Frequently Asked Questions About Psychological Assessments & Mental Health Services

Toriven Health offers psychological assessments for children, adolescents, and adults, depending on the assessment and individual clinical needs.

Assessment options include:

• ADHD Assessment
• Autism Spectrum Disorder (ASD) Assessment
• Psychoeducational / Learning Disability (LD) Assessment
• Dyslexia assessment as part of a Psychoeducational Assessment
• Combined ADHD + ASD Assessment
• Combined ADHD + Psychoeducational (LD) Assessment
• Combined ADHD + ASD + Psychoeducational (LD) Assessment
• Comprehensive ADHD + ASD + Learning Disability + Mental Health Assessment
• Diagnostic clarification and other psychological assessments when clinically appropriate

The appropriate assessment is determined by the individual’s concerns, history, current functioning, and clinical needs.

Assessments are conducted or supervised by a Registered Psychologist authorized to practise in Ontario.

Other qualified assessment professionals may participate in specific components under appropriate supervision.

The final psychological report is issued by a Registered Psychologist and prepared in accordance with applicable professional standards of the College of Psychologists and Behaviour Analysts of Ontario (CPBAO).

A physician’s referral is generally not required to contact Toriven Health or request an assessment.

However, an insurance provider, school, university, employer, or another organization may have its own documentation or referral requirements.

You do not necessarily need to know before contacting us.

During the intake process, the clinician reviews your concerns, relevant developmental and educational history, previous diagnoses or assessments, available records, and the questions you would like the assessment to answer.

The clinician can then recommend an appropriate assessment pathway.

Yes. Sometimes information identified during clinical intake suggests that another area should also be evaluated.

Your clinician will discuss this with you and explain whether changing or broadening the assessment would provide a more clinically useful evaluation.

Any change in scope and associated fees will be discussed before additional assessment services proceed.

An ADHD assessment evaluates whether an individual’s symptoms and functioning are consistent with Attention-Deficit/Hyperactivity Disorder (ADHD).

The assessment may examine attention, concentration, impulsivity, activity level, executive functioning, developmental history, academic or occupational functioning, and functioning across different environments.

Yes. ADHD can be assessed in adults as well as children and adolescents.

An adult ADHD assessment considers current symptoms and functioning together with relevant developmental, educational, occupational, and historical information.

Yes. For younger patients, information may also be obtained from parents or guardians and, when clinically appropriate, teachers or other individuals who know the child well.

Many components of an ADHD assessment can be completed virtually when clinically appropriate.

For individuals older than approximately 10 years of age, Toriven Health ADHD assessments will often be primarily virtual.

However, assessment format is a clinical decision. The clinician will advise if an in-person component is required.

A physician’s referral is generally not required to contact Toriven Health or request an ADHD assessment.

Patients should nevertheless confirm whether their individual insurance plan has separate referral requirements.

Yes. Not everyone with ADHD experiences obvious or prominent hyperactivity.

A psychological assessment considers the overall pattern of attention, executive functioning, impulsivity, activity level, developmental history, and functional impact.

Academic success by itself does not rule ADHD in or out.

Some individuals perform well academically while experiencing significant difficulties with attention, organization, time management, executive functioning, or other areas.

Diagnosis is based on the overall clinical evidence rather than grades alone.

Provide any previous assessment reports or relevant records that are available.

Depending on the reason for the new assessment, the clinician may recommend evaluating additional areas rather than repeating information that has already been adequately established.

An ASD assessment evaluates whether an individual’s developmental history, communication, social interaction, behavioural patterns, interests, sensory experiences, and current functioning are consistent with Autism Spectrum Disorder.

Yes. Autism assessments can be conducted with adults, including individuals who were not assessed during childhood.

Yes. Some individuals reach adolescence or adulthood without previously receiving an autism diagnosis.

A later assessment can examine developmental history, current functioning, longstanding patterns, and other relevant clinical information.

Many components can be completed virtually when clinically appropriate.

The psychologist determines the appropriate assessment format and may recommend an in-person component when clinically required.

Not necessarily. Developmental information can be valuable, but the clinician determines what information is required and what alternative sources may be appropriate.

A parent’s participation is not automatically required.

The psychologist will determine whether records, another informant, or other sources can provide appropriate developmental information.

Yes. ADHD and Autism Spectrum Disorder can occur together.

A combined assessment does not assume both diagnoses are present. It evaluates whether the available clinical evidence supports either or both conditions.

It can be difficult to determine without comprehensive assessment because ADHD and autism can sometimes affect similar areas of functioning.

Both may involve challenges with executive functioning, emotional regulation, social situations, routines, attention, or everyday functioning.

The underlying reasons, however, may differ.

An ADHD assessment primarily evaluates attention, impulsivity, activity level, executive functioning, developmental history, and functional impact.

An autism assessment evaluates areas including social communication and interaction, developmental patterns, behaviours and interests, sensory experiences, and functioning.

When both ADHD and autism are reasonable clinical possibilities, evaluating them together can provide a more integrated understanding of the individual’s presentation.

It can help the psychologist distinguish overlapping characteristics and identify co-occurring conditions when supported by the evidence.

Sometimes separate assessments are appropriate.

In other cases, evaluating both together may reduce duplication of interviews, history gathering, records review, and overlapping assessment while allowing the psychologist to consider how symptoms interact.

Not automatically. However, if longstanding concerns involving social communication, sensory experiences, behavioural patterns, routines, restricted interests, or developmental differences are not fully explained by ADHD, discussing an autism assessment may be appropriate.

