What We Offer

What We Offer
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IFI
Premiere Transitional Services, Inc. (Premiere TSI) offers Intensive Family Intervention (IFI) services for mental health and behavioral health services to the metro Atlanta area. IFI is designed to be an intensive service provided to children and adolescents that have behavioral problems, emotional disturbances, or substance abuse issues. IFI services are primarily provided to children and their families in their home. Additional services are also provided to children in schools, community agencies, and courts as needed. We don't just intervene with the child we also intervene with the entire family, the child's school, DFCS, DJJ, community agencies, and other environments in which the child may be involved.

What to expect:
Services will be a minimum of 3 sessions per week (individual or family based)
Sessions can be scheduled Monday-Sunday
Sessions will take place at home, the community, or in school, based on the client’s needs and their treatment plan
Sessions will be from 1-2 hours per visit
Team members can provide support at school meetings or DJJ hearings
In the event of a crisis, Team members are available 24 hours via telephone
Services are for 3 month periods, with re-authorization required by your insurance company for another 3 months.
CORE
CORE is a lower level of care that is comprised of mental health and behavioral health services. Each client has an individualized treatment plan that identifies the frequency and grouping of services needed. An initial assessment initiates this process, which identifies the client’s personal, social, emotional, and behavioral health issues and needs. The focus is to create a comprehensive, person-centered approach that will assist the client with achieving their personal goals.
PSYCHIATRIC
Psychological Evaluation

The general purpose of a psychological evaluation is to assess the child’s current level of cognitive functioning, academic performance, and behavioral/emotional adjustment. The results of the evaluation are used for diagnostic clarification and to determine if the child is in need of psychological or educational services.

Common reasons for requesting a psychological evaluation include concerns about Attention-Deficit/Hyperactivity Disorder (ADHD), autism, learning problems, poor academic performance, disruptive behavior and defiance, intense emotional outbursts, or unspecified anxiety. The goal of psychological testing is to determine the source and severity of the child's distress/dysfunction.

Psychological testing is about a 2.5-hour session that consists of a comprehensive clinical interview with child and parent/caregiver and a selected battery of tests, depending on child’s age and reason for evaluation. All test administrations, scoring, interpretation, and report writing is completed by a licensed clinical psychologist (Candice Claiborne, PhD). The following assessments are typically administered in a standard psychological evaluation for children and adolescents.
Cognitive Functioning
· Wechsler Abbreviated Scale of Intelligence (WASI-II) is a brief test of intelligence that provides an estimate of a child’s IQ and verbal and nonverbal cognitive abilities.

Academic Achievement
· Wide Range Achievement Test (WRAT4) is a brief test of academic achievement that measures a child’s skills in the areas of reading, spelling, and arithmetic. Scores are used to determine if child is performing within age and grade expectations, or requires additional assistance.

Visuospatial Functions
· Bender Gestalt Test of Visual Motor Skills measures a child’s fine motor development, perceptual discrimination skills, and ability to integrate perceptual and motor processes.

Attention
· Comprehensive Trails-Making Test (CTMT) measures the child’s attention, concentration, resistance to distraction and cognitive flexibility.
· Stroop Color-Word Test measures the child's selective/focused attention and processing speed.

Behavioral Functioning
· Child Behavior Checklist (CBCL) is a parent behavior rating instrument that provides information on the child’s emotional adjustment and behavior at home.
· Teacher’s Report Form (TRF) is a teacher rating instrument that provides information on the child’s emotional adjustment, academic performance, and behavior at school.
· Youth Self-Report (YSR) is a measure given to the child to assess emotional/mood concerns, self-esteem, attitude to school, and relations with parents.

Personality and Emotional Functioning
· Tell-Me-A-Story (TEMAS) is a culturally-sensitive storytelling assessment that provides problem-solving style, coping strategies, interpersonal expectations, emotional processing, and aspirations.
· Children’s Sentence Completion provides information about the child’s self-concept, attitudes, and social-emotional well-being that would otherwise be difficult to obtain in direct questionnaire formats.
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