What Is a Psychoeducational Assessment?
Education & Learning Assessment Guide
What Is a Psychoeducational Assessment?
A comprehensive evaluation that reveals how a person learns — identifying cognitive strengths, academic weaknesses, and the right supports to unlock their potential. Your complete guide from definition to IEPs, 504 plans, and college accommodations.
Definition
What Is a Psychoeducational Assessment?
A psychoeducational assessment is a structured, comprehensive evaluation of an individual’s cognitive abilities, academic skills, and social-emotional functioning — designed to identify barriers to learning and inform targeted interventions. Unlike a simple school test, it uses a battery of standardized instruments administered one-on-one by a trained professional to build a complete picture of how someone learns, where they struggle, and why.
The key distinction is this: a psychoeducational assessment does not just measure how much someone has learned. It measures how they learn — revealing the underlying cognitive processes that drive academic performance. Research published in the Journal of Intelligence (2024) describes these assessments as tools providing “profound insights into children’s learning and behavioral profiles,” directly shaping how educators and psychologists understand academic and cognitive capacity.
At its core, a psychoeducational assessment answers two fundamental questions: Does this person have a learning disability or attention disorder? And if so, what specific academic accommodations and instructional strategies will help them succeed?
1 in 5
students in the US has a learning or attention difference, according to the National Center for Learning Disabilities
4–8 hrs
typical direct testing time for a comprehensive psychoeducational assessment across one or more sessions
$1,500–$5,000
average cost of a private psychoeducational assessment in the United States in 2025–2026
Psychoeducational Assessment vs. Psychological Assessment: What’s the Difference?
Students and parents often confuse these two. They are related but distinct. A psychological assessment evaluates overall cognitive, emotional, and psychological functioning — it might address personality, mood disorders, trauma, or general mental health diagnoses. A psychoeducational assessment is specifically educational in focus. It zeroes in on intellectual abilities and academic achievement to understand learning potential versus actual performance. Both involve standardized testing and clinical interviews; the psychoeducational version uses tools specifically calibrated to educational outcomes.
Psychoeducational Assessment vs. Neuropsychological Evaluation
A psychoeducational evaluation focuses on the IQ-achievement discrepancy model — essentially asking whether there is a gap between cognitive potential and actual academic output. A neuropsychological evaluation is broader and deeper. It includes everything in a psychoeducational assessment, plus formal testing of language abilities, visual-perceptual processing, information processing speed, fine motor skills, attention and executive functioning, learning and memory, and emotional functioning.
A psychoeducational assessment answers the “what” and “how much” of learning difficulty. A neuropsychological evaluation answers the deeper “why” — tracing specific academic struggles back to identifiable patterns of cognitive strength and weakness at the brain-behavior level.
Components
What Does a Psychoeducational Assessment Include?
A comprehensive psychoeducational assessment is not a single test. It is a structured process with multiple components, each designed to capture a different dimension of the learner’s profile. Every evaluator approaches the assessment somewhat differently based on the student’s age, presenting concerns, and clinical judgment — but most comprehensive evaluations include the five components below.
1
Initial Clinical Interview and Background History
Before any testing begins, the evaluator meets with parents (and, where appropriate, the student) to gather a detailed developmental and educational history. This covers birth and medical history, early developmental milestones, academic history from the earliest grades, behavioral observations from teachers, prior testing, and the specific concerns that prompted the referral. The clinical interview is foundational — it frames the entire evaluation and guides which tests the evaluator selects. A thorough, honest account of struggles and strengths at this stage significantly improves the relevance and accuracy of the final recommendations.
2
Cognitive / Intellectual Ability Testing
This component measures intelligence — not a single number, but a multidimensional profile of cognitive abilities including verbal comprehension, fluid reasoning, visual-spatial processing, working memory, and processing speed. The most commonly used tool for school-age children is the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). For adults, the Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV) serves the same function. The cognitive profile — not just the composite IQ score — is the essential output here.
3
Academic Achievement Testing
This component directly measures actual academic skills across reading, writing, spelling, and mathematics. The Woodcock-Johnson IV Tests of Achievement (WJ-IV ACH) and the Wechsler Individual Achievement Test, Third Edition (WIAT-III) are the two most widely used achievement batteries in the US. Achievement scores are compared against cognitive ability scores to identify discrepancies — a student with high cognitive potential but significantly below-average reading achievement likely has a reading-based learning disability such as dyslexia.
