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Assessment

 Psychological and Psychoeducational Assessment

Common reasons for assessment include:

-Determine a child or young adult’s learning strengths and challenges and make learning plan recommendations
-Diagnose learning differences, including Specific Learning Disabilities (dyslexia, dysgraphia, and dyscalculia) and recommend interventions
-Identify attention, concentration, processing, and memory difficulties, such as ADHD and executive functioning weaknesses
-Identify social and emotional challenges or differences and assess the impact of challenges on learning and happiness
-Assess for neurodivergencies, such as Autism, dyslexia, ADHD or tic disorders
-Make recommendations to schools, tutors and service providers for services and accommodations to support a child’s learning
-Support home-school families and schools by making curricula recommendations specific to a child’s strengths and needs and progress monitoring.
-Assess for substance misuse and the impact on other domains of life, such as social, occupational, cognitive, emotional and educational interactions
-Assess for personality styles and patterns that may be influencing functioning
-Assess for psychosis, including first episode psychosis and differentiation between different presentations of psychosis
-Fitness for Duty evaluations, including for emergency personnel or other organization

COMMON TYPES OF ASSESSMENT SERVICES REQUESTED

Comprehensive Psychoeducational Assessment

Comprehensive evaluation of cognitive, academic, and social/emotional/behavioral strengths and weaknesses to help determine presence of diagnoses that may be affecting functioning (i.e., developmental delays, learning disabilities, attention deficit hyperactivity disorder) and to inform treatment and intervention recommendations for providers, families, and schools. This type of evaluation involves clinical interviews to gather information about symptoms, developmental and medical history and other relevant information, rating scales by client and informants (parents, school), and paper-and-pencil and computerized tests assessed several domains, selected based on the needs of the client. After evaluation, results and recommendations are compiled into a report for your keeping and thorough feedback is provided, often to families and schools in the aid of academic and treatment planning.

Autism Evaluation 

Comprehensive evaluation of social/emotional and behavioral strengths and differences to help determine the presence of Autism spectrum differences.  This type of evaluation involves clinical interviews to gather information about symptoms, developmental and medical history and other relevant information, rating scales by client and informants, and activity-based assessments. After evaluation, results and recommendations are compiled into a report for your keeping and thorough feedback is provided.

ADHD Tele-Evaluation Service

For some children and adolescents, a comprehensive diagnostic evaluation for ADHD can be completed virtually via tele-health services.  This type of evaluation involves diagnostic clinical interview with the client, a comprehensive interview with parent(s)/guardian(s)/caregiver(s), and if appropriate, with school personnel or treatment providers (teacher, therapist, interventionist). The evaluation also includes a review of developmental and medical history, a review of medical and educational records, and completion of norm-based standardized rating scales by informants and self, if appropriate. In cases where there are additional concerns, such as learning disabilities, alternative and/or additional assessments may be recommended, such as psychoeducational assessment.

Consultation and Records Review (including review of any previous testing results)

This service involves review of prior testing completed elsewhere in order to provide additional feedback, answer questions, and make recommendations to assist families with determining next steps.

**We take a neurodiversity affirming approach to assessment, acknowledging that there are many different neurotypes when affirming a diagnosis.**