What assessments do you offer at the Wellness Hub?
Full Psycho-Educational Assessments
What is a psychoeducational assessment?
Psychoeducational assessment is a comprehensive evaluation process that involves the use of various standardized tests, observations, interviews, and other assessment tools to understand an individual's cognitive abilities, academic skills, emotional functioning, and behaviour. This type of assessment is conducted by psychologists specialised in testing and educational assessments.
What is the goal of a psychoeducational assessment?
The primary goal of psychoeducational assessment is to identify strengths and weaknesses in different areas of functioning to develop a tailored intervention plan or educational program. It can be used to diagnose learning disabilities, developmental disorders, intellectual giftedness, attention-deficit/hyperactivity disorder (ADHD), emotional disturbances, and other conditions that may impact learning and academic performance.
What is the process?
The assessment process often includes:
- Interviews (Gathering information from parents, teachers, and the individual (if applicable) about their developmental history, academic performance, behaviour, and any concerns).
- Standardized testing (Administering standardized tests to assess cognitive abilities (such as intelligence), academic achievement (reading, writing, math), and other relevant areas.
- Observations (Observing the individual's behaviour in various settings, such as the classroom or home environment, to assess social skills, attention span, and emotional regulation).
- Behavioural Assessments (Using checklists or rating scales to assess behaviour, attention, and emotional functioning)
- Collaboration (Consulting with teachers, parents, and other professionals involved in the individual's education or care to gain a comprehensive understanding of their needs).
The psychologist starts with a consultation with parents to determine which cognitive and emotional assessments to include to suite the child’s needs. The actual tests are conducted with the child/young person over a few hours with frequent breaks as required. The psychologist might also speak to teachers and carry out a school observation in some cases. It usually takes between 7 to 14 days to provide a report, which is shared in-person and by email with parents and a child/young person. This process might slightly vary depending on presenting concerns and needs of the family.
Autism Diagnostic Observation Schedule (ADOS)
ADOS is a semi-structured assessment tool used to assist in diagnosing autism spectrum disorders (ASD) in children and adults. The ADOS consists of a series of standardized activities and questions designed to elicit behaviours characteristic of ASD, such as social interaction, communication, and repetitive or stereotyped behaviours.
During an ADOS assessment, a trained psychologist observes and interacts with the individual being assessed. The clinician scores the individual's behaviours based on specific criteria outlined in the ADOS manual. The assessment helps to determine whether the individual meets the criteria for an autism spectrum disorder diagnosis according to established diagnostic criteria, such as those outlined in the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition).
The ADOS is often used as part of a comprehensive evaluation process, which may also include interviews, developmental history assessments, and other standardized tests. It's an important tool in the assessment and diagnosis of autism spectrum disorders because it provides structured, standardized observations of behaviours that are relevant to the diagnosis.
Wechsler Intelligence Scale for Children (WISC-V)
It is a widely used standardized test designed to measure the cognitive abilities of children between the ages of 6 and 16. The WISC provides scores in several cognitive domains, including verbal comprehension, perceptual reasoning, working memory, and processing speed.
The WISC is administered individually by a trained psychologist or educational specialist and consists of various subtests that assess different aspects of cognitive functioning. These subtests may include tasks such as vocabulary comprehension, solving visual puzzles, recalling sequences of numbers, and completing patterns.
Scores from the WISC can provide valuable information about a child's intellectual abilities, including strengths and weaknesses in different cognitive domains. This information can be used to guide educational planning, identify areas where the child may need additional support or enrichment, and assess for intellectual giftedness or learning disabilities.
The most recent version of the WISC is the WISC-V, which was published in 2014. It replaced the previous version, the WISC-IV, and includes updated norms, subtests, and scoring procedures based on current research in the field of cognitive assessment.
Wechsler Individual Achievement Test (WIAT)
It is a standardized test used to assess the academic achievement of individuals aged 4 to 85 years. The WIAT measures skills in various academic areas, including reading, writing, mathematics, and oral language.
Similar to the WISC (Wechsler Intelligence Scale for Children), the WIAT is administered individually by a trained psychologist. The test consists of subtests that assess different aspects of academic achievement, such as reading comprehension, spelling, numerical operations, and listening comprehension.
Scores obtained from the WIAT can provide valuable information about an individual's academic strengths and weaknesses compared to their peers. This information is useful for educational planning, diagnosing learning disabilities, assessing the effectiveness of educational interventions, and making decisions about academic accommodations or special education services.
Wechsler Preschool and Primary Scale of Intelligence (WPPSY)
It is a standardized intelligence test designed to assess the cognitive abilities of children aged 2 years 6 months to 7 years 7 months. The WPPSI provides scores in several cognitive domains, including verbal comprehension, perceptual reasoning, working memory, and processing speed.
Similar to the WISC (Wechsler Intelligence Scale for Children) and other Wechsler scales, the WPPSI is administered individually by a trained examiner, such as a psychologist or educational specialist. It consists of a series of subtests that assess different aspects of cognitive functioning, such as vocabulary comprehension, solving visual puzzles, recalling sequences of numbers, and completing patterns.
Scores from the WPPSI can provide valuable information about a young child's intellectual abilities, including strengths and weaknesses in different cognitive domains. This information can be used to guide educational planning, identify areas where the child may need additional support or enrichment, and assess for intellectual giftedness or developmental delays.
