Every child has strengths and weaknesses that impact on their behaviors. A psychoeducational assessment will delve into a child’s cognitive abilities, social and emotional functioning, academic achievement and ability to sustain attention as well as medical and family history.
Once we can identify their strengths and weaknesses, we can provide a ‘road-map’ for parents and teachers to help with academic planning and to maximize their child’s potential.
The BFDC Assessment Department is a leader in Online Assessments. If you are concerned about your child’s academic, social or emotional well-being, we can provide a comprehensive analysis of their abilities, as well as recommendations to support their success through online means. Contact the BFDC today for more information about Online Assessments. Learn more about Online Assessments HERE.
CURRENTLY UNAVAILABLE. The BFDC has been offering therapeutic and assessment services for almost 20 years in Hong Kong. Over the last five years we’ve built relationships with dozens of schools across several cities in Southern China, Mongolia and more recently, Qatar. The BFDC travels to locations outside the region to offer full assessment services as a part of our Mobile Services program. Learn more HERE.
After an assessment, it often becomes clear that some children would benefit from specific therapeutic interventions, such as speech and language therapy, social-emotional learning, or literacy training. The BFDC offers a range of in-person and online support services to help children reach their greatest potential. Inquire today about these services, including our ADHD Coaching Program for Secondary Students.
Parents and teachers meet with one of our Clinical Psychologists to discuss the assessment, sharing background information and concerns, before taking away forms to complete, to provide insights into the child’s functioning in a variety of settings.
Conducted over a minimum of six hours of one-to-one test administration, these are all fun, interactive and positive.
Members of the assessment team discuss their impressions and the testing results, drawing on everyone’s areas of expertise, and utilizing our wider team of clinicians if necessary, to provide a comprehensive assessment.
Our reports (20-30 pages) provide a comprehensive picture of the child at the time of the assessment, including background information, observations from parents and teachers, specific test results, summary and conclusions, and recommendations for home and for school.
At our debriefing, we meet with the child and parents to present and explain the results in positive terms, with an emphasis on strengths. Parents will be provided with a full treatment plan for the child, including strategies to address problem areas, as well as how to continue to support areas of strength.
The BFDC’s Student Success Coach service has been developed specifically for students who have undergone a Psychoeducational Assessment, and have been identified as benefitting from additional support to reach their full potential. Through one-on-one coaching and shared online resources, our Student Success Coach is in place to help children manage emotional and behavioral issues, build social skills and resilience, and plan and work effectively at home and at school.
We often see brilliant children who aren’t achieving their potential, or who are fantastic at certain things but struggle with others. A psycho-educational assessment provides an in-depth look at a child’s strengths and weaknesses, demonstrating what may be impeding their progress at school, or making learning difficult. A good psycho-educational assessment will provide the tools to address challenges, while using the child’s strengths.
A comprehensive assessment can:
A psycho-educational assessment can be beneficial for everyone, but it can be especially useful if a child is:
In order to provide a complete picture, a comprehensive psycho-educational assessment will measure:
We all have strengths and challenges; discussing this with your child, as well your own strengths and weaknesses prepares them to talk about their own.
Talk to your child about:
It’s important that your child is comfortable at the assessment, so please make sure that:
On the day of the assessment, your child is welcome to bring drinks, snacks and toys – after all, we want the experience to be comfortable and enjoyable!
Other things to bring:
The parents – and after that, it’s entirely up to them. Following the testing, a report will be written, and a debrief session will take place with the parents, child, and whoever else they choose to invite. It is important that the parents receive both written and verbal feedback so that they have the opportunity to ask questions and to hear directly from our Clinical Psychologists.
The detailed report will cover how the child thinks, learns, behaves, and currently functions – this report (or parts of it*) may be a useful tool for the child’s school, doctor, playgroup, tutor, or any other person involved in the child’s life.
*If this is the case, we are happy to abridge the report to your specifications.
The information goes to no one other than the parents, unless the parents have given permission. We do encourage parents to be as open as possible with the school, and invite the child’s teacher to the debrief so they know how to best address the child. We recommend that you include teachers in this process as the child is best supported in a community. However, it’s entirely up to the parents.
