Complete Guide to Learning Disabilities Evaluations: Symptoms, Testing Process, and Next Steps

General Questions About Learning Disabilities Testing

What is a learning disability assessment?

A learning disability assessment is a comprehensive evaluation used to determine whether a person has a neurological condition that impairs the ability to learn in one or more academic areas such as reading (dyslexia), writing (dysgraphia), and mathematics (dyscalculia).

What is the difference between a learning disability and a learning difficulty?

Learning Disability:

• Neurological, lifelong, and often diagnosed early
• Affects specific academic areas, not overall intelligence
• Legally recognized under disability laws
• Requires specialized teaching and accommodations

Learning Difficulty:

• Often environmental or temporary
• Less severe, may not require formal diagnosis
• Not covered by most disability legislation
• Often improves with standard support

Why should I consider getting myself or my child tested?

Testing provides clarity and access to tailored educational strategies, accommodations, and support—improving academic success, self-esteem, and well-being.

What types of learning disabilities can be identified through testing?

• Dyslexia – reading disorder
• Dysgraphia – writing disorder
• Dyscalculia – math disorder

Who performs the testing? Are they licensed?

At Bright Pine Behavioral Health, all assessments are conducted by licensed psychologists.

What tools or tests are used in a learning disability assessment?

This really depends on what other diagnoses a particular individual has in their referral question. For instance, if an individual only has concerns about learning disabilities, the tools and tests used are an IQ test and an academic achievement test. If there are other concerns such as autism or ADHD, a full comprehensive neuropsychological assessment is the best option, which would include the before mentioned measures as well as tests that assess attention, executive functioning, social skills, and emotional functioning.

Is this the same as an IQ test?

No, this is not the same as an IQ test, however, we do include an IQ test in our assessments for learning disabilities. IQ tests assess one’s cognitive abilities, broken into five indexes (verbal comprehension, visual spatial reasoning, fluid reasoning, working memory, and processing speed). Assessing for learning disabilities includes an achievement test that assesses difficulties with reading, writing, and mathematical abilities.

Can someone have more than one learning disability?

Yes. It’s common for individuals to have co-occurring learning disabilities, such as both dyslexia and dysgraphia.

How is a learning disability different from ADHD or autism?

• Learning Disabilities impact academic skills
• ADHD affects attention and regulation
• Autism affects social behavior and communication

These can co-occur but are separate diagnoses.

Does a learning disability mean my child isn’t smart?

No, learning disabilities do not affect overall intelligence. Many individuals with learning disabilities are of average or above-average intelligence. The disability only affects specific areas of learning.

Can a learning disability develop later in life?

No, they are present from early childhood but may go unnoticed until demands increase.

Are emotional or behavioral problems signs of a learning disability?

While not diagnostic criteria, emotional or behavioral issues can arise because of undiagnosed learning disabilities due to ongoing frustration or failure in school.

Does my child need a referral for testing?

No referral is required. Parents, caregivers, educators, or individuals themselves can request an evaluation if concerns arise. However, if using insurance, a referral may be needed depending on the plan.

Signs and Symptoms by Age

Preschool (Ages 0–5)

• Speech delays
• Difficulty with shapes, letters, or rhyming
• Fine motor skill issues
• Trouble following directions
• Clumsiness and frustration during learning tasks

Elementary School (Ages 6–12)

• Struggles with reading, writing, or math
• Poor spelling and handwriting
• Trouble following directions or organizing tasks
• Difficulty with social interaction or time management

Teens and High School Students (Ages 13–17)

• Inconsistent academic performance
• Disorganization and poor time management
• Trouble with comprehension or expressing ideas
• Test anxiety, avoidance, or frustration with school
• Social or emotional challenges

Adults

• Workplace or academic struggles
• Disorganization or memory issues
• Slow reading/writing speed
• History of school difficulties
• Avoidance of tasks requiring reading, math, or written communication

Testing Considerations and Misunderstandings

I struggled in school — could I have an undiagnosed learning disability?

