Assessment Services for Teens & Children

Build self-awareness and confidence

Identify areas for support and accommodations

Support teen growth and self-advocacy

Psychoeducational assessments are used to diagnose, set goals, and suggest treatment by collecting information about an individual’s academic and cognitive abilities, behaviour, and needs. 

A Teen may benefit from an assessment when they are…

  • Struggling with academic concepts and material, especially when they were previously doing well

  • Struggling significantly in one area of learning (such as reading, writing, or mathematics), especially compared to other areas of performance.

  • Having difficulty displaying age -or context- appropriate behaviour

  • Having difficulty getting along with peers or school staff

  • Experiencing high levels of anxiety or worry regarding learning and success

  • Displaying signs of school refusal, or avoidance around homework or learning tasks

  • ​​Taking a significant amount of time to complete academic work, or quickly running out of energy during work periods, leading to excessive amounts of homework.

An assessment can take the guesswork out of understanding your teen and their cognitive and academic abilities.

We offer dyslexia screenings both as independent assessments and in addition to full psychoeducational assessments. 


Assessments for Specific Learning Disabilities in Reading

Thrive is proud to offer SLD screening services for ages 10-21. At this time, we are able to assess for specific learning disabilities in reading. Screening can help identify (and diagnose, in conjunction with a full psychoeducational assessment) specific learning disorders in reading, and allow practitioners to offer specific recommendations and suggestions for intervention. 


If your child or teen has experienced significant difficulty in any of the following areas, they may benefit from being screened for dyslexia:

  • Issues with letter formation or sounding out words, or accurately linking letters to their sounds.

  • Trouble reading single words aloud, or confusing or substituting small words such as “at” or “to”. 

  • Trouble understanding what they have read, or having to read the same material repeatedly in order to understand or remember it. 

  • They frequently lose their place while reading, or skip words.

  • They understand material better if someone reads to them.