Usually two three-hour sessions. However, as this is an average, we sometimes need to see a child for an additional session to wrap up subtests we have not completed. This is more likely to happen with:
Sometimes, however, a third session simply demonstrates the child’s persistence in attempting difficult tasks.
We strongly believe that it empowers the child to know his or her strengths and challenges. That’s why:
The report is finished within 6-8 weeks after all forms have been received and all testing completed, after which parents and the child are invited for a one-hour debrief.
Teachers often appreciate that parents are taking an active role in their child’s success. We work with schools all over Hong Kong, as well as several in China and around Asia, and teachers are very familiar with the forms.
The honest answer to that, is maybe. It can be dangerous to misinterpret a diagnosis due to the cultural differences and misunderstanding of other people, but we believe that a diagnosis should help, not hurt, a child. To ensure this:
Absolutely. As a parent, you know your child best; your input is vital to an assessment. Not only do you have years of experience with your child, but your child may behave differently during the assessment than at home or at school. An assessment can only take a snapshot of your child at one moment in time. Some children are on their ‘best behavior’ while others are very shy or act out because they are excited. Your input, and if possible the input of teachers, helps us get a much richer and more detailed account of the child’s typical performance.
Dr. Blurton has selected a team from around the world that is made up of individuals who meet her standards of professionalism, ethics and ability. At present this includes two Doctoral Level Clinical Psychologists, a Medical Doctor, and a Psychometrician.
Having several observers from different areas of expertise means our diagnosis and recommendations are not limited to just one person’s opinion or specialty. This ensures that we are thorough, multi-systemic and objective.
If you are concerned that your child may be on the Autism Spectrum, please let our administrator know. We’ll modify the assessment to include a more targeted measure of Autism and language.
For most children, our psycho-educational assessment is more than enough. For others, a more in-depth language assessment, occupational therapy assessment or follow-up testing through another professional (for example an ophthalmologist) may be recommended.
We usually recommend a re-assessment every two to three years. It’s a good measure to check-in on your child’s progress and understand the effects of the treatment plan and intervention recommendations provided. Testing services such as the College Board also look for a history of testing every three years. In order to get accommodations for high school entry, the testing must be recent. Some parents who are particularly concerned about academic progress ask to repeat only the academic portions of the testing every 18 months with a full assessment every three years.
We want you to feel comfortable with the assessment, so if you have more questions, schedule a one hour pre-assessment interview. You are not obligated to continue the assessment process, but pay only for one clinical hour. If you decide to continue, the amount you paid at the pre-assessment is deducted from the cost of the assessment. To schedule a pre-assessment interview, please call (+852) 2869-1962.
不過，雖然評估報告內容對所有人都有好處，但若果孩子持續地在學習上出現困難，或對某個科目出現困難的話，做評估可讓家長和老師進一步了解他/她的需要， 以便日後學校跟進和有時候可以在一些測驗上得到適合的幫助。（如SAT ， IB或A-級別） 。
我們想孩子有個舒適和愉快時間，他或她可以帶喜歡的飲品， 零食和玩具 。
如孩子需要佩帶眼鏡或助聽器，評估當日請佩帶。如有心理治療，職業治療，言語、語言治療，醫療報告或如果孩子在學校有個別教育計劃（IEP ） ，請一同帶報告來。
報告完成後，我們跟家長和孩子（和他們邀請的人）聽取報告，會解釋和討論的測試結果。 這份詳細報告會關於孩子的學習，行為，及現在的學習能力。如家長認為這將對孩子的學業，遊戲小組或補習有幫助的話， 可將報告交給他們。，這入報告給誰完全取決於父母 。 *這報告完全是家長的， 可隨意運用 。
不，除非家長要求，我們不會將報告給其他人的。 （參照上面的答案。 ）
老實說“可能吧 ”。所以家長要非常小心跟誰分享和他們如何理解報告的內容。有時候， 因文化差異其他人可能誤解某些確診了而被“標籤”。我們強烈認為，確診應該幫助孩子，不應傷害孩子的。父母可要求我們準備一份不包括確診的報告，使我們只提供一些有用而又可幫助孩子的資料。