Is the person to be assessed having difficulty with learning, problem solving, or school / occupational performance and/or having difficulty with executive functioning (e.g., organization, planning, impulse control), inattention/focus, or fidgeting/hyperactivity?

Is the person being assessed having difficulty with executive functioning (e.g., organization, planning, impulse control), inattention/focus, or fidgeting/hyperactivity BUT NOT having difficulty with learning, problem solving, or school / occupational performance?

Is the person to be assessed at least 7-years-old and having attention related and/or other development concerns impacting memory, attention, concentration, organization of thought, and other executive functions?

Is the person to be assessed having difficulty processing big emotions, understanding challenging situations, or recovering from loss, trauma, or abuse?

Is the student needing to complete intelligence testing as part of entrance into a particular school, club, or organization?

Is the person needing to apply for social security disability services or for waiver services through community centered boards? The Vineland-3 is often required as part of this application. It looks at daily living, social skills, and coping skills. The measure is a structured interview administered to a parent or caregiver and can be done in person or remotely.