Frequently Asked Questions

Many parents have questions about what to expect about the assessment process. Psychological testing may sound intimidating, but it’s designed to help you and your child. The information gathered from the assessment will help determine your child’s strengths and areas to work on, as well as provide invaluable information regarding best support strategies. The results of the assessment can change a child’s educational future in significant ways, allowing him or her to meet or exceed educational expectations.

A comprehensive assessment typically includes an evaluation of your child’s cognitive functioning, academic performance, behaviour, and social/emotional functioning. Additional assessments may be conducted, as necessary, to further explore strengths and challenges. Assessment information will be integrated and a written report will be provided, which includes a detailed analysis of information obtained with appropriate recommendations.

What is involved in the assessment?

Psychological testing isn’t like taking a multiple-choice exam that you either pass or fail. Rather, psychologists use information from a variety of sources to make clinical decisions and to develop a treatment plan. Parents are important collaborators in the assessment process. They are involved in an initial interview to discuss their concerns and goals for their child, as well as to provide important information about their child’s developmental history, family history, and current areas of functioning. When possible, assessments may also include interviewing other people who are close to the child, such as teachers or other family members.

Assessment tools are used to measure and observe a child’s behaviour to help figure out the child’s unique strengths and areas to work on, as well as to identify the best strategies to support the child’s overall success. The instruments used depend on the difficulties the child is having. For instance, children who are experiencing difficulty in school, for example, may complete tests looking at their intelligence and academic achievement. Other tests evaluate whether the child is experiencing social difficulties, worries, or low mood. The underlying cause of a child’s difficulties isn’t always clear. For example, if a child is having trouble in school, does he or she have a reading problem such as dyslexia? An attention problem such as ADHD? Difficulty with impulse control? Psychological tests and assessments allow a psychologist to understand the nature of the problem, and to figure out the best way to go about addressing it.

Questionnaires or checklists are also often used to gather information regarding the child’s social/emotional/behavioural functioning at home and at school. When possible, it is helpful for the psychologist to review any school or medical records that are available.

How long does testing take?

The assessment process usually requires two or more office visits, depending on the nature of concerns, the developmental level of the child, the course of treatment, and a number of other factors. Testing sessions are usually scheduled during the morning when most children function at their best. We don’t want to exhaust children over one testing session; as such, it is best to schedule a few testing blocks to prevent mental and physical fatigue and to optimize your child’s motivation and performance.

How do I prepare my child for an assessment?

It is important to talk to children about what will happen before any procedure. Children feel less anxious when they know what to expect. Be sure your child knows that this is not a medical exam, so there are no needles or medicine. For younger children, you may wish to emphasize the play aspect, focusing on the puzzles and games. For older children, it is often helpful to describe both games and school-type work, but there are no marks or grades given and the results have no bearing on their report card. Avoid using the word “test.” Let your child know they are coming to see someone who helps figure out how kids learn so that he/she can help teach parents and teachers how to teach him/her the best. They will play a couple of games, answer some questions, and do some puzzles. It will be fun!

What happens when testing is complete?

After testing is complete, we will meet to go over the assessment results. You will also receive a detailed written analysis of the assessment results, and personalized intervention strategies for your child to increase his or her success across all contexts exponentially. We also offer follow-up support in implementing recommendations as needed. It is important teachers also understand the outcomes to provide the right support for your child’s learning in the classroom; as such, debriefing with the school/teachers is important. We will also link parents with a variety of community resources and supports.

Our core assessment services are designed for children, teens, and adults. Assessments are adapted to the person’s developmental stage, presenting concerns, communication style, and referral questions.

For teens, an assessment may explore:

• ADHD or autism
• Learning disabilities
• Executive functioning
• Giftedness
• Anxiety and emotional functioning
• Academic difficulties
• Planning for postsecondary accommodations
• Questions about identity, masking, or longstanding social difficulties

Please contact us regarding adult ADHD or autism assessment services, as clinician availability and the types of adult referrals accepted may vary. You can read more here.

An autism assessment may be helpful when a child consistently experiences differences in social communication, flexibility, sensory processing, emotional regulation, or patterns of interests and behaviour.