4
Assessment of Processing Areas
Beyond broad intelligence and achievement, assessments often measure specific processing areas including phonological processing (essential for reading), auditory processing, visual-motor integration, attention and executive functioning, and working memory. The Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2) is a standard tool for phonological skills. Under the federal definition in the United States, a Specific Learning Disability (SLD) requires evidence of a processing disorder — making this component essential for special education eligibility.
5
Social, Emotional, and Behavioral Assessment
Academic struggles rarely exist in an emotional vacuum. This component typically involves parent and teacher rating scales such as the Behavior Assessment System for Children, Third Edition (BASC-3), the Conners Rating Scales for ADHD, and potentially self-report questionnaires for older students. Clinical observation of the student throughout the testing session also contributes here — how they approach tasks, how they respond to frustration, and how they regulate emotion under cognitive demand all yield meaningful clinical information.
6
Review of Records and Prior Documentation
Evaluators review existing academic records — including report cards, prior standardized testing, teacher observation notes, previous evaluations, and relevant medical or psychiatric records. This records review provides longitudinal context that testing alone cannot capture. A student who has been struggling since kindergarten presents differently from one whose difficulties emerged in middle school.
7
Written Evaluation Report and Feedback Session
The written report is the central product of the psychoeducational assessment — and the document that parents, schools, and colleges will rely on for years afterward. It should include a summary of background information, standardized test scores with interpretive context, diagnostic conclusions, and specific, actionable recommendations for school, home, and any recommended therapeutic or medical referrals. A feedback session with the evaluator is an essential part of the process. Test scores without clinical interpretation are nearly meaningless.
Assessment Tools
Standardized Tests Used in a Psychoeducational Assessment
The power of a psychoeducational assessment lies in its use of standardized, normed instruments — meaning test scores are compared to large, representative samples of same-age peers. This standardization is what makes the results legally defensible for IEP eligibility and college accommodations.
| Assessment Tool | Domain Measured | Age Range | Primary Use |
|---|---|---|---|
| WISC-V (Wechsler Intelligence Scale for Children, 5th Ed.) | Cognitive ability / IQ | 6–16 years | Cognitive profile, learning disability eligibility, gifted identification |
| WAIS-IV (Wechsler Adult Intelligence Scale, 4th Ed.) | Cognitive ability / IQ | 16–90 years | Adult learning disability, college/graduate accommodations |
| Woodcock-Johnson IV (Cognitive and Achievement) | Cognitive abilities + academic achievement | All ages | SLD identification, academic fluency, processing analysis |
| WIAT-III (Wechsler Individual Achievement Test, 3rd Ed.) | Academic achievement | 4–50+ years | Reading, writing, math skills; pairs well with WISC-V or WAIS-IV |
| CTOPP-2 (Comprehensive Test of Phonological Processing) | Phonological processing | 5–24 years | Dyslexia identification; reading readiness and phonemic awareness |
| BASC-3 (Behavior Assessment System for Children, 3rd Ed.) | Social-emotional and behavioral functioning | 2–21 years | Emotional/behavioral profile; ADHD, anxiety, depression screening |
| Conners Rating Scales (Conners 3rd Ed.) | ADHD symptoms and related behaviors | 6–18 years | ADHD diagnostic data from multiple raters (parent, teacher, self-report) |
| BRIEF-2 (Behavior Rating Inventory of Executive Function) | Executive functioning | 5–18 years | Rating of everyday executive functioning at home and school |
How Scores Are Interpreted: Standard Scores and Percentile Ranks
Most standardized tests report results as standard scores — a scale with a mean of 100 and standard deviation of 15. Scores between 90 and 109 fall within the “average range.” Scores of 85 and below begin to indicate meaningful weaknesses. Evaluators also report percentile ranks, describing what proportion of same-age peers scored at or below that level.
What matters most is not any single score in isolation, but the pattern of scores across domains. A student with a verbal comprehension score at the 90th percentile but a processing speed score at the 10th percentile has a clinically significant profile that explains why they struggle despite appearing intelligent. That discrepancy — not the absolute numbers — is where diagnostic insight lives.
