Our practicum students are accepting new clients and offering services at reduced rates.

Contact us at office@citcassociates.com or 416-570-5050 to find out more.

Back to School – Book an Assessment for your Child

At CITC, our experienced, registered Clinical Psychologists provide psychoeducational and socio-emotional assessments for the purpose of identifying and providing recommendations for:

  • Strengths and weaknesses in one’s learning profile
  • Intellectual disability
  • Learning disability
  • Attention-Deficit/Hyperactivity Disorder (ADHD)
  • Giftedness and strengths to support enriched education.
  • Socio-emotional difficulties

Assessments typically involve 4-5 separate appointments. A written report detailing assessment findings and recommendations will be provided following the final feedback meeting.

Psychoeducational Assessment

A psychoeducational assessment involves a comprehensive assessment of cognitive and academic functioning, as
well as an evaluation of various information processing
skills essential in learning. A psychoeducational assessment can provide a clearer understanding of a student’s overall learning profile, as well
as their areas of strengths and challenges. It can be helpful
for educational planning purposes, identifying appropriate supports, and learning how to build on the student’s strengths.

Cognitive/Intellectual Assessment

Intellectual or cognitive functioning refers to an individual’s thinking or reasoning skills. An intellectual disability may
be diagnosed when an individual’s intellectual and adaptive functioning is significantly below what would be expected compared to same-age peers. If concerns are raised regarding a child’s or adolescent’s reasoning and/or adaptive skills, an assessment may be important for determining his/her level of functioning. This information can then be used to help with educational planning, placement, and acquiring appropriate services and supports.

Learning Disability Assessment

Students with average to above average intellectual
ability may struggle academically despite strong cognitive skills. To assess for a learning disability, a student’s overall cognitive abilities are compared to their academic progress to determine: (1) if there is a discrepancy, and (2) whether academic skills are significantly lower than would be expected given their level of intellectual functioning.

ADHD Assessment

Attention-Deficit Hyperactivity Disorder (ADHD) is a neurocognitive disorder typically characterized by difficulties in executive functioning skills (i.e., organization/planning, attention/focus, memory and processing speed, emotional control, problem solving). Along with assessing a student’s overall cognitive functioning, specific questionnaires are administered to help identify their strengths/weaknesses.

Giftedness Assessment

Giftedness is considered an identification of superior cognitive ability (98th percentile or greater) which is significantly more advanced than other peers their age. These children are typically advanced or high potential learners and require opportunities to learn at a faster pace
to stimulate their intellectual growth and achieve their full potential. At CITC we provide assessment for giftedness of children who are 6 years old and up.

Strength-Based Assessment

A strength-based assessment can help an individual learn about their resources, strengths, and capacity to overcome difficulties. Goals of a strength-based assessment are to help identify the individual’s talents, skills, and knowledge, as well as their desires and aspirations to enhance overall well-being and life satisfaction. The assessment is tailored to each individual’s aspirations and goals and uses multiple methods to understand the different facets that are either helping or hindering the individual’s ability to achieve his/ her goals.

Social-emotional Assessment

A social-emotional assessment involves a comprehensive evaluation of various social-emotional difficulties that a child may experience. These include both internalizing (e.g., anxiety, depression) and externalizing conditions (e.g., attention and behavioural issues) that may be factors in a child’s academic challenges.

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