Grade Ten to Grade Twelve:
Age Sixteen to Eighteen
- Identification of learning strengths and weaknesses
- Evaluation of reading, writing, spelling and mathematical skills
- Improving study habits
- Improving test preparation skills
- Choice of tutors
- Application for accommodations at school
- School choice (public and private)
- Planning for post-secondary education
- Application for accommodations for SAT, ACT
Identification of a learning disability:
A learning disability is indicated by a weakness in academic skill(s) which is related to deficits in information processing.
Individual Education Plan (IEP) and IPRC Identification:
If parents submit the psychoeducational report to their child’s school, it contributes to the development of in-school supports, accommodations, program modifications or alternatives to regular classroom placements. If the report includes a diagnosis, the school board could identify the student as an “exceptional student”, e.g., the “exceptionality” being a learning disability, AD/HD and/or eligibility for the program for academically gifted students.
Identification of academically gifted students:
Report provides the information required by school boards for admission into programs for academically gifted students. The assessment is completed in one appointment. At the end of the appointment, parents are told the test results. The written report is available the next day, when also a feedback meeting with parents, or parents and student, is scheduled.
Assessment of symptoms of AD/HD:
Psychoeducational test results, parents' observations, teachers' observations, and the student's behavior during the assessment contribute to a determination as to whether AD/HD is likely to be present and whether the student should be further evaluated by his or her physician.
WISC-V or WAIS-IV
Note: Sixteen year old students can complete either the WISC-V or the WAIS-IV; as of age seventeen, only the WAIS-IV can be completed. The WAIS-IV is required for applications for accommodations in college/university.
WRAML-3 or WMS-IV
Note: WMS-IV unless there is a specific reason to use the WRAML-3; this will be discussed with students and parents.
History form; Achenbach, Conners and CEFI questionnaires
Teachers' Observations: (If requested by parents)
Achenbach, Conners and CEFI questionnaires
Student's Self-Report Forms:
Achenbach, Conners, CEFI and other questionnaires depending on age and referral questions
Most psychoeducational assessments include:
- About five hours of testing time
- Intake interview with parents
- Feedback interview with parent(s) and child / student, depending on child's / student's age and parental preference
- A written report is finalized during feedback interview, enabling parents and, if appropriate, student to take an active role in formulating plans for interventions and/or accommodations
- Testing is usually completed in two appointments; alternative arrangements are possible
- Assessments, including feedback interview and written report, are usually completed within three weeks
Please, note that consent from both parents is required prior to beginning an assessment including if the parents are separated or divorced.
Confidentiality of Report:
Reports are given to parents and adult students, who determine their distribution, e.g., to physician, school.