Services
Assessment
Assessments are typically conducted to establish developmental and academic levels and to investigate the presence of any diagnostic considerations. These might include intellectual delays, autism, learning disabilities, attention deficit hyperactivity disorder, giftedness, childhood psychiatric disorders (for example, anxiety, mood, obsessive-compulsive disorder, bipolar), behaviour disorders, and attachment disorders.
Please know that all of the standardized tests and questionnaires we use are considered the ‘gold standard’ in the field and are accepted by other health care professionals and Boards of Education, which is especially important when determining eligibility for services.
Psychological Assessment
A psychological assessment is quite broad in scope and considers your child’s intellectual, academic, and cognitive profiles, as well as their social, emotional and behavioural functioning, in the context of their history and current symptoms. These assessments are very thorough and include interviews, standardized testing (e.g., intelligence, academics, memory, language, attention, visual-spatial, etc.), multiple symptom questionnaires, consultations, and a detailed review of your child’s history. Once all of the information is gathered, it is integrated and written up in a comprehensive report, which includes appropriate diagnoses, and recommendations around treatment and/or academic planning. A comprehensive psychological assessment may be indicated when your child or teen seems to be struggling across a variety of areas, including keeping up at school, having trouble learning and/or memory, paying attention, managing their behaviour, integrating with their peers, and regulating their emotions.
Developmental Assessment
Very young children between the ages of 2-5, or prior to starting elementary school, sometimes appear to be lagging behind in 1 or more areas of their development (such as language, independent skills, early concept development, they may seem more immature, or have trouble connecting socially). As well, they may present with some concerning behaviour, unusual responses to sensory information (e.g., to noises, touch, or taste), or have particular difficulty with emotional or behavioural regulation. If those types of symptoms seem to be impacting your young child’s functioning, then it may be worth considering a developmental assessment. We conduct thorough assessments that consider a young child’s development including their intellectual level, pre-academic concept development, their social/emotional/behavioural functioning, and their diagnostic profile. Our developmental assessments include parent interviews, standardized testing, consultations with other professionals involved, a thorough review of your child’s history, and often times an observation of your child in his/her daycare, preschool or Kindergarten classroom is arranged. A detailed report is prepared which includes recommendations for treatment or follow-up and can for the basis for supports once your child begins elementary school.
Diagnostic Assessment
Some children and teens do not require a full cognitive and learning assessment, rather a diagnostic assessment. These types of assessments do not include the administration of standardized tests, rather interviews, consultations, the administration of a variety of questionnaires, and a thorough review of your child/teen’s history. These are often used to assess for mental health and/or behavioural conditions such as anxiety disorders, mood disorders, ADHD, behaviour disorders, or other emotional concerns. A brief report is prepared which includes recommendations and which may be used to access services at school.
Neuropsychological Assessment
A neuropsychological assessment evaluates the impact of brain injury, brain-based condition, and/or neurodevelopmental disability on thinking, learning, attention, memory, executive function behaviour and social-emotional adjustment. This type of assessment can also identify reasons underlying school difficulties/underachievement, and clarify a diagnosis (e.g., ADHD, Learning Disability). Information about your child/teen’s history and current functioning is gathered from multiple sources including a parent interview, report cards, standardized testing, clinical observations and behaviour questionnaires, which are then integrated and presented in a detailed report that includes recommendations for school programming, treatment and/or rehabilitation needs. A neuropsychological assessment may be indicated when there are concerns related to an injury (e.g., concussion, traumatic brain injury), a neurological condition (e.g., epilepsy, brain tumor, Tourette’s Syndrome), a medical condition or illness (e.g., sickle cell anemia, meningitis, encephalitis), birth-related issues (e.g., prematurity, cerebral palsy), genetic conditions (e.g., cleft lip and/or palate), and environmental issues (e.g., exposure to toxins).
Gifted Assessment
Children and adolescents who are exceptionally bright may be eligible for enriched programming at their school, either through the development of an Individualized Education Plan or through placement in a segregated gifted classroom. In assessing whether your child might meet the criteria to access enriched programming, our assessments include a review of your child’s earliest history and academic experiences, along with administration of the full, standardized intellectual test. A report is prepared with recommendations for follow-up and can be brought to your child’s school as part of their decision-making process for consideration for enriched academic programming.
Contact the Oak Centre
THE OAK CENTRE
Briarwood Business Park
Oakville, ON L6H 5R2
tel: 905.844.7117
email: admin@theoakcentre.ca
fax: 905.844.3396