We offer a wide range of assessments to identify the following types of difficulties or diagnoses:

  • ADHD
  • Learning Disabilities
  • Autism Spectrum Disorders (ASD)
  • Developmental delays / Intellectual disabilities
  • Sensory Processing Difficulties
  • Auditory Processing Disorders
  • Behavioural disorders

Additional Assessments are conducted for the purpose of:

  • kindergarten derogations
  • gifted assessment
  • IEP development and planning

What is an Assessment: The term “psychological assessment” can be confusing as it is often used to refer to different aspects of a psychologist’s work. During any work with a client, a psychologist would perform a basic initial assessment which would including the initial interview and collection of relevant history. Based on this information and any additional data from observation or questionnaire, some initial impression or diagnostic conclusions could be drawn and a treatment plan is created with the client/family.

In contrast, a comprehensive psychological assessment or a psychoeducational assessment is a much more detailed evaluation that is typically used to determine the presence of learning disabilities, ADHD, Autism Spectrum Disorders, Intellectual Disorders, etc. Additionally, a comprehensive assessment is often requested when there are a range of difficulties in the home and school environment, such as low academic functioning, difficulty with peers, behavioural problems, attention/memory issues, and a cause of these difficulties is being sought. Assessments can be useful to determine eligibility for special education or early intervention services as well as any accommodations that may be helpful to the child in meeting the educational requirements.

A psychological evaluation is tailored to the needs of the individual but may include the following depending on parent wishes and consent: interviews with parents/children/teachers, observation of a child in a classroom setting, completion of questionnaires by parents, caregivers, educators, and the child/adolescent, standardized measures including assessment of cognitive functioning, academic functioning, memory, attention, executive functioning, language, or social reciprocity.

A detailed report is produced that outlines the relevant history, observations, and results of the assessment including the child’s strengths and needs. Diagnostic conclusions are included as appropriate. Recommendations for home and school are also found in the report. The report belongs to the client/parents and is not shared with any one else without written permission.

See more information about psychoeducational assessments here: http://www.naspcenter.org/principals/nassp_evaluation.html