Has learning always felt harder than it should? A psychoeducational assessment can help you understand how your brain works and identify practical strategies to support success in school and beyond.
Whether you’re finishing high school, taking college or university courses, or simply want to better understand how your brain works, a psychoeducational assessment can help clarify how you learn, assess for ADHD and learning differences, and identify strategies to support success in school and beyond.
Even if you were assessed as a child, reassessment as a teen or adult can be valuable. Assessments for older students use different measures designed for adolescent and adult learning demands, and many universities require updated documentation to approve academic accommodations.
All psychoeducational assessments are conducted using standardized, evidence-based tests and interpreted by licensed psychologists and our clinical healthcare team. These assessments follow established clinical standards and provide documentation that schools and universities can use when reviewing accommodation requests.
Working as a psychologist in educational and health settings since 1990, Dr. Jack Kamrad brings vast clinical experience to his role at Springboard where he conducts psychoeducational and ADHD/mental health assessments with children, adolescents and adults. He is also an Adjunct Professor at the Adler School for Professional Psychology and is involved in many areas of mental health, previously serving as a member of the Board of Directors for the Canadian Mental Health Association – Peel Branch and as an advisor to the Learning Disabilities Association of Ontario, Learning Disabilities at School team. He has a longstanding interest in neurodevelopmental disorders including learning disabilities (LD), attention deficit hyperactive disorder (ADHD), intellectual disabilities (ID) and autism spectrum disorder (ASD).
Dr. Chris Richards-Bentley (he/him) is the lead physician at Springboard Clinic and is widely recognized for his expertise in ADHD. He serves as a provincial consultant in ADHD and transitional age psychiatry within the Ontario Telemedicine Network’s eConsult program.
He has published on ADHD in physician populations and has contributed to enhancing the assessment and management of ADHD within Toronto Paramedic Services. Dr. Richards-Bentley continues to support physician education as a supervisor, lecturer, and curriculum developer within the University of Toronto Department of Psychiatry. He also serves as co-chair of the Trans Health Committee within the University of Toronto’s student health services.
Dr. Richards-Bentley completed a Master of Education focused on narrative histories of minority communities in Canada and has taught Cognitive Behaviour Therapy to physicians in Ethiopia through the Toronto Addis Ababa Psychiatry Project. He has delivered lectures on ADHD in emergency psychiatry settings, transitional age youth, gifted and high-functioning individuals, and individuals with other forms of neurodivergence. His clinical interests include global health and the treatment of ADHD in the context of anxiety, mood disorders, and trauma-related conditions.
Dr. Kerris Oates is a clinical and counselling psychologist who has spent over 15 years providing assessments and treatment for children, youth, adults, and couples through an anti-racist anti-oppressive lens. As a native of Southwestern Ontario, she earned her Ph.D. from Rosemead School of Psychology at Biola University in California.
Her assessments are personalized to identify diagnosable challenges or exceptionalities (including Attention-Deficit/Hyperactivity Disorder/ADHD, learning disabilities/LDs, developmental or intellectual disabilities, Autism Spectrum Disorder/ASD, and giftedness), determine other factors impacting learning and functioning (such as anxiety or depression), help develop personalized remedial programs, facilitate access appropriate supports and accommodations at school, work, and in the community, and aid in career planning and success.
Committed to educating and mentoring budding healthcare professionals, she provides clinical supervision and also serves as an Assistant Professor at McMaster’s Michael G. DeGroote School of Medicine. Outside of work, Dr. Oates enjoys engaging in many facets of music, the arts and entertainment, as well as community involvement.
Dr. Kasania Goikhberg completed her undergraduate studies at York University in Toronto and earned her medical degree from Saba University School of Medicine in the Caribbean. She completed her residency at the University of Vermont Medical Center and a Child and Youth Psychiatry Fellowship at the University of Vermont. She has extensive experience treating a diverse range of patients, with a focus on children, youth, and adults with ADHD. She believes individuals with ADHD have unique strengths and contributions, and her holistic, collaborative approach supports improved day-to-day functioning through personalized treatment plans, education and medication management.
Psychoeducational assessments are comprehensive evaluations that measure cognitive abilities, academic skills, and learning styles, providing insight into both learning challenges and giftedness. They can identify neurodivergence such as ADHD, dyslexia, or advanced intellectual strengths, helping you understand how you learn best. The results provide practical strategies and recommendations to support success at school, university, or in daily life.
Yes. Our psychoeducational assessments assess for ADHD, dyslexia, and other learning differences, as well as identify areas of giftedness.
Our process begins with guiding you through every step and supporting you along the way. Preparation usually includes questionnaires and gathering documents such as report cards, previous assessments, or relevant medical information. You’ll then participate in in-person testing sessions in a calm, supportive environment, paced so you can feel comfortable and confident. The focus is on understanding your strengths, challenges, and learning style, and the process concludes with a feedback meeting and a comprehensive report.
