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| LOCATION |
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Suite 480 (4th Floor)
North Tower
Oakridge Centre
650 West 41st Ave Vancouver, BC V5Z 2M9 |
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| TESTIMONIALS |
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"Our experience at the Eaton Learning Centre was wonderful. The assessment that they provided for our son was extremely thorough, professional and helpful. They went the extra mile for us and their extensive results have given us the information that we need to be able to provide our son with the kind of educational support that will really help him..."
More testimonials
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 General Questions
- What is a psycho-educational or “psych-ed” assessment?
- Psycho-educational testing is ELC’s most comprehensive service and involves one-on-one, individualized assessment. Depending on the individual concerns and needs of the client, staff members administer tests of intelligence, achievement, cognitive processing, and/or social and emotional development. ELC tends to use the following measures as part of the psycho-educational assessments (although additional measures are sometimes used as well):
- Wechsler Intelligence Scales for Preschoolers, Children, and Adults (WPPSI-III, WISC-IV, and WAIS-III)
- Woodcock-Johnson Tests of Cognitive Ability (WJ- III)
- Woodcock-Johnson Tests of Achievement (WJ-III)
- The Beery-Buktenica Developmental Test of Visual Motor Integration
- Test of Written Language (TOWL-3)
- Detroit Test of Learning Aptitude (DTLA), Design Reproduction Subtest
- Test of Non-Verbal Intelligence (TONI-3)
- Checkmate Symptom Inventories (parent/teacher)
- Why is a psycho-educational assessment important/necessary?
- An assessment can be the most valuable tool in understanding why an individual is struggling at school or in life. It can provide insight into strengths, areas of difficulty, and ways to “work within” an individual’s profile. Prior to a psychoeducational assessment, many parents/individuals feel they are “in the dark” in terms of success at school or in life. An assessment is an excellent way to “shine a light in the dark,” increase self-awareness, and open doors to possibilities as well as to resources in the community.
- What is a Learning Disability (LD)? What is ADD/ADHD?
- Learning Disability
A summation of the DSM-IV-TR (Diagnostic and Statistical Manual of Mental Disorders) definition of a Learning Disability (LD) is: A significant difference between an individual’s measured intelligence and measured achievement (greater than two standard deviations). This can express itself differently in different individuals; one example would be a child who has excellent verbal ability but struggles to put his/her thoughts down on paper (Written Expression Disorder). There are many types of learning disabilities, and the effects of LD on listening, reasoning, and social and emotional functioning both in and out of school are often overlooked.
Attention Deficit Hyperactivity Disorder (ADHD)
A summation of the DSM-IV-TR definition of ADHD is: When symptoms of inattention and/or hyperactivity/impulsivity exist cross setting (i.e. at home and at school), usually from an early age (roughly 7 years old or earlier), at a clinical level of significance, and have a detrimental effect on an individual’s ability to function academically and/or socially. It is very important to take a child’s whole profile into account when considering this diagnosis.
- How long is a psychoeducational assessment valid for?
- Different agencies have different expectations in this area. In BC, the Ministry of Education will consider a psychoeducational assessment “valid” for up to 5 years but may require an updated assessment prior to the writing of Provincial exams. The Ministry of Advanced Education, responsible for post-secondary institutions (colleges, universities), considers an assessment to be valid for 3 years. For reasons of “test-retest validity” the intelligence portion of an assessment (the Wechsler series) cannot be re-administered in less than 2 years. As a way of “benchmarking” an individual’s process, especially if an individual is undergoing remediation to improve their LD, ELC generally recommends re-assessment every 2-3 years.
- Is a psychoeducational assessment covered under my health plan?
- A portion of ELC’s assessment services is covered by many extended insurance plans (e.g., Blue Cross etc.). It is important to note that ELC works as an assessment team and only a portion of your/your child’s assessment will be administered by a licensed BC Psychologist (approximately 2-3 hours). As extended health plans can differ, please check your insurance plan regarding coverage and claim procedures.
- Will the results be discussed with the school system?
- Only with your written consent will the results be discussed with your school or with other agencies. Because ELC is a private agency, you are under no obligation to release information to your school. Generally, ELC recommends that you do allow the school to see the results of the assessment so that changes can be made to better suit you/your child’s learning profile (i.e. foreign language exemption, extended time on tests, use of a reader/scribe etc.). Schools will generally not make certain accommodations without a valid psychoeducational assessment.
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The Assessment
- How do I sign up?
- Call or e-mail ELC reception (604-734-5588 or info@eatonlearning.com), to book your appointment. Appointments are usually either on Monday and Tuesday, or on Thursday and Friday, and are scheduled from 9:00am to 12:00pm, or from 1:00pm until 4:00pm on both days; however, we are willing to accommodate clients who are unable to make these times. Younger clients will be scheduled over 3 days, for two hours each day.
- How long does the testing take?
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- A regular psychoeducational assessment at ELC generally takes approximately 6 hours, and is done over 2 days (3 hours each day). For children under the age of 9, or for those who may have difficulty focusing for 3 hours, the assessment is usually booked over 3 days, for 2 hours each day. Please note that some individuals require more or less time to complete testing, and that a third day is sometimes suggested or required (at no additional charge).
- Educational Assessments generally take 3-4 hours, and are completed over one or two days
- ELC staff understand that an assessment can be a stressful process, and that younger children often have difficulty focusing for extended periods. The 6 hours of testing therefore includes time for settling in, as well as time for breaks and snacks.