Key Principle: A psychoeducational assessment’s value is not in the overall IQ score — it is in the profile of specific cognitive and academic scores that together explain the individual’s learning pattern. Two students with the same overall IQ can have completely different learning profiles requiring completely different supports.
Struggling with Coursework Despite Effort?
Our academic support specialists provide expert guidance for students navigating learning challenges, accommodations, and assignment deadlines — available 24/7.
Get Academic Help Now Log InConditions Identified
What Conditions Does a Psychoeducational Assessment Identify?
The evaluation is not a mental health assessment in the psychiatric sense — its diagnostic scope is specifically focused on conditions that affect learning.
Specific Learning Disabilities (SLDs)
Specific Learning Disabilities are the primary conditions that psychoeducational assessments are designed to identify. Under the Individuals with Disabilities Education Act (IDEA), an SLD is defined as a disorder in one or more of the basic psychological processes involved in understanding or using language. The major SLDs identified include:
- Dyslexia — the most common SLD; a reading disorder characterized by difficulty with word recognition, phonological processing, decoding, and spelling. Affects approximately 15–20% of the US population.
- Dyscalculia — a mathematics disorder involving difficulty understanding number concepts and performing calculations. Often underdiagnosed.
- Dysgraphia — a writing disorder affecting handwriting, spelling, and organization of written expression.
- Auditory Processing Disorder (APD) — difficulty processing auditory information despite normal hearing. Affects listening comprehension and phonics learning.
- Language Processing Disorder (LPD) — difficulty with understanding or expressing language, affecting reading comprehension and verbal communication.
Attention Deficit Hyperactivity Disorder (ADHD)
ADHD is one of the most frequently identified conditions in psychoeducational evaluations. The assessment contributes critical cognitive data — working memory, processing speed, attention control, and executive functioning profiles — that differentiates ADHD from learning disabilities and anxiety disorders. The inattentive presentation is frequently missed in high-achieving students — particularly girls — because it doesn’t produce the disruptive behavior that triggers teacher referrals.
Intellectual Disability and Giftedness
Psychoeducational assessment identifies both ends of the intellectual spectrum. Gifted students with co-occurring learning disabilities — sometimes called twice-exceptional (2e) learners — are frequently missed by standard school evaluations because their high cognitive ability masks their learning differences. Comprehensive psychoeducational assessment is the most reliable method for identifying twice-exceptionality.
Conditions It Can Identify
- Dyslexia (reading disorder)
- Dyscalculia (math disorder)
- Dysgraphia (writing disorder)
- Auditory Processing Disorder (APD)
- Language Processing Disorder
- ADHD (cognitive data component)
- Intellectual Disability
- Giftedness and twice-exceptionality
- Anxiety affecting academic performance
Conditions Outside Its Scope
- Autism Spectrum Disorder (requires separate ASD-specific evaluation)
- Major psychiatric diagnoses (bipolar, schizophrenia)
- Personality disorders
- Full ADHD diagnosis (requires multi-method clinical confirmation)
- Traumatic Brain Injury assessment (requires neuropsychology)
- Vision or hearing disorders (require separate medical assessment)
Who Performs It
Who Performs a Psychoeducational Assessment?
Knowing who is qualified to administer a psychoeducational assessment is critical — the credentials of the evaluator directly affect the quality of the evaluation, its legal standing, and its acceptance by colleges and universities.
School Psychologists
School psychologists are the primary professionals who conduct psychoeducational evaluations within the US public school system. Under the Individuals with Disabilities Education Act (IDEA), public schools are required to provide free psychoeducational evaluations to students suspected of having a disability — at no cost to parents. The limitation is that school psychologists operate under institutional constraints and may use a more limited assessment battery.
Licensed Clinical Psychologists
Licensed clinical psychologists in private practice conduct the most comprehensive psychoeducational evaluations, holding doctoral degrees (Ph.D. or Psy.D.) licensed by their state psychology board. Private evaluations are typically broader and more thorough, and are the standard when a family needs comprehensive documentation for college accommodation requests.
Neuropsychologists
Neuropsychologists are clinical psychologists with specialty postdoctoral training in the relationship between brain function and behavior. When a student’s learning profile is complex or standard psychoeducational evaluation hasn’t provided sufficient diagnostic clarity, referral to a neuropsychologist is appropriate.
