Assessment Services at Step Stone

Psychoedcational Assessments

What’s Included?

What it is: Standardized measures of general thinking skills—reasoning, problem-solving, verbal and non-verbal ability, and processing speed.
Why we do it: To understand overall cognitive strengths and weaknesses and to help differentiate diagnoses (e.g., intellectual disability vs. specific learning difficulties).
What to expect: One or more one-on-one sessions where the assessor administers tasks (puzzles, vocabulary, pattern completion, timed tasks).
Results are compared to age-expected norms and interpreted in the context of the person’s history and functioning.

What it is: Standardized assessments of reading, writing, math, and related academic skills (e.g., reading fluency, comprehension, written expression, math problem solving).
Why we do it: To identify specific learning disorders, skill gaps, or areas of unexpected underperformance relative to cognitive ability.
What to expect: Tasks include single-word reading, passage reading with comprehension questions, spelling and written samples, and math computations and applications.
These help create a clear profile of academic strengths and difficulties.

What it is: Focused tests of attention, working memory, executive functions (planning, organization, cognitive flexibility), and processing speed.
Why we do it: To pinpoint the cognitive processes that support (or interfere with) learning and daily functioning—especially useful for ADHD, executive functioning concerns, and planning supports.
What to expect: Computerized or paper-based tasks and clinician-administered activities that evaluate how the brain processes and manipulates information in real time.
These help understand the cognitive profile of you or your child to inform reasons for difficulties.

What it is: Standardized rating scales completed by caregivers, teachers, and/or the individual (depending on age) that capture behaviour, attention, emotion, adaptive skills, and social functioning across settings.
Why we do it: To gather information about day-to-day functioning, symptom patterns, and how concerns present at home, school, or work.
What to expect: Short to moderate length forms (often online or paper) that the assessor will review and integrate into the evaluation.
Questionnaires complement test data with real-world perspectives.

What it is: A clear, written report plus a feedback session where results are explained in plain language and practical recommendations are prioritized.
Why we do it: To translate assessment data into usable next steps—accommodations, targeted interventions, school planning, or referrals for therapy/medical support.
What to expect:

Written report: Summarizes test scores, interpretation, diagnostic impressions (if applicable), and concrete recommendations for home, school, or work.
Feedback meeting: A one-on-one review with the assessor (virtual or in person) to explain findings, answer questions, and help plan next steps. Caregivers and, when appropriate, school personnel can be included.
Follow-up: We can provide letters for schools, help with IEP/504 planning, and suggest resources or referrals for therapy, tutoring, or accommodations.

What it is: Structured and semi-structured conversations with the child/adult and with caregivers or significant others.
Why we do it: To provide context for test results, clarify timelines, and identify environmental factors, supports, and prior interventions. Interviews ensure recommendations fit the person’s life and goals.
What to expect: One or more conversational sessions with the assessor; caregivers are often invited to share school reports, medical history, and examples of daily struggles and successes.
These explore developmental history, medical and educational background, strengths and challenges, and current concerns.

Interested in learning more about how if our psychoeducational services are best for you? Reach out to us to learn more.