Learning Disability/Attention Deficit (LD/ADHD) Assessments
 

Purpose: The purpose of the Learning Disability/Attention Deficit Assessment is to identify and diagnose the client’s underlying reason for experienced difficulties in attention/concentration, memory/learning, academic skills (reading, writing, math, etc.), and/or in executive skills (e.g. organization, planning, problem solving, etc). The assessment considers both the potential for underlying cognitive thinking difficulties, and/or the influence of emotional and psychosocial concerns in explaining the presenting concerns. The client is usually scheduled for three appointments:

Interview: The interview appointment usually lasts about an hour and a half. It gives the clinician a sense of the client’s previous background, academic and occupational history, interests and future goals. The client is also able to discuss the nature of their difficulties from his/her own perspective.

Testing: The testing appointment is usually booked from 9:30 am to 5:00 pm with a Psychometrist. This portion of the assessment includes a variety of tests that assess intellectual functioning or cognitive aptitude, information processing, attention/concentration, academic achievement, memory/learning, executive functions, and social-emotional issues. The results are then interpreted in the context of the clinical interview to understand and diagnose various aspects of learning and attention difficulties.

Feedback: Typically about 3 to four weeks after testing is completed, the feedback appointment occurs and usually lasts about one hour. The clinician has the finished report with the results and recommendations from the assessment. The clinician discusses the report with the client and provides explanations of the results and recommendations. The client is then given a copy of the report as well as helpful brochures to understand the underlying concerns and helpful strategies to overcome them. The recommendations range from the kind of academic changes that may be helpful, useful changes in curriculum structure, and possible helpful supports from the academic institution. Recommendations may also consider helpful changes in terms of study habits/organization that the client can implement on their own.