Key Consideration When Choosing an Evaluator
For college accommodation requests — extended time on the SAT, ACT, GRE, LSAT, MCAT, or university exams — most institutions require documentation from a licensed psychologist with a doctoral degree. Check the specific requirements of your college’s Disability Services Office before scheduling a private evaluation — credential requirements vary, and some universities require evaluations to have been conducted within the past 3–5 years.
School vs. Private Evaluation
School-Based Evaluation vs. Private Psychoeducational Assessment
The choice between a school-based and private psychoeducational assessment is one of the most important decisions families face. Both types are legitimate and useful — but they serve somewhat different purposes and produce different outcomes.
School-Based Evaluation Under IDEA
Under IDEA, every US public school is required to evaluate students suspected of having a disability at no cost to the family. The school has 60 calendar days from receiving consent to complete the evaluation. The primary purpose of a school-based evaluation is eligibility determination: does this student qualify for special education services or a 504 plan? Importantly, parents have the right to request an Independent Educational Evaluation (IEE) at public expense if they disagree with the school’s evaluation results.
Private Psychoeducational Assessment
Private evaluations offer greater evaluator choice, more comprehensive assessment batteries, shorter wait times, more detailed clinical reports, and broader diagnostic scope. The significant limitation is cost: private assessments typically range from $1,500 to $5,000 in the US. University training clinics affiliated with accredited psychology doctoral programs often offer comprehensive evaluations at significantly reduced fees.
School-Based: Pros
- Free under IDEA for eligible students
- Directly tied to IEP and 504 eligibility
- Multi-disciplinary team approach
- Results immediately applicable within the school
Private Evaluation: Pros
- More comprehensive assessment battery
- More detailed written report with clinical depth
- Shorter wait times
- Widely accepted for college accommodation requests
Using Results
From Assessment to Action: IEPs, 504 Plans, and College Accommodations
A psychoeducational assessment is only as valuable as what happens after the report is written. The evaluation report is the key that unlocks specific educational supports.
What Is an IEP?
An Individualized Education Program (IEP) is a legally binding document created under IDEA for students with qualifying disabilities in public schools from birth through age 21. The IEP includes present levels of academic performance, measurable annual goals, the specific special education services the school will provide, and how progress will be monitored. The categories most commonly identified through psychoeducational assessment are Specific Learning Disability (SLD), Other Health Impairment (OHI) for ADHD, and Intellectual Disability (ID).
What Is a 504 Plan?
A 504 Plan is established under Section 504 of the Rehabilitation Act of 1973, providing accommodations for students whose disabilities substantially limit a major life activity such as learning, reading, or concentrating. Common 504 accommodations include extended time on tests, preferential seating, reduced-distraction testing environments, and permission to use assistive technology. 504 plans have a lower eligibility threshold than IEPs.
College and University Accommodations
Most US universities require a comprehensive psychoeducational or neuropsychological assessment to approve accommodations based on a diagnosis. As of 2024, documentation requirements have tightened. For competitive standardized testing accommodations — extended time on the SAT, ACT, GRE, LSAT, or MCAT — additional documentation requirements apply through the testing agencies themselves.
Important Note for College Students: If your documentation is more than 5 years old, most university Disability Services Offices and national testing agencies will require an updated psychoeducational assessment before approving accommodations. Plan ahead — private evaluations take weeks to schedule and complete. Don’t wait until the semester before major exams to begin this process.
Do You Need One?
Signs a Psychoeducational Assessment May Be Needed
For Children and Adolescents
Consider requesting a psychoeducational assessment if your child consistently studies hard but grades don’t reflect the effort. That gap between input and output is one of the most reliable early indicators of an unidentified learning difference. Other indicators include a teacher noting attention concerns across multiple consecutive years; the child showing strong emotional distress around school or reading; grades strong in most subjects but notably weak in one area; or sustained tutoring and interventions that haven’t produced lasting improvement.
For College Students and Adults
Adults often reach evaluation later in life — frequently because high intelligence allowed compensation for a learning disability throughout primary and secondary school, only for those strategies to break down under university demands. The fact that you graduated high school and gained university admission does not preclude having a learning disability — it often means your intelligence compensated for it until demands exceeded your compensatory capacity.
Quick Decision Guide: Do You Need an Evaluation?
