Psychoeducational Assessments in Ontario

Navigating Learning Challenges and Learning Difficulties with Edcommodate 

Discover our comprehensive psychoeducational assessment, also known as a learning disability assessment, with services offered in Cambridge, London, Sarnia, Mississauga, and St. Catharines.

In our comprehensive assessments, we assess a wide array of areas to gain a full understanding of an individual’s cognitive, academic, emotional, and behavioural functioning. Our psychoeducational assessments cover intellectual and cognitive abilities, including problem-solving skills and information processing, as well as academic skills to identify specific learning challenges in reading, writing inclusive of phonetic skills, or mathematics. We also evaluate Attention-Deficit/Hyperactivity Disorder (ADHD) to understand attention, impulsivity, and hyperactivity, along with examining any Emotional and Behavioural Disorders that could impact daily functioning.

Additionally, we explore signs of Giftedness, memory and learning processes, and various language skills to better understand the individual’s strengths. Assessments of Adaptive Functioning, motivation and attitude toward learning, social-emotional skills, and executive functioning provide insights into how the individual navigates everyday life and interacts with peers. We further consider Cultural and Linguistic Factors that may influence educational experiences alongside a thorough review of the individual’s Developmental History. This detailed assessment ensures an understanding of each individual’s specific needs. The results are compiled into a tailored and detailed report that outlines findings and provides actionable recommendations for school supports to assist with learning needs for each child’s education.

Why Opt for a Psychoeducational Assessment with Edcommodate?

Comprehensive Analysis and Investigation

 Our psychoeducational assessments cover:

 Learning Disabilities:

• Dyslexia: Difficulty reading fluently, decoding words, and challenges with reading comprehension.

• Dyscalculia: Trouble understanding mathematical concepts, memorizing arithmetic facts, and performing calculations.

• Dysgraphia: Difficulty with handwriting, spelling, and organizing thoughts on paper.

Attention-Deficit Disorders inclusive of Attention-Deficit Hyperactivity Disorder (ADHD) and Attention Deficit Disorder (ADD):

• Impulsivity: Frequently blurting out answers in class without waiting for a turn.

• Inattention: Difficulty sustaining attention in tasks, easily distracted by extraneous stimuli, and forgetfulness in daily activities.

• Hyperactivity: Excessive fidgeting, difficulty remaining seated, or talking excessively.

Intellectual Disabilities:

• Significantly Below Average IQ: A child with an IQ score below 70 may struggle with basic academic tasks.

• Functional Skills: Challenges in learning practical life skills (e.g., managing personal finances or using public transportation).

Emotional and Behavioural Disorders:

• Anxiety Disorders: Excessive worry about school performance leading to avoidance of school activities.

• Depression: Persistent feelings of sadness, withdrawal from peers, or loss of interest in activities once enjoyed.

• Oppositional Defiant Disorder: Frequent defiance toward authority figures, arguing, and refusing to comply with rules.

Giftedness:

• Exceptional Problem-Solving: Solving complex puzzles or mathematical problems faster than peers.

• Advanced Vocabulary: Using sophisticated language and understanding concepts beyond grade level.

• Rapid Learning: Quickly grasping new concepts and exhibiting a strong desire to learn more.

Memory and Learning Processes:

• Short-Term Memory: Difficulty remembering a list of words immediately after hearing them.

• Long-Term Memory: Struggling to recall information learned in the past, such as facts studied for a test.

• Learning Strategies: Challenges in using effective learning strategies or study techniques.

Language Skills:

• Receptive Language Skills: Difficulty following directions or understanding complex instructions.

• Expressive Language Skills: Problems with word retrieval, leading to incomplete sentences or vague descriptions.

• Pragmatic Language Skills: Challenges in using language in social contexts, such as taking turns in conversation.

Adaptive Functioning:

• Self-Care Skills: Challenges with personal hygiene, grooming, or dressing independently.

• Social Skills: Difficulty making friends, interpreting social cues, or engaging in group activities.

