a standardized assessment specifically designed to assess for substance-related issues. Collateral contact, record review, and a personality assessment may also be included.

Anger Management Assessment: This evaluation is an assessment of an individual’s overall level of anger and ability to manage anger. It includes factors related to how a person experiences, expresses, and controls anger and considers both external reactions and internal feelings of anger. The evaluation includes two standardized anger assessments, a clinical interview, and a personality assessment. Collateral contact and record review may also be included. A diagnosis is not provided for this type of evaluation unless it is conducted in addition to a comprehensive psychological evaluation.

Pre-surgical Bariatric Evaluations: This evaluation seeks to assess an individual’s appropriateness for bariatric surgery, or gastric-bypass. A psychological evaluation is required for this type of procedure in order to identify psychological factors that may interfere with treatment success. This evaluation includes a structured clinical interview, standardized personality assessment, eating disorders assessment, and standardized assessment of psychiatric symptoms. Collateral contact and record review may also be included.

General Psychological Evaluation: This evaluation includes general intellectual and personality assessment. It does not address specific legal questions, such as competency to stand trial or criminal responsibility; however, it is particularly useful for diagnostic clarification and/or cases in which type and level of impairment are unclear. Treatment recommendations are made, in addition to assessment of strengths and weaknesses.