Consider requesting a psychoeducational assessment when:
- Effort significantly exceeds output in academic or professional settings
- Reading, writing, or math feels disproportionately hard compared to other tasks
- Attention, organization, or task completion is a chronic challenge
- Previous interventions have not produced lasting improvement
- You or your child suspects ADHD or a learning disability but has never been formally evaluated
- College or professional licensing exam accommodations are needed
- There is a significant discrepancy between demonstrated intelligence and academic achievement
Navigating Academic Challenges with a Learning Difference?
Our expert academic support team provides personalized assistance for students managing learning disabilities, ADHD, and academic accommodation processes — 24/7.
Start Your Order Log InThe Process
What to Expect: The Assessment Process Step by Step
Step 1: Initial Referral and Scheduling
Referrals come from pediatricians, teachers, school counselors, therapists, or parents themselves. Wait times for private evaluations vary significantly by geography — in areas with high demand, waiting several months is not uncommon. Begin the process as early as possible.
Step 2: Clinical Interview
The evaluator meets with parents and, for adolescents and adults, the individual being evaluated, for a 60–90 minute in-depth clinical interview. Bring every relevant document: report cards, prior test results, teacher letters, and medical records.
Step 3: Direct Testing Sessions
The core of the assessment is one-on-one standardized testing across one or two sessions of 3–4 hours each, with breaks for younger children. Testing is conducted in a quiet, distraction-free environment. No preparation is required beyond being well-rested and fed. Avoid coaching or practice testing — it can invalidate results.
Step 4: Scoring, Integration, and Report Writing
After testing, the evaluator scores and interprets all instruments — typically taking 1–3 weeks. A high-quality report includes an executive summary, background history, assessment results by domain, clinical impressions, diagnostic conclusions, and specific recommendations.
Step 5: Feedback Session and Next Steps
The feedback session is where the evaluator walks parents and the student through findings in plain language. Come prepared with questions. Key things to clarify: What exactly is the diagnosis? What specific accommodations should be requested from the school? Are there recommended therapies or medical referrals?
| Phase | Timeline (Private Evaluation) | Key Output |
|---|---|---|
| Referral and Scheduling | Days to months (varies by availability) | Evaluation appointment confirmed |
| Clinical Interview | 60–90 minutes (1 session) | Developmental/educational history documented |
| Direct Testing | 4–8 hours across 1–2 sessions | Raw scores across cognitive, achievement, and behavioral domains |
| Rating Scales | Completed by parents and teachers concurrently | Multi-rater behavioral and emotional data |
| Scoring and Report Writing | 1–3 weeks after testing completion | Comprehensive written evaluation report |
| Feedback Session | 60–90 minutes; scheduled after report is complete | Clinical interpretation, diagnosis, recommendations reviewed |
UK Context
Psychoeducational Assessments in the United Kingdom
In the UK, the equivalent of a psychoeducational assessment is typically conducted by an Educational Psychologist (EP) — a professional holding a doctorate in educational psychology (D.Ed.Psych or D.Psych) and registered with the Health and Care Professions Council (HCPC). Private assessments in the UK typically cost between £600 and £2,500 depending on depth and credentials.
EHC Plans vs. SEN Support
The UK framework has two main tiers. SEN Support refers to interventions and accommodations provided within school without a formal statutory plan — equivalent to a 504 plan in the US. An Education, Health and Care (EHC) Plan is the statutory document for students with more complex needs, equivalent to the US IEP, covering educational, health, and social care needs through age 25.
Reasonable Adjustments in UK Universities
UK universities are required under the Equality Act 2010 to make reasonable adjustments for disabled students, including those with specific learning difficulties (SpLDs) such as dyslexia, ADHD, or dyspraxia. The Disabled Students’ Allowance (DSA) is a UK government grant covering disability-related costs including study aids, equipment, and non-medical helpers.
Frequently Asked Questions
Frequently Asked Questions: Psychoeducational Assessment
What is a psychoeducational assessment?
A psychoeducational assessment is a comprehensive evaluation conducted by a licensed psychologist or school psychologist to identify cognitive, academic, and social-emotional factors that affect a person’s ability to learn. It uses a battery of standardized tests covering intelligence, academic achievement, memory, attention, executive functioning, and emotional functioning. Results identify learning disabilities such as dyslexia, attention disorders like ADHD, and other conditions qualifying a student for academic accommodations or special education services.
