The 4 following categories are focused on in a Psychoeducational Assessment:
- This is done using a range of projective techniques
- A child’s feelings about himself
- How I child feels in relation to his family
- A child’s emotional experience of school
- How the child feels in his relationships with his friends
- How all the above influence the child’s functioning both educationally and cognitively.
- Recommendations will be made to the family and if the child requires further intervention, this can be arranged.
- Using the cognitive assessment as a measure of intellectual functioning, incorporating both verbal and performance aspects
- This will give an indication of a child’s strengths and weaknesses
- Recommendations can be made based on the results of the assessment. These will be given to both the teachers and the parents so that collaborative efforts can be made to meet the child’s specific needs.
- Neurodevelopment refers to the hierarchical, qualitative changes in ability from the moment of conception until maturity.
- Understanding learning and behavioural problems is helped by an understanding of these hierarchical changes and the functioning of sensory-motor systems.
- A child’s learning and behaviour may be affected when natural development stages are “missed.”
- If one of the sensory-motor systems is not functioning optimally, it will place more strain on the other systems.
- This can sometimes be the basis for learning difficulties, attention problems and behavioural problems.
- Recommendations will focus on simple activities that parents can incorporate into their daily lives so as to bridge the child’s neurodevelopmental gaps.
- This gives an indication how a child is functioning with school based tasks, like mathematics, reading, writing and spelling
- This can help identify areas of weakness and how remedial techniques can be used to improve the child’s performance at school
- This can help identify any learning disorders like dyslexia, disorders of written expression etc
- Suggestions will be made to both the parents and the teachers so that the child’s needs can be met at home and in the school environment.