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What does each type of assessment involve? 

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COGNITIVE ASSESSMENT

Verbal comprehension: Ability to communicate vocabulary knowledge and reason with words
Fluid reasoning: Ability to use problem-solving skills to identify and complete patterns and determine relationships among visual and    numerical information
Visual-spatial processing: Ability to think with shapes and patterns
Visual-motor integration: Ability to coordinate visual information with finger-hand movement 
Short-term memory: Ability to remember and use information seen or heard within a short time frame
Long-term memory: Ability to store, consolidate, and retrieve information over periods measured in minutes, hours, days, and years
Processing speed: Speed and accuracy of visual identification and decision-making.

ACADEMIC ACHIEVEMENT

Oral language: Listening comprehension and oral expression
Reading: Early reading, basic reading, oral reading fluency, and reading comprehension
Writing: Alphabet fluency, spelling, sentence composition, and essay  composition
Math: Math calculation, math reasoning, and math fluency

SOCIAL, EMOTIONAL AND BEHAVIORAL FUNCTIONING (screening measure)

Internalizing behaviours: Anxiety, somatization, feelings of sadness
Externalizing behaviours: Hyperactivity, aggression, and conduct problem
Atypical behaviours: Having unusual thoughts and perceptions
Attention & study skills: Inattention and study and learning challenges
Adaptive behaviour: Adapting to changing situations and recovering from difficult situations
Other: Social skills, leadership skills, activities of daily living, functional communication, withdrawal
 
Please note: If there is a specific request for an OCD or ANXIETY diagnostic assessment a semi-structured clinical interview will be administered to the parents and child, and additional assessment hours will be added to the total cost of the assessment.

EXECUTIVE FUNCTIONING

• Initiation
• Flexibility
• Inhibitory control
• Emotion regulation
• Attention
• Self-monitoring
• Planning
• Organization
• Working memory

ATTENTION & HYPERACTIVITY/IMPULSIVITY 

• Inattention
• Hyperactivity
• Learning problems
• Executive functioning
• Defiance/aggression
• Peer relations

ADAPTIVE FUNCTIONING

Communication: How well the student listens and understands, expresses themself through speech and reads and writes
Daily living skills: Practical, everyday tasks of living
Socialization: Functioning in social situations


 
UNDERSTANDING A PSYCHO-EDUCATIONAL ASSESSMENT

GOALS:
To provide information to parents & educators about a student's strengths and weaknesses in:
• Cognitive
• Academic
• Social, emotional & behavioural functioning
• Executive functioning and attention
• Adaptive functioning

RESULTS CAN BE HELPFUL IN:
(1) Determining whether the student meets the criteria for a specific school designation or DSM-5 diagnosis (e.g., specific learning disorder, intellectual disability, gifted) and qualifies for special education services.

(2) Identifying other reasons that may cause poor performance in school, such as difficulty with attention or memory, or social and emotional concerns

(3) Developing strategies based on the student's individual needs to be implemented at school and home. 

POSSIBLE OUTCOMES:
DSM-5 Diagnosis such as (but are not limited to):
• Specific Learning Disorder
• Intellectual Disability
• ADHD
• No diagnosis

BC Ministry of Education designations such as (but not limited to):
• Category Q (learning disability)
• Category P (gifted)
• Category R/H (Students Requiring Moderate/Intensive Behaviour Intervention or Students with Moderate/Serious Mental Illness)