What conditions can a psychoeducational assessment diagnose?
A psychoeducational assessment can identify specific learning disabilities including dyslexia, dyscalculia, dysgraphia, and auditory processing disorder. It also provides cognitive data supporting ADHD diagnosis, identifies intellectual disability and giftedness, and surfaces anxiety or emotional factors affecting academic performance. It does not diagnose psychiatric conditions in isolation — those require broader psychological or psychiatric evaluation.
How long does a psychoeducational assessment take?
Direct testing typically spans 4 to 8 hours, usually split across one or two sessions. The complete process from initial consultation to written report delivery generally takes 4 to 8 weeks for a private evaluation. School-based evaluations under IDEA must be completed within 60 calendar days of parental consent.
How much does a psychoeducational assessment cost in the US?
Private psychoeducational assessments in the United States typically cost between $1,500 and $5,000. In major metropolitan areas, fees commonly reach $3,000–$5,000. School-based evaluations are free under IDEA. Some insurance plans partially cover evaluation costs when medically necessary — contact your insurer to clarify coverage. University training clinics often offer comprehensive assessments at reduced fees.
Can adults receive a psychoeducational assessment?
Yes. Psychoeducational assessments are not age-limited. Adults seeking disability accommodations in college, graduate school, professional licensing exams (LSAT, MCAT, bar exam), or the workplace all benefit from formal evaluation. Most US universities require documentation from within the past 3–5 years to approve accommodations. Many adults are diagnosed for the first time in their 20s, 30s, or later — high intelligence often compensates for learning disabilities until demands exceed compensatory capacity.
What is the difference between a psychoeducational assessment and a neuropsychological evaluation?
A psychoeducational assessment focuses on cognitive ability and academic achievement testing to identify discrepancies indicating learning disabilities. A neuropsychological evaluation is broader, incorporating all elements of the psychoeducational assessment plus deeper testing of language abilities, visual-perceptual processing, attention, executive functioning, memory, sensory functioning, and emotional functioning. Neuropsychological evaluations are recommended when complex brain-behavior relationships or differential diagnoses are in question.
What standardized tests are used in a psychoeducational assessment?
Commonly used tools include the WISC-V for ages 6–16, the WAIS-IV for adults, the Woodcock-Johnson IV Tests of Achievement, the WIAT-III, the Conners Rating Scales for ADHD, the BASC-3, the CTOPP-2 for reading skills, and the BRIEF-2 for executive functioning. Tool selection is individualized based on the student’s age and presenting concerns.
How do I prepare my child for a psychoeducational assessment?
Ensure your child is well-rested and has eaten before testing sessions. Frame the assessment positively — it is a way to understand how they learn best, not a test they can pass or fail. Avoid coaching or practice testing. Gather all relevant records: report cards, prior test results, medical history, and teacher observation notes. Be thorough and honest with the evaluator — complete background information directly improves the clinical accuracy of the final report.
What is the difference between an IEP and a 504 plan?
An IEP (Individualized Education Program) is a legally binding document under IDEA providing specialized instruction and related services for students whose disabilities require modifications to the general curriculum. A 504 plan provides accommodations (not modified curriculum) for students whose disabilities substantially limit a major life activity. IEPs require the disability to adversely affect educational performance; 504 plans have a lower eligibility threshold. Both rely on psychoeducational assessment evidence.
Is a psychoeducational assessment covered by insurance?
Insurance coverage varies considerably. Some plans cover psychoeducational testing when deemed medically necessary for diagnosing ADHD or a DSM-5 specific learning disorder. Contact your insurance provider before scheduling. FSA and HSA accounts can typically be used to pay for psychoeducational testing. School-based evaluations under IDEA are always free to families in the US public school system.
How often does a psychoeducational assessment need to be updated?
Most universities and professional licensing bodies require documentation to be current within 3–5 years for accommodation requests. Under IDEA, schools must reevaluate students receiving special education services at least every 3 years. For college students whose high school evaluations are older than 5 years, an updated evaluation is typically required before Disability Services will approve accommodations.
This article is very informative.
This is my first time pay a quick visit at here and i am really happy to read everthing at one place