Drybrough Psychological Services

What can I expect from the assessment process

                                                                                              Initial consultation

The process begins with a complimentary 30-minute telephone consultation. This is an opportunity to briefly discuss the concerns, the purpose of the assessment, and whether the services offered by Dan may be an appropriate fit. If an assessment appears appropriate, consent forms and a detailed history questionnaire will be provided.

                                                                                           Background information

For children and adolescents, parents participate in an interview, typically lasting approximately one hour. We will discuss the child’s developmental, medical, family, social, and educational history, along with current concerns, strengths, and goals for the assessment.

Parents may also be asked to provide school records, report cards, Individual Program Plans, previous assessment reports, or other relevant documents. With written permission, information may be requested from the school or other professionals.

Teachers may be invited to complete questionnaires concerning the student’s learning, attention, executive functioning, behaviour, or emotional functioning at school. 

For adults, the preliminary interview provides an opportunity to discuss your developmental, medical, educational, employment, and family history. We will also explore your current concerns, previous experiences with learning or attention, and what you hope to gain from the assessment.

You may be asked to provide school records, post-secondary transcripts, previous assessment reports, medical information, or other relevant documentation. With your written permission, additional information may be obtained from family members or other professionals when it would contribute to the assessment.

                                                                                                  Individual Assessment

Testing is completed individually in a quiet and supportive setting. Standardized measures are combined with interviews, questionnaires, informal academic tasks, behavioural observations, and relevant background information. The activities vary depending on the assessment questions. They may include answering questions, solving problems, remembering information, reading, writing, or completing mathematics tasks.

Assessment activities are usually completed over three or four appointments. Assessment appointments are commonly about two hours in length. Appointments for children and adolescents are scheduled according to the student’s age, stamina, and individual needs. Breaks are provided, and testing can be divided into shorter sessions when appropriate.

                                                                                               Scoring and interpretation

Following the assessment sessions, the results are scored, interpreted, and considered alongside information from interviews, questionnaires, observations, records, and other sources.

Individual scores are not interpreted in isolation. Attention is given to patterns across the assessment, the consistency of the findings, and how the results relate to the client’s history and day-to-day experiences.

                                                                                                   Feedback meeting

A feedback meeting provides an opportunity to review and discuss the assessment findings. For a child or adolescent assessment, the meeting is generally held with the parents. Parents have an opportunity to ask questions and clarify the information provided. Depending on the student’s age and circumstances, results may also be shared with the student in an age-appropriate manner.

Adult clients participate directly in their feedback meeting. We will discuss the results, their practical meaning, and the recommendations arising from the assessment.

                                                                                                      Written report

A comprehensive written report documents the assessment process, measures administered, results, conclusions, and recommendations.

The report may include:

• Relevant background information
• A description of the assessment measures
  
• An explanation of learning and cognitive strengths
  
• Identification of areas requiring support
  
• Diagnostic conclusions, when appropriate
  
• Practical strategies
  
• School, post-secondary, or workplace accommodations
  
• Recommendations for additional services or follow-up
  

The report can be a valuable resource for clients, families, teachers, post-secondary accessibility offices, physicians, psychologists, and other professionals. Sharing the report with another person or organization remains the client’s or parent’s decision.

How long does an assessment take?

Most assessments involve:

• An initial consultation
• Completion of consent and background forms
  
• A background interview
  
• Three or four testing appointments
  
• Scoring, interpretation, and report preparation
  
• A feedback meeting
  

The exact process and total time vary according to the client’s age, the complexity of the concerns, and the amount of assessment required. Additional appointments may occasionally be necessary. An assessment may take 10 to 12 hours of total service time, including the final written report. 

What are the fees?

Assessment services are billed at $220 per hour.

Billable services may include:

• Interviews and consultations
• Testing appointments
  
• Scoring and interpretation
  
• Review of records and questionnaires
  
• Report preparation
  
• Feedback meetings
  
• Classroom observation or consultation, when required
  

Payment is expected following each appointment or service. A receipt will be provided for insurance or income-tax purposes. Some extended health-benefit plans cover psychological assessment services. However, clients are encouraged to confirm their coverage and any applicable limits directly with their insurance provider.

The anticipated scope and approximate cost of the assessment will be discussed before proceeding. If the assessment indicates that additional testing may be helpful, this will be discussed before further services are completed.

How should I prepare?

Before the initial interview, gather any documents that may help provide a clearer understanding of the concerns.

These might include:

• Previous psychological or educational assessments
• Report cards or academic transcripts
  
• Individual Program Plans or accommodation plans
  
• Relevant medical or developmental information
  
• Documentation from schools, physicians, or other professionals
  
• A list of current questions or concerns
  

Adults may find it helpful to look for older report cards or speak with someone who knew them during childhood, particularly when an assessment involves questions about longstanding attention or learning difficulties. It is understood that these records are not always available.

Is an assessment the right next step?

An assessment can be a significant investment of time and resources. The first step is to clarify the questions you hope the assessment will answer and determine whether testing is likely to provide helpful information.

You are welcome to contact me for a complimentary 30-minute consultation. We can briefly discuss your concerns, the assessment process, and whether my services may be a good fit.

Contact Dan to arrange a consultation

Who do I assess?

I provide psycho-educational assessments for:

• Children and adolescents
• University and post-secondary students
  
• Adults
  

Assessments are individualized according to the client’s age, concerns, history, and reason for seeking assessment. For children and adolescents, parents and teachers may contribute information about learning, attention, behaviour, and functioning in different settings. 

Adult assessments involve the client directly and may include information or records from family members, schools, post-secondary institutions, or previous professionals when relevant and authorized by the client.

What does an assessment examine?

A psycho-educational assessment develops a broad picture of learning rather than relying on a single test or score. Depending on the referral questions, the assessment may examine:

• Verbal and nonverbal reasoning
• Visual-spatial and problem-solving abilities
  
• Working memory
  
• Processing speed
  
• Reading skills
  
• Written language skills
  
• Math skills
  
• Attention and executive functioning
  
• Behavioural or social-emotional factors affecting learning
  
• Academic, developmental, medical, and educational history
  

Only measures relevant to the assessment questions are selected. Additional areas may be explored when the initial results suggest that more information is needed.

Drybrough Psychological Services​
Westmount Corporate Campus
300-4838 Richard Road SW
Calgary, Alberta, T3E 6L1

(587) 223-4294
ddrybrough@me.com

Understanding how you—or your child—learns

Learning and attention difficulties can affect confidence, academic performance, work, and everyday life. A psycho-educational assessment can help make sense of these experiences by identifying patterns of strengths and areas requiring support.

Dan provides educational, learning, and attention assessments using standardized testing, interviews, questionnaires, and other relevant sources of information. The goal is not simply to produce test scores or a diagnosis. It is to develop a clearer understanding of the person, explain how they learn, and provide practical recommendations that can support success at school, university, work, and home.

Psycho-Educational Assessments

What concerns can an assessment explore?

An assessment may be helpful when there are questions or concerns involving:

• Attention-Deficit/Hyperactivity Disorder
• Attention and executive-functioning difficulties
  
• Learning disabilities or specific learning disorders
  
• Reading, writing, spelling, or mathematics
  
• Slow or inefficient completion of academic work
  
• Memory, processing speed, or organization
  
• Giftedness or advanced learning needs
  
• The need for school or post-secondary accommodations
  
• The possible impact of anxiety and mood difficulties on learning and functioning
• Test Anxiety​