You might notice that your child:

• Has difficulty understanding unspoken social expectations
• Finds conversations, friendships, or group situations confusing or exhausting
• Has intense, highly focused interests
• Relies heavily on routines or becomes distressed by unexpected changes
• Experiences strong sensory sensitivities or seeks particular sensory experiences
• Becomes overwhelmed, shuts down, or has significant emotional reactions after managing demands
• Appears to “hold it together” at school and falls apart at home
• Needs more recovery time than expected after social, sensory, or academic demands
• Was previously identified with ADHD, anxiety, obsessive-compulsive symptoms, or learning difficulties, while important questions remain

One characteristic alone does not mean that a child is autistic. The important question is whether there is a consistent developmental pattern that affects the child’s comfort, participation, relationships, learning, or well-being.

An autism assessment can help clarify what is happening and identify supports that fit your child, whether or not an autism diagnosis is made.

For more information, click here.

Autism can be missed in girls because they may not fit traditional or stereotyped descriptions of autism. Some girls closely observe other children, copy social behaviour, prepare conversations in advance, or work very hard to appear socially comfortable. This is sometimes described as masking.

Possible signs may include:

• Appearing socially capable while finding friendships confusing or exhausting
• Having one close friendship at a time, with frequent misunderstandings or intense relationship difficulties
• Copying the speech, interests, clothing, or behaviour of peers
• Rehearsing conversations or reviewing social interactions repeatedly afterward
• Having interests that appear typical in topic but are unusually intense or consuming
• Becoming highly distressed by changes, uncertainty, mistakes, or loss of control
• Experiencing sensory sensitivities related to clothing, food, sound, lighting, touch, or personal care
• Managing well in structured settings and becoming overwhelmed at home
• Being described as anxious, perfectionistic, shy, dramatic, controlling, or unusually mature
• Experiencing increasing anxiety, exhaustion, shutdowns, or school avoidance as social demands become more complex

Girls can also have ADHD, anxiety, learning difficulties, giftedness, or other concerns alongside autism. A comprehensive assessment considers the whole developmental picture rather than relying on a checklist or a single test.

For more on this topic, click here.

ADHD and autism can look similar from the outside, and many people have both. Both can involve difficulty with transitions, emotional regulation, sensory experiences, attention, social situations, and executive functioning.

The difference often lies in why the difficulty is happening.

A child with ADHD may miss social information because their attention shifts quickly, they act before thinking, or they have difficulty tracking a conversation. They may understand the social expectation once it is pointed out.

An autistic child may notice the information and still find the social meaning unclear, unpredictable, or difficult to apply across situations. Social interaction may require conscious analysis rather than happening intuitively.

Similarly, a child with ADHD may resist a routine because they are bored, distracted, or seeking something new. An autistic child may rely on routines because predictability reduces cognitive, emotional, or sensory demands.

These are not absolute distinctions. A careful assessment considers:

• Early development
• Social understanding and communication
• Attention and impulse control
• Flexibility and response to change
• Sensory processing
• Executive functioning
• Emotional regulation
• Interests and patterns of play
• Behaviour across home, school, and social settings
• The amount of effort required to manage everyday expectations

The goal is not to decide whether a behaviour “belongs” to ADHD or autism. It is to understand the mechanisms beneath the behaviour and determine which explanation, or combination of explanations, best fits the person.

Read more here.

ADHD is a complex neurodevelopmental disorder that can create many problems for children in different areas of their lives. The difficulties children with ADHD vary from child to child and can be difficult to recognize. Many of the individual symptoms of ADHD are normal for children to experience. However, if they persist and affect the child’s successful functioning across contexts, such as at home, at school, or with friends, it is important to speak with a professional to discuss next steps. Don’t wait to get help – it is essential that children get the support they need as soon as possible so that they do not miss out on any more valuable learning and/or social opportunities.

If your child exhibits several of the following symptoms, seek consultation to promote your child’s success as soon as possible:

• Difficulty sitting still/always fidgeting
• Talks a lot
• Difficulty playing quietly or relaxing
• Short attention span
• Daydreams/stares into space
• Difficulty waiting (e.g., for their turn, in lines)
• Moves between activities before finishing the first activity
• Easily distracted
• Disorganized
• Make careless mistakes
• Interrupts others
• Difficulty staying calm/regulating emotions
• Don’t think before they act
• Loses things
• Forget things/instructions, even when reminded
• Difficulty staying engaged in activities that are boring, hard, or take a long time to finish
• Does not seem to pay attention when directly spoken to

Contact us for a free consultation to discuss whether further assessment would be valuable for you and your child.

