In my Denver practice, people who seek psychological assessments usually arrive by one of a few roads. Some have spent years aware of a gap between what they know they're capable of and what they're actually producing. They've started to wonder whether ADHD, attention difficulties, or learning disorders such as dyslexia might be part of the answer. Others have been told by a residency director, a therapist, or someone else whose judgment they trust that an evaluation might explain difficulties that haven't responded to effort alone. And many need documentation: a report rigorous enough to satisfy a licensing board or credentialing body — for the ACT, SAT, LSAT, GRE, NCLEX, Step I and Step II of the USMLE, and similar requirements — not a brief screening but a thorough evaluation.

The assessment gives a clear picture of how someone functions and what accounts for the difficulties they've described. That means taking seriously explanations that don't always fit neatly into a single diagnosis. 

For over a decade I've done this work at the University of Colorado Anschutz, evaluating graduate students and medical residents in demanding academic and professional environments. I also assess in private practice from age seven through adulthood.

Depending on your concerns, testing - sometimes called psychoeducational assessments, ADHD evaluations, or gifted evaluations - may examine attention and executive functioning, learning and academic skills, cognitive abilities, or emotional factors that affect performance. The goal isn't simply to find a diagnosis but to understand how these pieces fit together and translate that understanding into practical recommendations, which are shared in a detailed written report and in a feedback session.

If you're wondering whether an evaluation might be useful in your situation, I'd welcome the chance to talk it through. You can find information about fees and the consultation process.