Understanding what’s going on is the first step toward knowing what might help.

An assessment may be helpful when something about learning, attention, behaviour, or development doesn’t fully make sense. You might notice ongoing difficulties, uneven abilities, or a gap between what you or your child seem capable of and how things are going at school or in everyday life.

You don’t need to have a particular diagnosis in mind. Assessment can help clarify strengths and needs, explore what may be contributing to difficulties, and identify practical next steps.

If you’re unsure whether an assessment would answer your questions, a free 15-minute consultation is a place to start.

You don’t need to figure that out before reaching out. We’ll start with the questions you’re hoping to answer and discuss which assessment approach would be most useful.

For example, concerns about reading, writing, or math may call for a psychoeducational assessment, while questions about attention, giftedness, or broader development may need a different focus. These areas can overlap, so we’ll consider the whole picture and tailor the assessment to your needs.

If your questions fall outside the assessments I offer, I’ll help point you toward a more appropriate service.

No. You can contact me directly to discuss an assessment for yourself or your child. You don’t need a referral from a physician or school. You also don’t need to have a particular diagnosis in mind.

If a school, physician, or other professional has recommended an assessment, it’s helpful to share what they’re hoping it will clarify.

If you plan to use insurance benefits, it’s helpful to check how your plan reimburses psychological assessments, as billing differs from standard therapy appointments.

We begin with a conversation about your concerns, relevant history, and what you’re hoping to understand. Together, we’ll clarify the questions the assessment will explore.

Depending on those questions, the assessment may include interviews, questionnaires, a review of previous reports or school records, and activities that explore learning, thinking, attention, or other skills. With your consent, input from teachers or other professionals can help us understand how things look across settings.

Once I’ve brought the information together, we’ll meet to discuss the findings, what they mean in everyday life, and practical recommendations. You’ll also receive a written report to help guide next steps.

A report brings the findings together in one place, explains how conclusions were reached, and provides recommendations tailored to you or your child. There’s often a lot to take in during the feedback meeting; the report gives you something to return to as questions arise or needs change.

Depending on the assessment, you may choose to use it to:

• Help teachers understand your child’s learning and support needs
• Support requests for accommodations at school, university or college, or work
• Inform therapy, medical care, or other services
• Provide documentation for programs or funding applications, where relevant

Each organization has its own requirements, and a report doesn’t guarantee eligibility for services or accommodations. If you need documentation for a particular purpose, let me know before we begin so we can discuss whether the assessment will meet those requirements.

The full process usually takes 4–8 weeks, depending on scheduling and the complexity of the assessment. This includes multiple appointments, time to bring the findings together, a feedback meeting, and a written report.

Individual appointments typically range from 1–6 hours, with breaks, depending on the type of assessment and the needs of the person or family. We’ll discuss the expected schedule before we begin so you know what to plan for.

Keep the explanation simple and honest: we’re meeting to learn more about how they think and learn, what comes easily, and what feels harder. Let them know there may be talking, puzzles, questions, and other activities. They aren’t expected to know every answer, and they can ask questions or let me know when they need a break.

There’s no need to study or practice beforehand. A typical night’s sleep, having something to eat and drink, and bringing their usual supports (e.g., glasses, fidgets, comfort items, snacks, water) is plenty. We’ll discuss any medication-related instructions before the appointment.

Please let me know about any worries or support needs before we meet. We can talk about what helps your child feel comfortable. During appointments, we’ll make time to build comfort and include breaks, clear explanations, and familiar supports as needed. Your child doesn’t have to find everything easy or get every answer right.

If anxiety, fatigue, or difficulty engaging affects the assessment, we’ll discuss what that means for the findings and whether we need to adjust the plan.

No. An assessment may identify a diagnosis, but it may also show that a person’s difficulties are better understood in another way, or that there isn’t enough evidence to make a diagnosis confidently.

Either way, the goal is to better understand you or your child: strengths, areas of difficulty, and what may help. You’ll receive an explanation of the findings and practical recommendations based on the needs identified, whether or not a diagnosis is made.

If questions remain, we’ll discuss them openly, including whether further assessment or follow-up would be useful.

We’ll meet for a feedback appointment to talk through the findings, connect them to everyday life, and discuss practical next steps. There will be time for questions so you can make sense of the results and what they mean for you or your child.

You’ll also receive a personalized written report outlining strengths, areas of difficulty, any diagnoses identified, and recommendations tailored to your needs. These may include strategies for home, school, or work, accommodations, and options for further support.

The goal is for you to leave with a clearer understanding and a useful plan for moving forward.

With your consent, I can gather input from teachers and other professionals involved in your child’s care. Their observations help build a fuller picture of your child’s strengths and needs across settings.

After the assessment, we can discuss how to share the findings and recommendations with the people supporting your child. If a school meeting or further consultation would be helpful, we can talk about what that could involve and any additional fees.

Yes.