- What should I expect when I arrive? How does the assessment process work?
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- Over the first two (or three) days, tests are administered, and an intake interview is conducted.
- During the intake interview with ELC’s director, clients are asked about their reasons for the assessment, as well as background/history information (including pertinent medical information). This is also the time to discuss hopes and expectations surrounding the assessment, and any other information that might be helpful, and to ask questions about the process. If the client is a child, he or she is present for the first portion of this discussion.
- During testing, clients are asked to complete activities and to answer questions in a number of different areas. ELC staff try to work at the client’s own pace, and there will be time for breaks and snacks.
- Once testing is completed, ELC staff score, discuss and interpret the results, and a written report is produced.
- The next stage is the follow-up meeting, which will occur approximately 4 weeks after the initial assessment. During this meeting, clients meet with the director to discuss the results of the assessment. A draft copy of the written report may also be available for review and discussion.
- Clients will then have approximately one week to review the draft copy of the report before a finalized report is signed and mailed out.
- Who does the testing?
- During testing, clients work with ELC staff members (assessors and a registered psychologist).
- What kinds of tests are done?
- Tests are designed to look at intellectual abilities, cognitive functioning, academic achievement, and fine motor skills. Some tests are similar to puzzles, or involve looking at pictures or listening to sounds, while others are more like schoolwork (reading, writing, math, etc.). For a complete list of administered tests, or for further information, please contact us.
- What should I tell my child about the assessment?
- Chances are, your child has never heard of a “psycho-educational assessment” and will not know what to expect. Often, when children find out they will be taken out of school and into an office for “tests,” they think of other similar experiences, such as going to the doctor or to the dentist. Some children even think someone is going to poke them with needles, or somehow look at their brains! These ideas may seem silly, but they can be very real and quite scary, especially to younger children. It is important to prepare your child for this assessment so that he or she will feel less apprehensive about the visit. So, what do you say? Here are some suggestions:
- You are coming to ELC because you care, and you want to help your child do his/her very best at school (and/or other reasons).
- Everybody learns differently (has different learning styles), and you would like to find out how she/he learns.
- What will happen during the assessment:
- Your child will work one-on-one with ELC assessors on various tasks.
- Many parts will be similar to school (reading, writing, math, etc.).
- Other parts will be more like puzzles or drawing.
- There will be time for breaks and the snacks your child has brought.
- What will not happen:
- Your child will not receive “grades;” we are trying to understand how he or she learns, not how “smart” or “good” he or she is.
- There are no needles, electrodes, or machines involved.
- It will not hurt!
- If your child is particularly nervous about the assessment, or about meeting unfamiliar adults, please do not hesitate to let us know, and we will try our best to accommodate his/her needs.
- Is the assessment offered in any other languages?
- At this time, ELC only offers services in English. If testing in another language is required, please call ELC reception for recommendations and referrals. If a child speaks English, and his/her parents do not, it is important to have a translator (over the age of 19) present at both the parent intake and follow-up meetings.
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Report and Follow-Up
- When will I hear the results?
- Results are available approximately 3-4 weeks after the initial assessment, except under special circumstances (to be agreed upon when the assessment is booked).
- What is included in the written report? How long is it?
- Eaton Learning Centre’s reports are usually over 20 pages long, and are generally made up of four sections:
- The Background section includes family, medical, and academic history, as well as other pertinent information.
- The Scores section simply indicates the results of the testing.
- The Summary and Integration section offers an interpretation and explanation of the scores, as well as a discussion of their implications.
- Finally, the Recommendations section consists of suggestions for strategies to assist the client in school and/or in life. This section would also include accommodations (i.e. the use of a computer during exams) to be put into place at school.
- Will I be able to understand the report, or is it all written in technical language?
- Reports are written so that they can be understood by parents and laypeople, yet still include enough information for professionals in the field. There is also a section within the report that explains how to read the scores, as well as what they mean. Additionally, during the follow-up meeting, the report is discussed and there are opportunities for questions and explanations.
- What kind of recommendations will be made?
- Recommendations vary by individual but can include referrals to other agencies (i.e. vision or hearing specialists, tutors, physicians, psychologists, and remediation schools), recommendations for accommodations at the school level (i.e. foreign language exemption, etc.), and individualized recommendations for working within the client’s learning profile.
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ELC’s Other Services
- How is multi-sensory typing different than regular typing courses?
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- This program includes an alphabetic approach to typing (as opposed to the “home row” approach used in most typing programs). This generally appeals to individuals who are familiar with the alphabet, but the not the keyboard, as it allows them to start with something they know, while learning something new.
- Because the program is multi-sensory, individuals learn to type using more than just sight. The senses of touch and sound (including song) are also taken into consideration, providing the brain with more “stimulus,” allowing for quicker and easier learning.
- Who would benefit from ELC’s typing program?
- This program is especially beneficial for individuals with Learning Disabilities but can be used by anyone wishing to learn to type, or to increase their typing speed. Many people find success with multi-sensory typing even when they have struggled with other typing programs.
- Who would benefit from self-advocacy training?
- The self-advocacy program is beneficial for all students, but is particularly useful for those with learning differences, as it enables them to explain their difficulties, areas of strength, and specific needs to teachers, peers, and employers.
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