If you are the parent of a child who is struggling at school; a young adult requiring accommodations at college, university or at your place of employment; you require accommodations for entrance or professional licensing exams; or you are an adult with questions about your learning and cognitive abilities, we would be pleased to work with you. We provide psychoeducational assessment of neurodevelopmental disorders including the following:
Students with average to above average intellectual ability may struggle academically despite solid cognitive skills. To determine whether or not a learning disability is the cause of academic delays, it is first established that the student has cognitive abilities that are expected, given his/her age. Second, we look at academic progress to determine if it is significantly lower than expected. Diagnostic assessment tools are then used to investigate information processing deficits (e.g., memory, language processing, visual/sensory/motor processing, executive functioning, etc.) that may underlie difficulties in learning, retaining or retrieving what is learned. For more information on learning disorders please see the Learning Disabilities Association of Ontario.
Attention-Deficit Hyperactivity Disorder (ADHD) is a neurocognitive disorder that is identifiable before the age of 12. There are three types of ADHD:
ADHD, Predominantly Inattentive Presentation
ADHD, Predominantly Hyperactive-Impulsive Presentation
ADHD, Combined Presentation
ADHD is characterized by difficulty regulating one’s activity level, inhibiting behavior and difficulty focusing on the task at hand. For more information on Attention Deficit Hyperactivity Disorder please see the Hospital for Sick Children’s Teach ADHD website.
Assessment of a possible mild intellectual disability or developmental delay involves an examination of intellectual functioning which, in intellectual disabilities, is very much below average. An examination of daily living skills is also carried out to determine whether or not there are limitations in at least two adaptive functioning skill areas: communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health, and safety. For more information on developmental disabilities please see Community Living Ontario.
All assessments will be planned in collaboration with you and will include an estimate prior to getting started. It is important to keep in mind that when making a diagnosis it may be important to rule out other conditions (e.g., ADHD vs. an Anxiety Disorder) and to identify co-morbid conditions (e.g., the coexistence of a Learning Disability and ADHD).
All assessments will include a detailed report which describes areas of strength and needs, diagnosis (if applicable) and recommendations. For grade school students, reports are written to facilitate teacher implementation of Individual Education Plans (IEP) and, if needed, formal identification through the Identification, Placement and Review Committee (IPRC) process. For older students, a psychological report may be used to support application for academic accommodations at university or college, or for accommodations during admissions or professional licensing exams.