Psychoeducational assessments are an essential step to develop a complete perspective of your child’s academic skills and cognitive abilities. It is important to determine not just how much your child has learned, but how he/she learns and goes about the task of solving problems. In addition to showing how a child learns, assessments can be valuable in identifying Giftedness, as well as childhood clinical disorders including Specific Learning Disabilities, Attention-Deficit/Hyperactivity Disorder (ADHD), Autism Spectrum Disorders, Social-Communication Disorders, and any other social/emotional/behavioural or psychological problems. The most important result of a psychoeducational 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.

Assessment is an integral part of student learning. Assessment inspires us to ask questions:  “Is this student learning what he/she is supposed to be learning?” “Is there a way to teach this particular student better, thereby promoting better learning?”Today’s students need to know not only the basic reading and arithmetic skills, but also skills that will allow them to face a world that is continually changing. 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…

To put it simply, intervention for autism spectrum disorders (ASD) should be started as early as possible, as it is the best hope for the future. It is essential to maximize the child’s potential to learn the skills he or she needs to communicate, to engage in social interactions, and to manage behaviours. Therefore, assessment and early identification is critical. Diagnosing ASD is challenging and requires direct observation combined with expert examination and assessment, coupled with reports from parents, teacher or other caregivers. Our clinicians are trained in the specific assessment instruments used to detect ASD. An evaluation for ASD is multidimensional and includes thorough diagnostic testing and evaluation of the child’s unique areas of abilities and needs. Collaboration between professionals, parents, and other key adults in the child’s life is an important component of an effective assessment process and accurate interpretation of the information gathered. It is imperative that an assessment covers all developmental domains in order to best facilitate planning for appropriate interventions…

In some cases, psychoeducational assessment is sought out specifically to determine if a child is gifted, meets criteria for admission to a school’s gifted program or simply to determine their current academic strengths and weaknesses for the purposes of academic and career planning. Our clinicians can conduct such assessments and make recommendations for gifted programs or other academic goals, academic modifications and remediation…

Assessments for ADHD is critical in understanding the child’s strengths and areas of need in order to identify interventions that are most likely to support student success in school and in life. The bottom-line: proper identification is essential in promoting positive outcomes for students…

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.