Troubled child looking sad leaning against a brick wall.

Children and adolescents who are struggling to learn or to perform to their potential at school have diverse needs that may often go unmet due to a lack of specialized services available or accessible to meet their needs. To help determine whether these students have a disability and whether they are eligible for special education support services, a psycho-educational assessment is required. Unfortunately, in the school system, finding a qualified psychologist to conduct a psychoeducational assessment is difficult. As a result, these students are often placed on ‘waitlists’. The average wait time for an assessment through the school system is between one to three years. As these students wait to be assessed, they may not be receiving the necessary supports that they require (e.g., assistive technology, curriculum modifications, etc.). This places students at greater risk for academic underachievement and developing mental health difficulties.

Early identification through a comprehensive psychoeducational assessment is imperative to move these students off negative trajectories and to promote their healthy development. Early identification has been linked to positive effects across many life-domains including language and communication skills, emotional wellbeing, academic achievement, and enhanced relationships with peers and parents.

Psychoeducational & Social-Emotional Assessments

In my practice I conduct comprehensive psychoeducational assessments for students of all ages. These diagnostic assessments are conducted for a variety of concerns including:

  • Learning difficulties, poor grades, etc.
  • Accommodations on standardized entrance exams (LSAT, SAT, GRE, etc.)
  • Attention deficit hyperactivity (ADHD)
  • Behavioural problems
  • Autism Spectrum Disorder (ASD)
  • Developmental delays
  • Giftedness
  • Low mood, sadness, depression
  • Worry, anxiety, fears, OCD
  • Relationship difficulties

The assessment results are used to determine a client’s learning profile in terms of their strengths and weaknesses, as well as to inform academic planning and programming. Results are based on the following:

  • Language processing
  • Cognitive/Intellectual potential (IQ)
  • Visual and verbal memory/learning style
  • Attention, concentration, and executive functions
  • Social-emotional functioning
  • Autism Diagnostic Interview (ADI-R)
  • Autism Diagnostic Observation Schedule (ADOS)
  • Academic achievement in reading, writing, and mathematics

Following the assessment, I provide verbal and written feedback that includes diagnostic statements where appropriate and practical recommendations for home, school, and the classroom. I offer consultation to parents and school staff regarding classroom accommodations and educational programming.