Senior Kindergarten to Grade Ten:
Five to Fifteen Years of Age

Assistance with:

  • 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)
  • Applications for accommodations for SSAT

Diagnostic Services

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.

Assessment Measures

Intelligence:

WPPSI-IV, WISC-V

Memory:

WRAML-3

Language:

CELF-5

Eye-Hand Coordination:

VMI, 6th Edition

Academic Skills:

WIAT-III, WJ-IV, CTOPP-2

Parents' Observations:

History form; Achenbach, Conners and CEFI questionnaires

Teachers' Observations: (If requested by parents)

Achenbach, Conners and CEFI questionnaires

Student's Self-Report Forms:

Achenbach, CEFI, Conners and other questionnaires depending on age and referral questions.

Note: Five year old children can only complete the WPPSI-IV. As of Grade One, the WISC-V is required for application for accommodations at school.

Assessment Process

Most psychoeducational assessments include:

  • About five hours of testing time
  • Intake interview with parents
  • Feedback interview with parents 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

Consent:

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.