Does your child forget what they just read—even though they can quote every line from their favorite movie?
Do they freeze during multi-step instructions but thrive with puzzles or creative work?
Are they falling behind in school even though their thinking skills are strong?
If so, the challenge may not be attention, motivation, or intelligence—it could be a processing difference. At Global Psychoeducational Solutions (GPS), we offer comprehensive educational evaluations for processing deficits. Our goal is to help families understand how a student’s brain takes in, organizes, and responds to information—so you can stop guessing and start supporting.
Processing deficits are not about how smart a child is—they’re about how efficiently the brain handles information. These differences in “wiring” can make certain academic tasks far more difficult, even for bright, hardworking students.
Note: Our evaluations are educational in purpose and do not provide formal medical diagnoses such as CAPD (Central Auditory Processing Disorder). When further audiological or medical assessment is needed, we can provide appropriate referrals.
Years Of Experience
Students Tested
Years Experience in School Setting
Client Satisfaction
e often recommend processing-focused evaluations when a student shows:
These patterns are often misunderstood as attention problems, laziness, or low motivation—but they may reflect real barriers that need specific support.
Standard school assessments often don’t examine how a student learns—only whether they’re meeting benchmarks. As a result, students with processing deficits may go unidentified or misidentified for years.
A comprehensive processing evaluation at GPS can:
For many families, this type of evaluation is the missing link in understanding why school has felt harder than it should.
Learning disabilities often involve processing challenges, but not all processing deficits meet formal eligibility criteria for special education. Some students perform at grade level but still struggle significantly due to hidden inefficiencies.
Yes. Students with processing challenges may appear distracted, slow, or avoidant—not because of attention deficits, but because tasks are harder to take in or organize. Our evaluations help distinguish between the two.
Possibly. Many IEP evaluations focus on academic performance without deeply assessing underlying processing skills. Our evaluation can add clarity and strengthen your case for more tailored supports.
We include auditory-based tasks in our assessments, such as phonological awareness and auditory working memory. If a full CAPD evaluation is needed, we can refer to audiologists or collaborate with medical providers as appropriate.
A streamlined way to access assessment reports, track progress, and communicate directly with our team, ensuring a smooth and organized evaluation process.
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