Psychological Testing in McLean

Diagnosis

Early identification of concerning issues can lead to timely intervention and treatment, which can significantly improve the well-being and quality of life of the individual.

Testing helps to identify various conditions such as Attention Deficit Hyperactivity Disorder (ADHD) subtypes: inattentive, hyperactive, or combined, autism spectrum disorder, learning disabilities (dyslexia, dysgraphia, dyscalculia), and executive functioning disorders.

Support Services & Accommodations

Evaluations provide tailored recommendations that allow the individual to access support and identify specific accommodations to increase the likelihood of the individual’s success.

Students with learning disabilities or attention disorders may be found eligible for educational support and related services and accommodations at school/work or for standardized tests such as SAT, ACT, AP exams, Virginia SOL, LSAT, MCAT, etc.

Treatment Planning

The comprehensive information that is provided as a result of the evaluation, enhances the clinician’s ability to personalize and tailor treatment plans to address the individual’s specific needs

Documentation

The psychological report generated as a result of the evaluation provides a tangible professional record that can be referenced across settings and disciplines.

Developmental Testing

Developmental testing involves a comprehensive evaluation of a child’s physical, intellectual, language, social, and emotional development and can be performed on a child as young as 24 months. Common referral questions include concerns for global developmental delay, intellectual development disorder, autism spectrum disorder, language and communication delay, behavioral problems, emerging attentional or learning difficulties, and effects of pre/perinatal insults, medical, and genetic conditions.

Psychoeducational Testing

The goal of psychoeducational assessment in McLean is to identify the student’s specific learning needs that will provide teachers and academic support staff with the information necessary to aid the student with accommodation and intervention.

Psychoeducational testing can be performed to identify specific learning disorders in the areas of reading, writing, and mathematics. The evaluation is also capable of identifying executive functioning (e.g., attention deficit/hyperactivity disorder) and information processing deficits.

These assessments may be utilized to identify kindergarten readiness, levels of advancement/giftedness, and to discover any potential pitfalls to academic success. Possible accommodations that may be recommended as a result of testing include language waivers, extra time on tests, testing in a quiet environment, alternate formats for learning and study, and modified assignments.

Cognitive & Neuropsychological Testing

A neuropsychological evaluation provides an in-depth assessment of the individual’s skills and abilities associated with brain functioning. The areas addressed in assessment include cognitive/IQ, attention/executive functioning, memory, language, visual-spatial, academic, social-emotional, and adaptive skills.

The neuropsychological evaluation can either provide a baseline assessment of the individual’s overall functioning or may assist before and/or after neurological procedures to determine the effect and impact of the individual’s treatment.

Personality, Emotional and Behavioral Testing

Evaluations that include personality, emotional, and behavior assessment measures provide an objective account of the individual’s characteristics and qualities that directly impact their daily functioning and how they interact with and navigate the world around them.

An evaluation of the individual’s personality, emotional, and behavioral disposition increases the accuracy in predicting an individual’s response across various contexts and settings (e.g., clinical, organizational, educational).

Intake

During the initial evaluation meeting, the McLean client (and/or parents/guardians) shares their background and concerns, enabling the psychologist to determine suitable assessments and establish rapport

Direct Testing/Assessment

Based on the initial evaluation discussion, the psychologist administers the appropriate assessment(s) to gather data about the client’s cognitive, emotional, and behavioral characteristics for diagnostic and treatment purposes.

Feedback

Following testing, the psychologist writes a detailed report of the assessment findings. They then meet with the client/family to share the results from the report and provide feedback and planning for next steps.

Testing Day Considerations

To help you prepare for your psychological evaluation in McLean, we have created a step-by-step plan. Steps to take in preparation include:

Food Records – Bring recent school records, including report cards, and 504Plan/IEPs if applicable, standardized testing results (e.g. SOL, State/County achievement testing, PSAT, ACT) and any previous evaluation (e.g., admission testing for independent school, neuropsychological, psychological, psychoeducational, speech and language etc.)
Medications – During the intake, the psychologist will inquire about any prescribed medications. It is recommended to consult with a physician regarding taking any prescribed medications on testing day. Individuals treated for ADHD may or may not consider taking medication on the day of this evaluation.
Food – On average, the direct testing appointment may take two hours in duration. It is recommended that the individual arrive for the appointment with their own food and beverage that can be available should it be necessary.
Rest/Illness – Where it can be addressed (or avoided), it is recommended that the individual undergoing the assessment rest and feel physically well on the days of the assessment.
Physical supports – If the individual is prescribed physical supports (e.g., glasses, hearing aids), the individual should arrive equipped with those supports
Caffeine & Nicotine – On the day of testing, the individual is NOT to have any coffee or caffeinated beverages or cigarette/nicotine either before arriving or during the testing period.
Other – For children who are not fully toilet trained, it is recommended that the parent/guardian arrive prepared with those items to address any toileting needs (e.g., diapers, a change of clothes). The parent/guardian may also want to consider allowing their children to bring a familiar and/or comfort item that will help them feel more secure when meeting the psychologist.

Jessica Barry, Psy.D., BCBA

Clinical Psychologist
Board Certified Behavior Analyst
Psychological Testing and Evaluation in McLean
Child, Adolescent, and Adult Psychotherapy
Individual, Couples, Family and Group Therapy
Bachelor of Psychology, St. John’s University
Doctor of Clinical Psychology, American School of Professional Psychology at Argosy University

Background
A New York native; I left New York to attend graduate school to obtain my Doctorate in Clinical Psychology in the Washington DC area. For a brief time, I lived and worked in the Baltimore, Maryland area before relocating to North Carolina to work in a private practice. While in North Carolina, in addition to working as a licensed psychologist, I became certified as a Behavioral Analyst. For 10+ years, I worked with the US military soldiers and families stationed at Ft. Liberty and providing care to their children with special needs. I provided intensive outpatient therapy and psychological evaluations to the local population. Life has brought me back to Northern Virginia where I may offer my skills to the individuals and families who reside here in the area.

Experience
I have an extensive background working with diverse populations and have worked in school, residential (in-patient) treatment, hospital, and in clinic-based settings. My experience is multifaceted, including work with multidisciplinary teams, and providing individual, family and group therapy, as well as comprehensive neuropsychological evaluations.

My clinical experience includes working with individuals with cognitive and learning disabilities, autism (ASD), ADHD, Mood Disorders, Anxiety, Addiction, Abuse, issues related to disruptive behavior, OCD, impulse-control, self-image, life transitions, intimacy, sexuality, gender identity, LGBTQ+, stress/anger management, conflict resolution, social skills, trauma, and grief/loss.

Approach to Therapy and Assessment
I am committed to identifying an individual’s personal strengths and weaknesses in order to create valuable recommendations and a unique plan for treatment. I provide the necessary tools and assessments to facilitate the emotional and mental well-being of the individual.

During therapy, I utilize an integrative, patient-focused approach, to personalize treatment to the individual, couple and/or family. My treatment style includes the use of psychodynamic, CBT, DBT, and mindfulness techniques. Treatment is designed specifically for the child, family, adolescent and adult.

For psychological evaluations, my approach includes meeting with the individual and/or family at the very beginning in order to gather necessary background information. Based on their specific needs, I tailor the assessment to capture and address their questions or concerns. During the feedback session, I provide detailed results and recommendations that will facilitate the individual and family getting access to the treatment and accommodations they require to improve their lives.

Why Evaluate?