Assessments
Psycho-Educational Assessment
(Psych-Ed)
Psych-eds help us understand a student's functioning in many areas, including cognitive, academic, and social-emotional. Psych-eds largely involve gathering relevant information.
Information Gathering
Information is gathered through:
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1. Background collection: intake call, interview with parent(s), questionnaires (for parents and teacher), and record review
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2. Testing with the student (usually over two sessions on separate days), including intelligence, memory, language, phonological processing, fine motor, and academic testing
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3. Speaking with/interviewing the student
Feedback and Report
Findings, impressions, and recommendations are shared through a feedback session and a comprehensive report.
Diagnoses
Diagnoses are not guaranteed; however, in many cases, diagnoses are made when criteria are met. For most diagnoses, we consider significant impairment for one's age.
Diagnoses help us understand a person's needs. From this framework, interventions shown to help people with similar needs are recommended with confidence.
At school, a diagnosis can guide program planning and accommodation implementation.
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I am experienced in assessing and diagnosing:
· ADHD
· ASD
· Learning disabilities/disorders
· Language disorders
· Intellectual disability
· Anxiety disorders
· Depressive disorders
Autism Assessment
People with autism have unique sensory and regulation needs, which can inform difficulties with communication, socialization, daily tasks, and mental health.
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When autism is suspected, an autism assessment is typically recommended in addition to the psych-ed. In many cases, this add-on is primarily a comprehensive interview with parents (ADI-R).
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If cognitive and academic testing cannot be carried out, or if extensive background information cannot be gathered, an alternative play-based assessment (ADOS-2) may be carried out. In some cases, both the interview and play-based assessments may be recommended.
