Evaluation & Intervention Services

  • Comprehensive Psychoeducational Assessment & Evaluation
  • Learning Disabilities Identified (Dyslexia, Dyscalculia, Dysgraphia)
  • Educational Interventions (Reading, Writing, & Math)
  • Progress monitoring of Response to Intervention (RTI)
  • Self-Esteem & Social-Emotional Development
  • Study Skills, Organization, Time Management & Test Taking Skills
  • Comprehensive Review of Student Records
  • Recommendations & Referrals

Assessment & Evaluation

An educational consultation may lead to a comprehensive psychoeducational evaluation. However, parents are urged to seek an evaluation through the Special Education Services Department at their school district.

Dr. Gunne is available to perform an evaluation at parent request, or to provide supplementary assessments to an evaluation previously performed by a school district.

The thrust of the consultation and evaluation process involves the following steps:

  1. Review previous assessment data
  2. Identify learning problem through further assessment
  3. Develop a plan of specific recommendations
  4. Present a formal psychoeducational report to the school or parent seeking assistance
  5. Provide and/or recommend an intervention strategy for the student to begin to make progress

A comprehensive evaluation is a valuable information-gathering tool that parents, teachers, and professionals use to identify areas of individual strength and weakness in a variety of domains, such as intelligence, thinking ability, academic achievement, leadership ability, and social-emotional functioning.

Evaluations have multiple benefits, which include providing the individual with knowledge of what they do well, what they might find challenging, assisting professionals in better serving the student's specific needs, and identifying various learning and emotional difficulties. Evaluation data is used to drive interventions that will assist with more efficient mastery with learning.


"Scientifically-Based" interventions and progress monitoring of the response to those interventions (RTI) are an important part of assisting a student to develop the skills necessary to make academic progress. Progress monitoring of interventions at school is available, along with referrals for direct interventions by a psychologist, educator, counselor, or speech-language pathologist.

Reading Research Says…

Parents are most concerned with optimizing their child's educational attainment in reading (Good et al., 2005).

Eighteen (18 %) percent of the nation's students will encounter reading problems in the first three years of their schooling (National Reading Panel Progress Report, 2000).

Approximately seventy-five (75%) of students identified with reading problems in the third grade are still reading disabled in the 9th grade (Shaywitz, et al., 1993).

At present, there are several significantly effective "scientifically-based" intervention systems which have been proven to remediate reading problems (National Reading Panel Progress Report, 2000).

Allison J. Gunne, Ph.D.

311 North Jackson St.
Suite 4
Tullahoma, TN 37388

Phone: 931.273.7119

. . . The Source For Learning Differences . . .