A gifted assessment may be helpful when a child demonstrates unusually advanced reasoning, rapid learning, intense curiosity, sophisticated language, or a need for greater academic challenge.

You might consider an assessment when your child:

• Learns new concepts much more quickly than peers
• Requires little repetition to understand or remember information
• Uses advanced vocabulary or asks unusually complex questions
• Becomes disengaged or frustrated when work is repetitive
• Shows significant differences between areas of ability and achievement
• Has strong abilities alongside ADHD, autism, anxiety, or a learning disability
• Is being considered for gifted programming, enrichment, acceleration, or specialized educational planning
• Needs documentation to help the school understand their learning profile

Gifted children do not always earn high grades. Executive functioning difficulties, perfectionism, anxiety, learning disabilities, low motivation, or an environment that is not sufficiently challenging can interfere with performance.

An assessment can identify both advanced abilities and areas where support is needed. This is particularly important for twice-exceptional learners—children who are gifted and also neurodivergent or have a learning disability.

Discover more here.

Every child is different in terms of their needs and abilities, but here are some of the signs that your child may need a psychoeducational assessment:

• If your child consistently studies hard but the marks don’t reflect his/her effort
• If your child is clearly intelligent but, because of procrastination and poor planning skills, cannot deliver their homework or assignments on time
• If your child’s teacher notes in his/her report card that they need to pay more attention or stay more focused in class
• If your child presents with any behavioural or emotional problems related to school or home
• If your child consistently doesn’t want or doesn’t like to go to school
• If your child’s marks are good in all areas except one or two, such as Math or English
• If you think your child would benefit from school accommodations

Assessments are valuable to learn about what your child’s learning potential is and how they learn and process information. Part of the assessment also involves identifying specific learning strategies and the types of support they are likely to benefit from both at home and at school.

Contact us for a free consultation to discuss whether an assessment would be valuable for you and your child.

Both school and private assessments can provide valuable information. The main differences often involve access, scope, timing, and the questions the assessment is designed to answer.

A school-based assessment is usually completed when the school determines that testing is required to support educational planning. Because school psychology resources are limited, eligibility and wait times can vary. The assessment may focus primarily on the student’s school functioning and the information needed for educational programming.

A private psychoeducational assessment is arranged directly by the family. It can usually be tailored more closely to the child’s specific needs and may explore a broader range of concerns, including:

• Cognitive abilities
• Academic achievement
• Attention and executive functioning
• Learning disabilities
• Giftedness
• Memory and processing
• Emotional functioning
• Behavioural concerns
• ADHD or other diagnostic questions

A private assessment can also integrate information from parents, teachers, records, interviews, observations, and standardized testing. Recommendations can be developed for both school and home.

Schools make their own decisions about programming, resources, and accommodations. A private report provides evidence and recommendations, while it does not require a school to implement every recommendation.

You can find out more here.

The right assessment depends on the questions you need answered.

ADHD assessment

An ADHD assessment focuses on attention, activity level, impulse control, executive functioning, and emotional regulation.

It usually includes developmental and clinical interviews, standardized questionnaires, information from multiple settings, and a review of other conditions that can resemble or accompany ADHD.

An ADHD assessment may be appropriate when the primary concerns involve:

• Distractibility
• Impulsivity
• Restlessness
• Task initiation
• Organization
• Time management
• Forgetfulness
• Inconsistent performance
• Emotional impulsivity

Psychoeducational assessment

A psychoeducational assessment examines how a person thinks and learns. It typically evaluates cognitive abilities and academic skills, such as reading, writing, and mathematics.

Depending on the referral question, it may also assess attention, memory, processing speed, executive functioning, giftedness, and emotional functioning.

A psychoeducational assessment may be appropriate when there are questions about:

• Learning disabilities
• Academic underachievement
• Giftedness
• Uneven learning abilities
• School accommodations
• Exam accommodations
• Attention or executive functioning difficulties affecting learning

Autism assessment

An autism assessment focuses on developmental patterns involving social communication, relationships, flexibility, sensory processing, interests, routines, and behaviour.

It typically includes a detailed developmental history, direct assessment, questionnaires, observation, and information from different settings.

An autism assessment may be appropriate when the primary concerns involve:

• Social understanding or communication
• Friendship difficulties
• Masking or social exhaustion
• Strong reliance on routines
• Intense interests
• Sensory differences
• Difficulty adapting to change
• Repeated shutdowns or overwhelm

Read more here.

