Psychoeducational assessments are essential to fully understand your child’s strengths and learning needs. It is important to know not only how much your child has learned, but how your child learns and engages in problem solving. Assessments are also critical to identify Giftedness, learning difficulties, Attention-Deficit/Hyperactivity Disorder (ADHD), Autism Spectrum Disorders, social-communication difficulties, anxiety, and any other social/emotional/behavioural problems. The most important result of an assessment is the comprehensive recommendations for home and school to increase your child’s chances of success in and out of school.
Our psychologists are specialists in the areas of Giftedness, Learning Disabilities, Attention-Deficit/Hyperactivity Disorder, Anxiety, Mood Disorders, and Autism Spectrum Disorders. Not only will we help identify your child’s strengths and areas of challenges, we will support you every step of the way to ensure their learning needs are met.
Assessment is a critical part of student learning. Assessment inspires us to ask, “Is this student learning what he/she is supposed to be learning?” “Is there a way to teach this child better to maximize learning?” Today’s students need to know not only basic reading and arithmetic skills, but also skills to confidently and successfully navigate a continually changing world. They must be able to think critically, to analyze, and to make inferences. Every human brain is different and all brains have parts that do not work as well as others. Some students are talkers and thinkers, whereas others are doers…
Early intervention is critical for autism spectrum disorders (ASD) to maximize the child’s potential mastering the key skills to communicate, to interact with others, to manage behaviours effectively. Therefore, assessment and early identification is critical. Diagnosing ASD requires direct observation combined with expert examination and assessment, as well as collaboration between professionals, parents, and other key adults in the child’s life. Our clinicians are trained in the specific assessment instruments used to detect ASD.
It is imperative that an assessment covers all developmental domains in order to best facilitate planning for appropriate interventions…
Assessments are needed to determine if a child is gifted and meets criteria for admission to a school’s gifted program. Our clinicians go above and beyond and highlight the child’s strengths not only in their smarts, but also in the areas of creativity, motivation, leadership, athletics, and learning. We also make recommendations for gifted programs and other relevant academic goals, academic modifications and remediation…
At Koru Family Psychology, we are committed to supporting students and their families to maximize their personal growth and their potential to shine socially, emotionally, and academically. In maintaining our high standards of client centered care, we are pleased to offer families in financial need bursaries and scholarships to help offset the costs of assessments. This program is by referral only…
Areas of investigation often include:
- Intellectual Functioning and Learning Profile
- Analysis of cognitive strengths and challenges including verbal skills, nonverbal reasoning, quantitative reasoning, visual-spatial reasoning, working memory, and the speed with which routine or newly taught information is processed.
- Academic Achievement
- Analysis of academic performance and underlying process related to reading, written language, and mathematic achievement. Where appropriate, additional areas of investigation include visual-motor integration, fine-motor control, gross motor and motor coordination, receptive and expressive vocabulary levels, and school motivation issues. Dynamic assessments are also used to dig deeper into the causes of learning difficulties and to directly inform intervention strategies.
- Focus, Concentration and Executive Functioning
- Analysis of the executive functioning skills required to sustain attention for monotonous tasks, to avoid distraction, to follow through on life’s daily chores and routines, to self-organize, to self-initiate, and to self-monitor.
- Restlessness and Impulsivity
- Analysis and observational techniques are used to the student’s productivity with independent work, along with his or her ability to remain seated without fidgeting, to think before acting (e.g., waiting to speak and respecting personal space), to delay gratification, and wait one’s turn.
- Social Development
- Analysis and observational techniques used to investigate one’s social abilities, particularly with establishing peer relationships, taking others’ perspective, and understanding subtle social cues (e.g., body language, facial expression, tone of voice, awareness of personal space).
- Anxiety and mood
- Analysis of one’s levels of anxiety and mood difficulties and the effect it has on everyday functioning and performance. Difficulties with separation, test taking, performing in a group, moderating/coping with stress, and neurological tendencies to obsess are addressed.
- Neuropsychological Development
- Analysis of core neurological functioning in areas such as executive functioning, complex language development, visuospatial processing, sensorimotor development, social perception, and retrieval abilities from short and long-term memory.