Our Services

Autism Evaluations

Autism evaluations involve gathering information about the child or adult’s behaviour, development, and social interactions. These comprehensive evaluations aim to work with the individual or family to identify areas where they feel that they, or their child, may benefit from some support. There are several parts to an Autism evaluation:

Depending on the individual’s age and stage, and purpose of the evaluation, we may use the Autism Diagnostic Observation Schedule (ADOS), a structured observational assessment that involves direct interaction and observation the individual or The Monteiro Interview Guidelines for Diagnosing the Autism Spectrum (MIGDAS-2) which is a sensory-based approach to diagnosing Autism.
A comprehensive, semi-structured interview conducted with the individual, their parents, and other people who are important in the individual’s life. It covers a wide range of topics related to early development, language skills, social interactions, and specific behaviors.
A functional ability assessment to determine the individual’s level of functional independence and identify areas of challenge and vulnerabilities, to aid in the development of support plans or interventions, if necessary.

Depending on individual requirements, Autism assessments can be tailored to include a brief cognitive assessment, a full neuropsychological assessment, or a speech and language assessment.

ADHD Evaluations

ADHD evaluations involve gathering information from multiple sources, including the individual, parents or caregivers (for children), teachers, and other relevant sources, to determine the presence of ADHD symptoms and features that may benefit from support or intervention. Comprehensive ADHD evaluations generally include:

Clinical Interviews: The interview is used to gather information about the individual’s medical history, developmental milestones, current symptoms and their impact on daily functioning.
Cognitive Assessments: Neuropsychological tests may be administered to assess cognitive functioning, including attention, executive functions (such as working memory and inhibition), and other relevant cognitive domains.
Rating Scales and Questionnaires: These scales are usually completed by parents, teachers, and the individual themselves (if applicable), providing insights into ADHD symptoms in different settings.
Collateral Information: Input from teachers, family members, or other professionals who interact with the individual regularly is valuable for obtaining a comprehensive understanding of ADHD symptoms across various settings.

Assessment findings can help to guide onward recommendations for appropriate interventions, treatment options, and support strategies tailored to the individual’s specific needs.

FASD Evaluations

Fetal Alcohol Spectrum Disorder (FASD) is a lifelong condition resulting from prenatal alcohol exposure and is characterised by a range of physical, cognitive, and behavioral features. During a FASD assessment, a multidisciplinary team, typically a pediatrician, neuropsychologist, and speech-language pathologist conducts a comprehensive evaluation to determine if an individual meets the diagnostic criteria for FASD.

The assessment usually involves the following components:

Conducting a thorough physical examination to identify any physical features or differences associated with FASD, such as facial features or growth delays.
Gathering information about the individual’s prenatal and birth history, as well as their developmental milestones and any associated medical conditions.
Gathering information about the individual’s family history, as well as their current living environment and support systems
Neuropsychological assessment using a battery of tests to assess the individual’s intellectual functioning, attention, memory, executive functions, and other cognitive abilities.
Evaluating the individual’s behaviour, social skills, emotional functioning, and adaptive and daily living skills through interviews, questionnaires, and direct observations.
Assessing the individual’s speech and language skills, including receptive and expressive language abilities, to identify any communication difficulties related to FASD.

Once all the assessments are completed, the multidisciplinary team will review the findings to determine if the individual meets the diagnostic criteria for FASD. The assessment may result in a formal diagnosis or provide valuable information about the individual’s strengths, weaknesses, and specific needs to guide interventions and support services.

Note: We can accept referrals to conduct the neuropsychological and language components of a FASD diagnostic assessment from pediatricians, psychiatrists, and child health and developmental services.

Neuropsychological Evaluations

Neuropsychological assessments are used to evaluate an individual’s cognitive abilities, psychological, behavioural, and adaptive functioning. These assessments provide insights into various cognitive domains, such as attention, memory, language, executive functions, perceptual skills, and problem-solving abilities. Neuropsychological

assessments provide detailed information about an individual’s cognitive strengths and weaknesses, help with diagnoses of brain based conditions like developmental conditions, learning and attention conditions, concussion and traumatic brain injury, epilepsy, stroke, brain cancers, and dementia. In addition to aiding in the diagnostic process, the results of a Neuropsychological assessment can also in the development of appropriate and targeted treatment programs.

Psychoeducational Assessments

A psychoeducational assessment is a comprehensive evaluation conducted to assess an individual’s academic skills, cognitive abilities, and socio-emotional functioning. The primary purpose of a psychoeducational assessment is to gather information about an individual’s strengths and weaknesses in order to identify specific learning

conditions (e.g., dyslexia, dysgraphia, dyscalculia), developmental delays, or other factors that may impact their educational performance.

The findings of a psychoeducational assessment can help to guide educational planning, support the development of Individualised Education Programs (IEPs), inform intervention strategies, and provide recommendations for appropriate accommodations and support services.

Speech & Language Assessments

Speech and Language Pathology assessments are used to ensure that speech and language skills are on track and are continuing to develop at expected age-based trajectories. The assessment investigates individualised speech and language strengths and areas for development in order to provide targeted intervention options.

Speech pathology assessments include:

Clinical interviews to gather information about speech and language developmental history, relevant medical history, and importantly, strengths and personal interests.
Playtime, toys, and games are often used to observe interests, play development, and social communication skills.
Standardised Assessments are used to explore current abilities in both understanding of language and use of language.
Speech sound assessments look at use of different sounds in both single words and conversation.

The findings of a speech and language assessment can be useful in monitoring communication development as well as to guide early and onward speech and language intervention.