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ASSESSMENTs

  • Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that usually becomes evident during childhood and can continue through adolescence and adulthood. It is marked by persistent patterns of inattentiveness, hyperactivity, and impulsive behavior. People with ADHD often have difficulty maintaining focus, controlling impulses, and delaying immediate rewards. They may frequently lose or forget belongings, interrupt others, or struggle to manage tasks related to school, work, or daily life. At home, challenges with following complex instructions or appearing uncooperative are common.

    Both children and adults with ADHD can sometimes become intensely focused on activities they find interesting, such as hobbies or entertainment, but they often find it hard to start or stay engaged with activities they find dull or repetitive. Tasks that require sustained effort may be abandoned quickly due to frustration or low tolerance for mental exertion. While some individuals exhibit symptoms like restlessness, excessive talking, or fidgeting, these behaviors can vary widely and change with age.

  • For individuals facing emotional, behavioral, or cognitive challenges—such as mood disturbances, excessive anxiety, difficulty unwinding, specific fears leading to avoidance, emotional distress triggered by stressful situations, compulsive actions, and disorganized thought patterns—understanding the nature and intensity of these difficulties is a crucial step. This helps ensure they receive timely and appropriate treatment and support. When psychological disorders remain unaddressed, they can profoundly affect multiple areas of a person’s life, including family dynamics, relationships, academic or work performance, and overall quality of life.

    Psychodiagnostic assessment involves a thorough process of identifying and distinguishing the psychological factors contributing to the symptoms an individual is experiencing. This generally includes a comprehensive interview along with the use of standardized tools to evaluate personality characteristics and emotional functioning. The assessment may result in a diagnosis of one or more psychological disorders or may provide detailed findings without a formal diagnosis. When a diagnosis is made, tailored recommendations for evidence-based treatments and suggestions for accommodations in educational or occupational environments are also given.

  • A psycho-educational assessment evaluates a student’s cognitive abilities alongside their current academic skills in reading, writing, and mathematics. It also takes into account how social, behavioral, and emotional factors may impact the student's academic achievement. The results provide insight into the student's learning strengths and challenges, offering a comprehensive overview of their educational functioning. These assessments are often initiated following a school’s recommendation to identify potential specific learning disorders such as difficulties with reading, writing, or mathematics.

  • A comprehensive concussion evaluation is designed to assess cognitive, emotional, and behavioural functioning following a concussion, with a specific focus on identifying factors that may be perpetuating persisting symptoms. The assessment includes a detailed clinical interview, standardized symptom inventories, neurocognitive testing, and screening for psychological conditions commonly associated with prolonged recovery (e.g., anxiety, depression, trauma-related symptoms). The goal is to clarify the nature and severity of ongoing difficulties, differentiate between neurological and psychological contributors, and guide targeted treatment planning to support recovery and return to function.