Many children and teens do not fit neatly into one category. ADHD, autism, learning disabilities, giftedness, anxiety, and executive functioning difficulties can overlap.

In these situations, we may recommend a combined or comprehensive assessment. The goal is to answer the referral questions efficiently without completing unnecessary testing.

An initial consultation can help determine which assessment is most appropriate.

An assessment report can provide clear documentation of your child’s learning, attention, developmental, and emotional needs. It can also recommend appropriate accommodations, interventions, and educational strategies.

Depending on the findings, recommendations might include:

• An Individualized Program Plan, or IPP
• Extra time for tests and assignments
• Reduced-distraction testing
• Assistive technology
• Explicit instruction in reading, writing, or mathematics
• Executive functioning support
• Visual instructions and clearly defined task expectations
• Movement, sensory, or regulation supports
• Modified workload or alternative ways to demonstrate learning
• Enrichment or advanced programming
• Support with transitions, social communication, or emotional regulation

The assessment can strengthen a family’s request for support by explaining why an accommodation is needed and how it would improve access to learning.

At the same time, the school is responsible for determining which accommodations, programming, and staffing resources it can provide. A diagnosis does not automatically result in an IPP or educational assistant support, and a psychologist cannot guarantee a particular school decision.

Our aim is to provide specific, practical recommendations that families and educators can use collaboratively. You can learn more here.

The cost depends on the type and complexity of the assessment. A focused ADHD assessment, for example, may require a different amount of time than a comprehensive psychoeducational or autism assessment.

Assessment fees may include:

• Clinical interviews
• Review of developmental, medical, and educational records
• Standardized testing
• Parent and teacher questionnaires
• Scoring and interpretation
• Diagnostic formulation
• Report writing
• A feedback appointment
• Consultation with the school or other professionals when requested

Before beginning, we explain the proposed assessment process and the expected cost. When additional testing is recommended, this is discussed with you before it is completed.

Many extended health insurance plans cover some psychological services provided by a registered psychologist. Coverage varies considerably. We recommend asking your insurer:

• Whether psychological assessment is covered
• Whether you need a physician’s referral
• What your annual maximum is
• Whether there are restrictions on the type of assessment or provider
• Whether coverage applies to all assessment activities, including report writing

We provide detailed receipts that can be submitted to your insurance provider. Families may also wish to ask whether psychological services qualify for reimbursement through a health spending account.

Learn more about assessment costs here, or reach out.

Wait times vary depending on the type of assessment, the clinician required, and the time of year.

Some assessments can be scheduled sooner than others. Comprehensive autism and psychoeducational assessments generally require several appointments as well as time to collect records, obtain teacher information, score testing, and prepare the report.

Please contact Koru Family Psychology for current availability. Our team can explain the process, identify the assessment that is most likely to answer your questions, and provide an estimate of the anticipated timeline.

Learn more here.

Yes. A psychological assessment can provide diagnostic information that helps a physician understand whether ADHD or another psychological condition may be contributing to the person’s difficulties.

Psychologists do not prescribe medication. When appropriate, the assessment report can be shared with a family physician, pediatrician, or psychiatrist. That medical provider will make decisions about medication based on the diagnosis, medical history, current symptoms, risks, and other relevant factors.

An assessment may also identify reasons to seek additional consultation, such as:

• Pediatric or psychiatric consultation
• Speech-language assessment
• Occupational therapy
• Medical, hearing, vision, or sleep evaluation
• Counselling or behavioural support
• Specialized academic intervention

Medication decisions should not be based on a test score alone. A thorough ADHD assessment considers developmental history, functioning across settings, alternative explanations, co-occurring concerns, and the degree to which symptoms interfere with daily life.

You can read more about this topic here.

Some parts of an assessment may be completed virtually when this is clinically appropriate. These may include:

• Parent or adult interviews
• Feedback appointments
• Review of results
• Some questionnaires
• Consultations with teachers or other professionals

Many standardized tests require controlled conditions, specialized materials, or in-person observation. For these reasons, not every assessment can be completed entirely remotely.

We determine the format based on the person’s age, needs, location, referral questions, and the professional standards governing the assessment. When virtual assessment is appropriate, we will explain what can be completed remotely and which components, if any, must take place in person.

Read more here.