Executive function describes a set of cognitive processes and mental skills that help an individual plan, monitor, and successfully execute their goals. The “executive functions,” as they’re known, include attentional control, working memory, inhibition, and problem-solving, many of which are thought to originate in the brain’s prefrontal cortex.
Assesses the concerns of parents, teachers, and childcare providers about preschool-aged children. This instrument aids in the early identification of behavioral, social, and emotional problems. It also assists in measuring whether or not a child is appropriately meeting major developmental milestones (Adaptive Skills, Communication, Motor Skills, Play, and Pre-Academic/Cognitive). This tool provides information that may be useful to consider when determining whether or not a child is eligible for early intervention or special education.
Measures the level of emotional and social functioning in children and adolescents. It is used by psychologists, school counselors, social workers, and mental health professionals to identify an individual’s emotional intelligence strengths and weaknesses in order to help that individual develop the skills needed for social, personal, and academic success.
Autism Spectrum Disorder
Autism spectrum disorders include social, communication, and behavioral challenges. These problems can be mild, severe, or somewhere in between. A diagnosis is based on the level of support needed - so getting an early diagnosis means treatment can begin sooner.
Dyslexia is a learning disability in reading. People with dyslexia have trouble reading at a good pace and without mistakes. They may also have a hard time with reading comprehension, spelling, and writing. But these challenges aren’t a problem with intelligence.
Attention deficit hyperactivity disorder (ADHD) is a condition that affects people's behaviour. People with ADHD can seem restless, may have trouble concentrating and may act on impulse.
A comprehensive clinical interview with parents and child (for minors) or you (adults). We’ll discuss concerns, issues, and several key pieces of information that will better help identify potential learning methods and problems later on (like living situation, medical issues, etc.).
The client will engage in a series of psychoeducational batteries (tests/questions).
In the case of a school aged child or youth, teachers and parents will also be interviewed on his or her concerns and emotional well being and will also be given a series of questions to answer. I prefer to do the assessment over one day because this gives me the most ecologically valid representation of the young individual. If we break the assessment down into small chunks, the child will often do better (but it will not represent how they are functioning in the classroom; rather, it is a best-case scenario).
There is a lot of behind the scenes (non-face-to-face) time that I spend looking over the data. I score the tests, review the file, review report cards and start identifying patterns. Through all of this, I start to tell the story of your child’s strengths and weaknesses and create a report that describes this story and your child’s pathway to success. It is both science and art to get an accurate picture of a child’s psychoeducational profile. In the case of an adult the same applies with compiling all the evidence needed to prepare the report and diagnosis.
The final meeting involves the client getting feedback and tools to use moving forward.
I will walk my client through the report so that you have a good understanding of how I came to my clients diagnostic conclusions. I often get comments that I “nailed it” and parents are amazed that I have such a good understanding of the child through this process. Adults tend to feel a sense of peace and have more clarity moving forward.