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What a Youth Assessment Reveals
The assessment explores the child’s attention, memory, language, reasoning, and learning. It identifies the strengths to build on and the areas that call for additional support. The findings support teachers, parents, and the other professionals working with the child.
Neuropsychologist for Children and Adolescents in Montréal
Behind every difficulty is a child to understand.
When your child struggles to keep up, tires quickly, or develops at their own pace, a neuropsychological assessment helps clarify their profile. The findings guide the decisions made by parents, teachers, and the professionals around them.
Why Consult for Your Child
Understanding difficulties early opens doors later on
Parents typically reach out when the school flags a difficulty, when a teacher notices a gap compared to other children, or when a parent senses that their child’s functioning does not match expectations for their age. A neuropsychological assessment puts words to these observations and distinguishes what stems from a clinical condition from what relates to temperament or environment.
Signs to Watch For
The observations that often lead to a consultation
No single one of these signs is enough on its own to justify an assessment. It is their persistence over time and their impact on daily life that point toward a neuropsychological consultation.
- Persistent difficulties with reading, writing, or math, despite support
- Inattention or hyperactivity that disrupts functioning in class or at home
- Social or relational differences that do not ease with time
- A significant gap between perceived abilities and actual school results
- Marked mental fatigue or recurring discouragement by the end of the school day
- Organization or planning difficulties that persist despite the child's efforts
Process
How an Assessment for a Child Unfolds
The process is organized into four distinct stages that adjust to the child’s pace and age.
01
Interview with the Parents
Gathering the child’s developmental, school, and medical history. Discussion of concerns and the reasons for consultation.
02
Testing with the Child
One or more sessions of standardized tests, adapted to the child’s age and stamina. The child takes part in a reassuring and supportive setting.
03
Analysis and report writing
Scoring of the tests, integration of clinical observations, and drafting of a complete report with individualized recommendations.
04
Results meeting
Meeting with the parents to present the report, answer questions, and discuss next steps, including recommended accommodations and interventions.
An Approach Adapted to the Child
What sets a child's assessment apart from an adult's
Assessing a child is not simply a matter of giving simpler tests. It requires adjustments on several levels to obtain an accurate picture of the cognitive profile.
Sessions Adapted to the Child
Assessment periods are organized with the child’s age-appropriate attention span and fatigue level in mind. Instructions, tests, and breaks are adjusted so the child can perform at their best in a reassuring setting.
Parents Involved at Every Step
Parents are involved from the very start, when developmental history is gathered, share their observations about day-to-day functioning, and receive the results in a dedicated meeting. Their perspective on the situation is an integral part of the diagnosis.
A Report That Works at School
The report includes a clear section for the school team, with concrete recommendations on possible accommodations, teaching adaptations, and resources to consult to continue supporting the child.
Before you consult
The Questions Parents Ask Most Often
If your question isn’t on this list, reach out directly to discuss it.
An assessment is worthwhile when difficulties persist despite the usual adaptations, when a teacher or doctor suggests clarifying the situation, or when several professionals are involved without a coherent picture emerging. A preliminary phone conversation can help determine whether an assessment is the right step at this time.
Assessments can be conducted as early as preschool age when a clinical reason justifies the process, for example a developmental delay or early suspicions of ASD. School age nonetheless remains the most common time for consultation, as difficulties tend to become clearer starting in elementary school.
The process begins with a meeting with the parents to gather the child’s developmental and academic history. The child then takes part in one or more testing sessions, adapted to their age and energy level. A final meeting is used to deliver the report and discuss it with the family.
Yes. The neuropsychological report includes a section written for the school team, with formal recommendations that can support a request for an intervention plan, adaptation, or accommodation at the elementary, high school, CEGEP, and university levels.
Most private insurance plans partially or fully cover assessments conducted by a psychologist who is a member of the OPQ. Fees are also eligible for the medical expense tax credit in Québec. It is recommended to check the exact terms with your insurer before the first meeting.
No medical referral is required to consult in private practice. Some insurers may still require one for reimbursement. It is recommended to check this condition with your plan before the first meeting.