• Daily Living Skills: Struggles with completing household tasks, such as preparing meals or managing personal finances.

Motivation and Attitude Toward Learning:

• Engagement: Showing little interest in class discussions, activities, or schoolwork.

• Motivational Challenges: A lack of effort in completing homework or participating in group projects.

• Perception of Ability: Negative beliefs about self-efficacy in academic settings, which may affect performance.

Social-Emotional Skills:

• Emotional Regulation: Frequent outbursts of anger or difficulty calming down after being upset.

• Peer Relationships: Struggling to maintain friendships or frequently experiencing conflicts with classmates.

• Empathy: Challenges in understanding and responding to the emotions of others.

Executive Functioning:

• Task Initiation: Difficulty starting assignments without prompts or reminders.

• Organization: Losing assignments, failing to keep a planner, or struggling to prioritize tasks.

• Self-Monitoring: Lack of awareness about one’s own behaviour and its impact on others or the task at hand.

Cultural and Linguistic Factors:

• Language Proficiency: A student who is an English Language Learner may struggle with academic language usage in classroom settings.

• Cultural Background: Lack of familiarity with Western educational norms and expectations affecting classroom behaviour, such as differences in communication styles.

• Family Engagement: The degree of parental involvement influenced by cultural expectations or language barriers.

Developmental History:

This area assesses the individual’s growth and development over time and can highlight important milestones and experiences that may have an impact on current functioning. Specific aspects include: Speech and Language Development, as well as fine motor skills, and gross motor skills.

Autism Spectrum Disorder:

While this is not covered by our standard psychoeducational assessment testing battery at Edcommodate, if the psychologist has concerns for Autism Spectrum Disorder, this will be discussed with primary caregiver(s), and children and adolescents will be invited back for additional testing sessions at an additional assessment cost.

Tailored Educational Strategies

Our psychoeducational assessment includes personalized report writing from a private psychologist with recommendations for creating a tailored Individual Education Plan (IEP) for each individual child’s needs. All recommendations made also identify and factor in areas of strength for each child.

Registered Psychologists in Respective Provinces Where Psychology Services are Offered

All of Edcommodate clinicians conducting assessments in Ontario are licensed in the province as either a doctorate of psychology, clinical psychologist, school psychologist, and/or a psychological associate. 

Key Components of Our Psychoeducational Assessment

1. Document Review: Review of report cards, previous IEPs, previous assessments, and intake forms to evaluate baseline academic functioning and school performance. This assists in identifying specific areas of need and sets up the first session with the private psychologist.
2. Intake Session: As part of the psychological services, primary caregiver(s) will undergo an intake session over the phone or virtually to collect detailed information of medical history, developmental history, background information, current academic performance and more.
3. Clinical Interviews and Psychoeducational Testing: All children and adolescents will usually attend 2 in person assessment sessions of about 2-3 hours of time where standardized tests are administered, as well as clinical interviews.
4. Comprehensive Feedback Session: Prior to receiving a written report, a feedback session is scheduled with the private psychologist to discuss results in a clear, comprehensible manner, whether via phone or virtually. This ensures a thorough understanding of the psychoeducational assessment outcomes prior to receipt of a written report. We find it to be the best way to enhance every family’s experience.
5.  Written Report: A written report is released securely within a few days of the feedback session, which caregivers can share with their child’s school to assist with IEP implementation, and in turn academic achievement. The report with test results can also be shared with primary physicians or other health care providers who may be able to address any additional mental health concerns or mental health issues that are not covered within the confines of a psychoeducational assessment.

Once the assessment process is complete, clients receive a comprehensive report outlining the results of the assessment and recommendations. 

Choose Edcommodate for psychoeducational assessments designed to unlock each child or adolescent’s full potential and facilitate educational success in Ontario. Our comprehensive assessments pave the way for effective learning and development strategies for all, whether for children, young adults navigating high school, or adults seeking higher education or simply a better understanding of themselves.