Psycho-educational Assessment

Psycho-educational evaluations determine current functioning levels in the areas of cognitive-intellectual skills, academic achievement, social-emotional adjustment, and learning processes or how the student learns best. It provides estimates of a child's intellectual/cognitive abilities and educational achievement levels. It also yields recommendations relevant for educational planning.

 

Psychoeducational evaluation consists of an assessment of psychological aspects of learning and academic skills.

 

Psychological aspects include:

 

  • intelligence
  • language skills
  • memory
  • verbal & visual learning
  • attention/concentration
  • eye-hand coordination for paper-and-pencil tasks
  • planning ability
  • reflective/impulsive response style.

 

 

Academic skills may include reading, spelling, writing, mathematics, academic fluency, listening comprehension, and oral expressive skills.

What is the process involved in sending my child for a Psycho-educational Assessment?

A comprehensive psychological assessment typically is structured into 3 parts, over 3 visits, as follows: 

 

1. Before meeting, we will require parents to fill out questionnaires and provide information which can be useful in understanding your child and his or her difficulties. The questionnaires are to be returned to us for review prior to the first visit.

 

2. The first visit is a parent interview to review background developmental, social, and medical information, and review of the student's school records. This may last from an hour to ninety minutes.

 

3. The second and third visits will comprise diagnostic testing of about 3 hours each. Sometimes, additional visits or testing hours may be necessary depending on factors such as behaviour and how cooperative the child is. We would want to ensure that testing or assessment is conducted in most conducive conditions to ensure optimal results for the child and family. The professional conducting the testing will inform the parent or caregiver of any additional hours which may be required in the course of this process.

 

At times, ratings or tests of attention, behaviour, emotions and adaptive functioning will be required, and occasionally a school visit to observe the child in the classroom and an interview with the classroom teacher and others who work with the child may be necessary. While learning, not emotional problems, is the focus of psychoeducational assessment, behaviour/emotional and medical issues may need to be addressed in psychoeducational assessments.

What happens after the Assessment?

The goal of psychoeducational assessment is always to gain information that will help answer questions of concern about a child's behaviour and/or school performance. After the assessment, a written report is given and results are interpreted to the parents, and to the child, if age-appropriate, at a private conference. All information is kept strictly confidential. However, copies of the assessment reports can be sent to schools and physicians with written permission from a parent.

Post Assessment Follow Up 

To facilitate effective follow-up after an assessment, Ovspring also provides consultation and collaborative services with schools & caregivers as follows:

- Consultation with teachers, parents, students and community agencies regarding the nature of the child's strengths and needs, their educational implications and ways to enhance learning and interpersonal relations

- Collaboration with school-based personnel to gather classroom-based data, design or implement instructional strategies/design and implement behaviour management interventions

- Design and evaluation of individualised educational plans when applicable.

Information on some of the standardised assessments used at the clinic include the following, but are not limited to:

Cognitive
- Wechsler Intelligence Scale for Children - Fifth Edition (WISC-V)
- Wechsler Preschool and Primary Scale of Intelligence - Fourth Edition (WPPSI-IV)
- Wechsler Adult Intelligence Scale - Fourth Edition (WAIS-IV)
- Woodcock Johnson III (Cognitive Battery)
- Bayley Developmental Scales - Third Edition (Bayley 3) 

Achievement
- Wechsler Individual Achievement Test - Third Edition (WIAT-III)
- Woodcock Johnson III (Achievement Battery)
- Test of Early Written Language - Revised
- Test of Early Reading Ability - Revised
- Test of Early Mathematical Ability - Revised

Behaviour
- Brown Attention-Deficit Disorder Scales
- Conners' Rating Scales - Third Edition (Conners 3)
- Conners' Adult ADHD Rating Scales
- Test of Variables of Attention
- Vineland Adaptive Behavior Scales, Second Edition (Vineland-II)

Others
- Autism Diagnostic Observational Schedule (ADOS-2)
- Autism Diagnostic Interview - Revised (ADI-R)