Yes, it’s possible. Many adults were not identified as children. Testing can provide clarity, especially if you’re struggling at work, in college, or in daily tasks requiring organization, writing, or math.

Should I pursue testing even if my child doesn’t have a diagnosis yet?

Yes. Early testing can identify needs and lead to support and accommodations.

What’s the difference between being a “late bloomer” and having a learning disability?

A late bloomer is someone who develops skills, including academic abilities like reading or math, later than their peers but follows a normal developmental trajectory eventually. They may simply have to take more time to “catch up” as their learning abilities emerge naturally over time. Their learning difficulties tend to be temporary and resolve with time and typical instruction or support.

A learning disability is a diagnosed neurological condition that significantly impairs how a person takes in, processes, stores, or uses information. It is not just a delay but a persistent and specific difficulty in learning skills like reading, math, or writing, requiring specialized interventions. Learning disabilities do not outgrow with time without appropriate and targeted support.

The Testing Process at Bright Pine Behavioral Health

What should we expect on testing day?

As most people choose our full neuropsychological assessment option to assess for learning disabilities, expect a full day with a half-hour break for lunch around noon. For children, other breaks occur as needed.

Should we bring previous evaluations or school records?

Yes, please bring any prior evaluations, IEPs, report cards, or notes from educator sas these can provide valuable context and help tailor the assessment process.

Do you provide second opinions?

Yes, we can review past evaluations or conduct a re-assessment.

How long does the testing process take?

Intake Session:

The intake session lasts 30 to 60 minutes and involves a detailed discussion of concerns and history. For children, parents meet with the clinician to explore the reasons for seeking evaluation. The goal is to identify key areas of concern to guide the assessment process.

Testing:

Testing appointments can vary by length depending on age. More than likely, a child or adult with a referral question for learning disabilities is going to require a full assessment to also assess or rule out other areas of concern such as ADHD, autism, anxiety, and depression. In which case, a full assessment for learning disabilities is going to take about 3 or 4 hours for children who are 4 and 5 years old, and about 6 hours for children who are six years old to adults 18 years and older. 

There is, however, an exception if someone instead opts for an IQ-only assessment, in which case, that assessment will only take about 3 hours regardless of age. IQ-only assessments are paid for completely out-of-pocket and are generally done for children whose parents are seeking enrollment in a gifted school such as the Roeper School.

Feedback:

Held after the diagnostic report is completed, this 30–60 minute session includes:

• A review of the assessment results
• Clarification of any questions
• Discussion of personalized recommendations and next steps

How long does it take to get results?

Traditional Testing

• Report turnaround: 4–6 weeks from the date of testing
• This timeline allows for insurance claims processing and final payment
• Once the balance is settled, the report is released and discussed during the feedback session

Expedited Testing

• Turnaround time: 5 business days
• Testing can be scheduled within 1–2 weeks, depending on clinician availability

Note: The expedited option is entirely out-of-pocket

Is testing done in one day?

Yes, typically completed in one day.

Will parents or caregivers be involved?

Yes, parents and caregivers are involved during the intake appointment to provide background information on the child being assessed. During the actual assessment, parents and caregivers are also given report measures to rate the child on their functioning to help provide a fuller picture of the child’s weaknesses. During the feedback session, the parents and caregivers go over the information for implementing next steps, such as taking the diagnostic report to the child’s school to request an IEP or getting further accommodations such as tutoring.

Is testing in-person or virtual?

Testing is in-person. Intake and feedback sessions can be done virtually.

How can I prepare my child for the assessment?

• Ensure proper sleep and breakfast
• Avoid calling it a “doctor’s visit”
• Don’t study or prep in advance
• Bring snacks or comfort items

Can accommodations be made for anxiety or attention issues?

Yes, breaks are provided as needed to support focus and comfort.

What should we bring?

