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:
1. Background collection: intake call, interview with parent(s), questionnaires (for parents and teacher), and record review
2. Testing with the student (usually over two sessions on separate days), including intelligence, memory, language, phonological processing, fine motor, and academic testing
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.
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.
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).
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.
