Children

According to recent data from Children’s Mental Health Ontario (CMHO), 17% of children ages 2 – 5 years meet diagnostic criteria for mental health problems. This figure is alarmingly high, especially given how impactful mental health issues can be at such a young age.

To further compound this issue, about 70% of mental health challenges begin in childhood or teenage years. Therefore, mental health issues must be correctly identified as early as possible. A psychological assessment can be crucial to understand mental health or brain-related matters better, especially when the underlying problem is unclear. An assessment can also help to establish effective treatment recommendations and/or accommodations.

Psychological Assessments

With children, we typically provide Psychological (mental health), Psychoeducational, Attention-Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder and Neuropsychological assessments. A brief description of each assessment is provided below. 

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Psychological (mental health)

A Psychological (mental health) assessment can help to identify specific difficulties with mental health and behavioural issues. This assessment is typically completed when:

  • There are multiple issues to consider and understand to create a proper clinical formulation 
  • To determine appropriate treatment recommendations for psychotherapy/counselling
  • To identify the correct diagnosis if medication is being considered as a component of treatment
  • To establish proper recommendations and accommodations for the school that will help the child and the school support staff

Psychoeducational

A psychoeducational assessment can help identify difficulties in cognition and learning. This assessment can help to:

  • Determine if there are cognitive difficulties in all areas of learning
  • Identify learning difficulties in specific areas (e.g., math, reading, spelling, etc.)
  • Establish appropriate recommendations and accommodations for an Individualized Education Plan (I.E.P.) at school
  • Identify when supports such as an Educational Assistant (E.A.) could be helpful
  • Provide recommendations for assistive technology (i.e., use of a laptop, etc.) to assist with learning

ADHD (attention)

An assessment for attention can be completed as a stand-alone assessment or as part of a psychoeducational assessment. This assessment can help to identify difficulties with attention, hyperactivity, impulsivity and executive functioning (i.e., organization, regulation). This assessment is typically completed to provide:

  • Recommendations for treatment planning for psychotherapy/counselling
  • Strategies to assist parents with helping their child manage their symptoms, as well as dealing with challenging behaviours at home
  • Recommendations and accommodations for school through an Individualized Education Plan (I.E.P.)
  • Recommendations for additional support at school, such as an Educational Assistant (E.A.) 
  • A definitive diagnosis if medication is being considered as a treatment option
  • Recommendations for the use of assistive technology (i.e., use of a laptop) that can help to improve attention and focus

Autism

An assessment for autism can be helpful when there is concern about a child’s development, in areas such as language, social skills, and communication skills. An Autism assessment can help to:

  • Identify repetitive and restricted interests
  • Identify stereotyped patterns of behaviour
  • provide understanding for parents about confusing and isolating behaviour
  • Provide information for services that will benefit their child
  • Apply for funding to facilitate treatment and access appropriate community services

Neuropsychological

A neuropsychological assessment for children can help identify difficulties in brain function, such as cognition, learning, executive functioning, language, and other cognitive abilities. This assessment can help to:

  • Determine if there are deficits in learning and functioning related to neurological or birth conditions, such as a seizure disorder, epilepsy, premature birth, alcohol or substance use during pregnancy, brain tumour, acquired or congenital hydrocephalus, etc.
  • Examine brain functioning after an impact to the head resulting in a concussion (e.g., motor vehicle accident, slip and fall, sports injury, etc.)
  • Determine if there are cognitive difficulties in all areas of learning
  • Identify learning difficulties in specific areas (e.g., math, spelling, reading, writing, etc.)
  • Create recommendations for home and school functioning when there is difficulty in an identified area of brain functioning
  • Help establish appropriate recommendations and accommodations for an Individualized Education Plan (I.E.P.) at school.
  • Provide recommendations for assistive technology (e.g., use of a laptop, etc.) to assist with learning at school