We pride ourselves to be accredited by the University of Minnesota (UOM), American Psychiatric Association (APA), American Psychological Association (APA) and the International Board of Credentialing and Continued Education Standards (IBCCES).

We provide Comprehensive Diagnostic Assessments, Psychological Assessments, Evaluations and Therapeutic interventions. We specialise in Attention Deficit Hyperactivity Syndrome (ADHD), Learning Disabilities, Special Needs and Psycho-Education Disorders.

Internationally Accredited Programs

  • Applied Behaviour Analysis (ABA)
  • Speech and Hearing (SHT)
  • Occupational Therapy (OT)
  • Remedial Teaching for special needs learners
  • Comprehensive  Diagnostic Assessments for:

                  – Attention Deficit Hyperactivity Syndrome (ADHD)

                  – Learning Disabilities

                  – Special Needs

Our Features:

  • Accredited by the University of Minnesota (UOM)
  • Accredited by American Psychological Association (APA)
  • Certified and trained professionals
  • Post assessment consultation and recommendations
  • Flexible timings
  • Affordable Fees
  • Convenient Location

What are Psycho Educational Assessments?

If your child is struggling in school, a psychoeducational assessment can provide a deeper understanding of their learning profile, strengths and challenges.

Psychoeducational assessments measure a child’s cognitive and academic strengths and weaknesses.  Memory and attention strengths and weaknesses can also be assessed.  Generally children are referred for these assessments when they are having difficulties at school, or they are doing very well at school and may be getting bored.

The aim is to provide a thorough assessment which takes into account information from a number of sources and considers different possibilities for difficulties.  We aim to make recommendations that will assist children and their families to do the best they can do.

If a student of any age is not achieving their full potential or encountering difficulties in the classroom, a psychoeducational assessment will identify the cause.

A psychoeducational assessment can identify learning challenges in students of all ages, from young children to adults.

How can our assessments benefit your child/student?

A psychoeducational assessment will diagnose a student’s learning or behavioral challenges, identify if a learning disability is present, and provide clear recommendations on using their strengths to improve their academic performance.

Psychoeducational assessments identify:

  • Educational needs
  • Areas of strength
  • Learning aptitudes, information processing, academic skills and other influences on school or work success
  • Challenges including Learning Disabilities, Attention Deficit Hyperactivity Disorder (ADHD), Anxiety and Depression
  • Specific factors that may be interfering with your learning or occupational success

The level of understanding and insight that we gain from the assessment is phenomenal. We are able to understand a lot of the issues that come up in the school.

Our Therapies facilitate in:

  • Helping children achieve their development milestones such as fine motor skills and hand-eye coordination
  • Educating and involving parents, careers and others to facilitate the normal development and learning of children.
  • Designing individual and group programs and activities to enhance clients independence in everyday activities.
  • Developing coping strategies for clients in overcoming their mental health issues.
  • Improving clients confidence and self- esteem in social situations.

Our assessments include:

Diagnostic Assessment.

A diagnostic assessment provides information related to your child’s diagnosis and is completed by a licensed psychologist. This is not a service that we offer but one that we highly recommend. A good clinician will differentiate your child’s diagnosis from autism, Asperger’s syndrome, or Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) etc.. Diagnostic assessments should be conducted initially and then again each year. Common diagnostic assessments include the Autism Diagnostic Observation Schedule (ADOS), Autism Diagnostic Interview Revised (ADI-R), PDD Behavior Inventory (PDD-BI), Childhood Autism Rating Scale (CARS) and Gilliam Autism Rating Scale (GARS).

Developmental Assessment.

Norm-referenced developmental assessments provide information about how your child is developing in all areas compared to peers his or her own age. Developmental Assessments measure cognition, communication, motor, adaptive, and social skills. Some developmental assessments such as the Bayley Scales of Infant Development may only be completed by a licensed psychologist. However, other developmental scales may be implemented by anyone with advanced training in assessment. These assessments include but are not limited to The Battelle Developmental Inventory (BDI), Developmental Activities Screening Inventory-Second Edition (DASI-II), Developmental Assessment of Young Children (DAYC), and the Merrill-Palmer Revised Scales of Development (M-P-R).

Domain Specific Assessment.

Specialized assessments are available for each area of development. For example, a number of assessments exist for the sole purpose of assessing language development. These measures are utilized to determine specific information about a child’s delay. For example, a developmental assessment may reveal that a child has delays in language and social skills. Subsequent assessment must then be completed in those areas in order to determine the nature and extent of the delay. You may find it beneficial to consult with specialists to assist you in meeting your child’s needs within each domain. Typically speech and language pathologists assist with language and speech issues while physical therapists assist with gross motor and occupational therapists assist with fine motor.

Neuropsychological Assessment.

Neuropsychological assessments measure cognitive function and can only be administered by licensed psychologists. While we do not offer this type of assessment, we recommend having this assessment completed at least once in the early phases of your child’s intervention program. These measures are more accurate if your child speaks. However, appropriate measures for non-verbal children are available.

Criterion-Referenced Assessments

Criterion-referenced assessments provide information about skills that in your child’s repertoire. Criterion-referenced assessments are not designed to diagnose or to measure delay but rather to determine what skills your child is able to perform as well as what skills your child should learn next. Criterion-referenced assessments may be completed by anyone with advanced training in assessment. Additionally, criterion-referenced assessments are excellent to use for program development. Popular criterion-referenced assessments include The Brigance, the Assessment of Basic Language and Learning Skills (ABLLS), the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP), and the Hawaii Early Learning Profile (HELP).

Functional behavioral assessments

(FBA) are completed to determine why your child, student, or client is engaging in challenging behavior.  FBAs include parent and staff interviews, rating scales, direct observations, analysis of direct observation data, and functional analysis if warranted. An FBA can generally be completed in about 1-2 weeks time once it is scheduled. More difficult cases may require additional observation and analysis.

Language assessments

are used to determine where your child, student, or client is performing in the area of receptive and expressive language.  These are norm-referenced assessments of expressive and receptive language. We also offer language sampling and analysis.  Included is the completion of criterion referenced assessments to help develop appropriate language goals.

Augmentative and alternative communication (AAC) assessments assist in determining what supports your child, student, or client needs to be a better communicator.

Other Assessments.

Other assessments include preference assessments, functional behavioral assessments, and skill probes. These measures should be regular components of your child’s educational program.   Preference assessments are completed to determine what stimuli serve as reinforcers for your child, student, or client.
including rating scales, direct assessment, and observational assessments. Preference assessments should be completed frequently as part of a regular behavior program. Additionally preference assessments are a helpful addition to an FBA.

Solid assessments provide a baseline upon which to begin building an ABA program. In addition, the assessment outcomes can provide year-to-year objective markers of progress (or lack thereof) of the interventions chosen. We follow The American Academy of Neurology and the Child Neurology Society who has released guidance on appropriate assessments for professionals working with children with autism.

Accreditation and Partners

 
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