Psychoeducational Assessment

We provide psychoeducational assessments to children, adolescents, and adults. 

Our Philosophy

We believe in providing our clients with psychoeducational assessments in order to allow them to achieve to their fullest potentials. 

We provide learning assessments that consider the entire individual in order to better understand their strengths, challenges, and unique learning style. 

Specifically, we offer a fully comprehensive psychoeducational assessment experience that addresses the entire picture, and not simply one piece of the puzzle. At Psychology West, we believe that understanding the individual’s full range of potentials, capabilities, cognitive and learning style, behavioural and attentional style, academic achievement levels, psychosocial, and emotional functioning should all be considered as part of a standard assessment. Thus, we examine the entire individual, and do not merely isolate the presence or absence of one specific issue. Thus, our recommendations are based on understanding functioning in its entirety, so that we can identify and prioritize an individualized plan based on an individual’s unique abilities and needs. Our philosophy is to provide realistic, evidence-based recommendations in order to allow our clients to achieve success. 

 

What We Test For

  • Learning style and learning profile

  • Giftedness and cognitive aptitude (IQ)

  • Dyslexia, dysgraphia, dyscalculia

  • Specific learning disorders

  • ADHD and executive functioning 

  • Verbal and non-verbal cognitive reasoning

  • Levels of academic achievement in English and French if required (additional fees apply) in               reading, mathematics, written language, and oral language

  • Information processing

  • Phonological processing

  • Visual-motor integration

  • Memory and processing speed

  • Behavioural style, work style, frustration tolerance, perfectionism, and other personality and temperamental factors influencing educational performance

  • Psychosocial functioning

  • Emotional health

  • Re-assessment for educational transitions or departure to post-secondary studies 

  • Adult learning differences and ADHD

 

The Process

 

Intake

You will be seen for an initial intake interview where your clinician will review confidentiality, privacy, and access to information. First, you will have the opportunity to share your concerns in a free-flow format. Then, your clinician will gather relevant background information and a detailed history will be established. You will be asked questions including developmental history, family history, medical history, and educational needs, etc. in a semi-structured interview. When children are present, your clinician will provide them with an opportunity to conduct some short “warm-up” activities in order to establish comfort, familiarity, and build rapport. 

 

You will be given paperwork to be completed at home as well as questionnaires. Kids love seeing their parents complete homework! With your explicit consent, teachers will be asked to complete a questionnaire as well as qualitative questionnaires. Your clinician will begin a plan for testing at this time, and establish your consent for embarking in testing procedures.  

 

Testing

The individual is then seen for 5 – 8 hours of testing divided over (usually) 3 separate appointments. We prefer to see children in the mornings, particularly for their first testing session. Parents are encouraged to bring a snack and children will take breaks as required. Parents are welcome to leave and run errands depending on their preference. Following each testing appointment, data are scored and your clinician will begin to analyze and integrate the data. 

 

Feedback, Recommendations, and Report Writing

Results of the assessment are shared, diagnoses are communicated to you (if applicable), scores are presented and explained, you are given the opportunity to have questions answers, share opinions, and recommendations are discussed. Subsequent referrals to other professionals are made at this time, if required and desired. 

 

Following feedback, a comprehensive written report is provided summarizing results obtained and suggestions for intervention. Specific interventions will be based on the individual’s unique needs. 

 

The report is written in a format as to be understand and digested by the client, but also by other professionals, educators, and medical doctors, should the client close to disclose. The report is also helpful and meant to assist in the establishment of an Individualized Educational Plan (IEP). We uphold the highest standards of professionalism and confidentiality in our assessments, as we do in all of our clinical work.