Dyslexia
Dyslexia is a specific learning disorder characterized by difficulties with accurate and fluent word recognition and by poor spelling and decoding abilities. It's a neurological condition that affects the way the brain processes written and spoken language. Dyslexia is not related to intelligence; individuals with dyslexia often have average or above-average intelligence.
Some common signs and symptoms of dyslexia include:
- Difficulty decoding words (reading single words aloud)
- Trouble with reading comprehension
- Slow and laborious reading
- Difficulty with spelling and writing
- Problems with phonological awareness (awareness of the sounds of language)
- Difficulty with sequencing, organization, and memory
- Challenges with learning foreign languages
- Difficulty with time management and organization
It's important to note that dyslexia can manifest differently in each individual. Some people may have mild symptoms that are easily managed, while others may struggle more significantly and require additional support.
At the Wellness Hub, we provide a comprehensive assessment conducted by a psychologist to diagnose dyslexia and provide a support plan for the child/young person and their family.
Dyscalculia
Dyscalculia is a specific learning disorder that affects an individual's ability to understand and work with numbers. It is characterized by difficulties with mathematical concepts, numerical reasoning, and mathematical operations. Like dyslexia, dyscalculia is a neurological condition and is not related to intelligence.
Some common signs and symptoms of dyscalculia include:
- Difficulty understanding number concepts and relationships (e.g., understanding place value, number magnitude)
- Trouble with basic arithmetic operations (e.g., addition, subtraction, multiplication, division)
- Difficulty with mathematical reasoning and problem-solving
- Challenges with learning and remembering math facts (e.g., multiplication tables)
- Trouble with reading and interpreting graphs, charts, and mathematical symbols
- Poor spatial awareness and difficulty understanding spatial relationships
- Difficulty with time management and understanding the concept of time
Dyscalculia can vary in severity and may co-occur with other learning disorders, such as dyslexia or attention-deficit/hyperactivity disorder (ADHD).
Diagnosing dyscalculia typically involves a comprehensive assessment conducted by a psychologist or educational specialist. This assessment may include tests of mathematical abilities, cognitive functioning, and other relevant areas. If you suspect that your child show symptoms of dyscalculia, please reach out to our team to conduct a thorough evaluation. We will identify and guide you to support your child in the best way to support their healthy development and overall functioning.
Attention-Deficit/Hyperactivity Disorder (ADHD)
It is a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with functioning or development.
There are three main presentations of ADHD:
1. Predominantly Inattentive Presentation: Individuals primarily have difficulties with attention and organization. They may appear forgetful, have trouble following instructions, and struggle to sustain attention on tasks.
2. Predominantly Hyperactive-Impulsive Presentation: Individuals primarily have difficulties with hyperactivity and impulsivity. They may be excessively fidgety, talkative, and have difficulty waiting their turn or controlling their impulses.
3. Combined Presentation: Individuals exhibit symptoms of both inattention and hyperactivity- impulsivity.
Symptoms of ADHD typically emerge during childhood and may persist into adolescence and adulthood. However, they can vary in severity and presentation from person to person. ADHD can significantly impact various areas of life, including academic performance, social relationships, and daily functioning.
The exact cause of ADHD is not fully understood, but it's believed to involve a combination of genetic, environmental, and neurological factors. ADHD is often treated through a combination of behavioural therapy, psychoeducation, and medication. Behavioural interventions may include strategies to improve organization, time management, and social skills, while medication, such as stimulants or non-stimulants, can help manage symptoms.
We use Pearson tests at the Wellness Hub to diagnose ADHD. This evaluation may include interviews, behaviour rating scales, observations, and assessments of cognitive and academic functioning.
With appropriate support and treatment, individuals with ADHD can learn to manage their symptoms effectively and lead fulfilling lives. Early intervention and ongoing support are key to helping individuals with ADHD reach their full potential.
Obsessive-Compulsive Disorder (OCD)
It is a mental health condition characterized by recurring, unwanted thoughts (obsessions) and repetitive behaviours or mental acts (compulsions) that individuals feel driven to perform in response to their obsessions.
Obsessions are intrusive, distressing thoughts, images, or urges that cause significant anxiety or discomfort. Common obsessions include fears of contamination, fears of harm coming to oneself or others, a need for symmetry or order, and intrusive thoughts about taboo or unacceptable topics.
Compulsions are repetitive behaviours or mental acts that individuals feel compelled to perform in order to reduce the anxiety or distress caused by their obsessions, or to prevent a feared event or situation. Compulsions are often ritualistic and may involve behaviours such as washing or cleaning excessively, checking, counting, arranging or organizing objects, or repeating actions a certain number of times.
While everyone experiences intrusive thoughts or engages in repetitive behaviours from time to time, individuals with OCD experience these symptoms to a degree that interferes with their daily functioning and quality of life. They may spend significant amounts of time each day performing their compulsions or experiencing distressing obsessions, which can impact their relationships, work, and overall well-being.
The exact cause of OCD is not fully understood, but it's believed to involve a combination of genetic, biological, and environmental factors. OCD is typically treated through a combination of therapy and medication. Cognitive-behavioural therapy (CBT), particularly a form called Exposure and Response Prevention (ERP), is often recommended as the first-line treatment for OCD.
Diagnosis of OCD is based on a thorough evaluation conducted by a mental health professional, such as a psychologist or psychiatrist. This evaluation may include a clinical interview, self-report questionnaires, and assessment of symptoms and their impact on daily functioning.