• Prior records or evaluations
• Comfort items and snacks for long sessions

Gender-Specific Considerations

Do learning disabilities present differently in girls vs. boys?

Learning disabilities often show up differently in girls as compared to boys. Boys are more often diagnosed with learning disabilities such as reading impairment and ADHD as they display more disruptive behaviors that prompt referrals. Girls are often under-identified and may go undiagnosed, especially if their struggles present in less obvious ways.

Boys:

• More disruptive, externalizing behaviors
• More likely diagnosed with reading and spelling disorders
• Significant long-term impact, but often recognized and supported

Girls:

• More internalized symptoms (anxiety, withdrawal)
• Often missed or misdiagnosed
• More likely to struggle with arithmetic
• As learning disabilities are often less recognized, can lead to emotional issues long-term

Why are learning disabilities underdiagnosed in girls?

Girls may mask symptoms or overcompensate. Diagnostic criteria often reflect male presentations.

What signs might be missed in girls?

• Quiet academic struggles
• Organizational difficulties
• Emotional or social withdrawal
• Slower reading or poor spelling
• Handwriting or motor difficulties

Are certain learning disabilities more common by gender?

• Boys: More reading and spelling disabilities
• Girls: More arithmetic difficulties and emotional comorbidities

Cost and Insurance

Do you accept insurance for learning disability testing?

• Insurance may not cover testing for learning disabilities alone
• Full neuropsychological assessments are more likely to be covered

What insurance plans do you accept?

• Blue Cross Blue Shield
• Blue Care Network
• Priority Health
• ASR

What does testing cost out-of-pocket?

Out-of-pocket costs can vary depending on insurance plans.

For clients with out-of-network coverage, we can provide a superbill for potential reimbursement after services have been rendered.

We also offer CareCredit financing to help make payments more manageable.

Do you offer payment plans?

Yes, through CareCredit.

Is expedited testing available?

Yes, we offer expedited assessment options where a clinician would likely be able to see you or your child within the next couple weeks.

How long until we get the report?

• Traditional: 4–6 weeks
• Expedited: 5 business days

Outcomes and Next Steps

What happens after testing?

After testing is complete, you will receive the report and there will be a feedback session with your testing clinician to go over the results and recommendations with you.

Can the report be used for school accommodations (IEP or 504 Plan)?

Yes.

Is the report accepted by colleges/universities?

Generally, yes—as long as it meets the institution’s documentation requirements.

Can the results help with tutoring or therapy referrals?

Yes, recommendations often include next steps like therapy, tutoring, or school supports.

Will I speak to the clinician after the evaluation?

Yes, during the scheduled feedback session.

What if I disagree with the results?

You may request a second opinion—even in-house with another clinician.

Do you send the report to the school?

You can choose to share it yourself, or we can send it with your written consent.

Can this be used for workplace accommodations under the ADA?

Yes, an evaluation for learning disabilities can be used to support requests for workplace accommodations under the Americans with Disabilities Act (ADA).

Will you help us present results to the school?

Yes, with your permission, we can guide or speak with school personnel.

Will we receive referrals for services like tutoring, speech therapy, occupational therapy, or counseling?

Yes. If our evaluation indicates a need for additional services, we will provide recommendations and guidance on next steps.

Can you help with writing letters for accommodations (SAT, ACT, GRE, etc.)?

Yes, if the evaluation supports a diagnosis that qualifies for accommodations, we can provide the necessary documentation and support letters.

How do I explain the testing or diagnosis to my child?

We can provide guidance on how to talk with your child in a positive, supportive way. It’s often helpful to frame it around understanding how they learn best and helping them succeed.

Will the diagnosis “label” my child?

A diagnosis does not define your child. It’s a tool that opens doors to resources, accommodations, and support. Many successful people have learning disabilities and thrive with the right tools in place.

How often should re-testing be done?

Re-evaluation is generally recommended every 3 to 5 years, especially if your child is transitioning schools or applying for college accommodations.