No. ADHD and Autism Spectrum Disorder can occur together.

A psychoeducational assessment examines how a person learns and processes information.

Depending on the referral question, it may evaluate cognitive abilities, academic achievement, memory, attention, processing abilities, executive functioning, and other factors relevant to learning.

Depending on clinical needs, assessment may examine:

• Cognitive abilities
• Academic achievement
• Reading
• Writing
• Mathematics
• Memory
• Processing abilities
• Attention
• Executive functioning
• Other relevant areas

It can determine whether available evidence supports a diagnosis of a Learning Disability.

It can also identify patterns of strengths and difficulties and provide recommendations even when diagnostic criteria are not met.

Children, adolescents, university or college students, and adults experiencing persistent difficulties with reading, writing, mathematics, academic performance, learning, or information processing may benefit from assessment.

Yes. Psychoeducational assessments are not limited to school-age children.

No. An Individual Education Plan is not required.

Existing IEPs, school reports, previous assessments, and educational records can nevertheless provide useful information.

The assessment can identify strengths and difficulties and provide clinically appropriate recommendations.

However, schools, colleges, universities, employers, government programs, and other organizations make their own accommodation and eligibility decisions.

Toriven Health cannot guarantee approval of a particular accommodation.

Yes. Concerns related to dyslexia are evaluated through a comprehensive psychoeducational assessment rather than a single stand-alone screening test.

Dyslexia-related concerns are typically evaluated within a comprehensive psychoeducational assessment.

Reading and related academic abilities are considered in the context of the individual’s broader cognitive, developmental, educational, and academic profile.

Yes. Dyslexia generally refers to significant and persistent difficulties involving reading-related skills.

A comprehensive psychoeducational assessment determines the appropriate clinical conclusions based on the person’s individual pattern of functioning.

Reading difficulties can have different causes.

A comprehensive assessment helps determine the pattern of strengths and difficulties and considers alternative or co-occurring explanations rather than relying on one test score.

No. ADHD and dyslexia are different conditions, although they can occur together.

ADHD and learning difficulties can occur together, and both can affect academic performance.

Difficulties with concentration, organization, reading, writing, completing assignments, or working efficiently may reflect ADHD, a Learning Disability, both, or other factors.

A combined assessment allows these possibilities to be considered together.

ADHD may affect attention, organization, task initiation, time management, and executive functioning.

A Learning Disability involves significant difficulties in particular academic areas such as reading, written expression, or mathematics.

When both types of concern are present, combined assessment may be appropriate.

Yes.

No. ADHD can significantly affect academic functioning but does not automatically explain persistent difficulties with reading, writing, mathematics, or other academic skills.

Not necessarily. However, persistent academic difficulties may justify evaluating for a Learning Disability even when ADHD has already been diagnosed.

A combined assessment may be appropriate when concerns extend across multiple areas such as:

• Attention and concentration
• Executive functioning
• Social communication
• Sensory experiences
• Routines or behavioural patterns
• Reading
• Writing
• Mathematics
• Learning or academic achievement

Some individuals present with concerns spanning several areas. A comprehensive combined assessment allows the psychologist to evaluate these areas together and consider how they may interact.

No. Assessment is an evaluation process, not a predetermined diagnosis.

Not necessarily. For some patients, a focused assessment is sufficient. For others, a combined assessment may reduce duplication and provide a more integrated understanding.

The appropriate scope is determined clinically.

Anxiety, mood difficulties, trauma-related symptoms, and other psychological concerns can affect attention, academic functioning, social functioning, sleep, motivation, and executive functioning.

They may also occur alongside ADHD, autism, or Learning Disabilities.

No. A diagnosis is made only when supported by the clinical evidence.

Toriven Health uses virtual, in-person, and hybrid assessment methods depending on clinical requirements.

The format is determined by the clinician.

Often, yes. For patients older than approximately 10 years of age, ADHD and ASD assessments will often be primarily virtual when clinically appropriate.

The clinician may still determine that an in-person component is necessary.

Psychoeducational assessments at Toriven Health normally require an in-person testing component.

Required in-person testing is arranged at an available assessment location in the Greater Toronto Area (GTA) or Hamilton area.

Other assessment components may be completed virtually when clinically appropriate.

The assessment format depends on clinical requirements.

If the psychologist determines that an in-person component is necessary for an appropriate assessment, it cannot simply be replaced with virtual testing based on convenience.

Available appointment dates are confirmed during the booking process.

Rather than placing patients on an undefined waiting list, Toriven Health advises patients and families of available intake dates when the assessment is being booked.

Availability varies depending on assessment type, clinician capacity, and required testing arrangements.

Most assessments require approximately 3–4 sittings.

Some cases may require fewer or additional appointments depending on assessment type, complexity, testing requirements, clinical findings, and information required from third parties.

Depending on the assessment, the process may include:

• Clinical and developmental interviews
• Standardized psychological testing
• Questionnaires and rating scales
• Review of previous reports and records
• Parent, guardian, teacher, partner, or other informant input
• Cognitive and academic testing where applicable
• Clinical interpretation and diagnostic formulation
• Feedback
• Written psychological report

Not every component is required for every patient.

Sometimes. The psychologist determines whether collateral information is clinically necessary.

Where available and relevant, documents may include:

• Previous psychological assessments
• Psychoeducational assessments
• Report cards
• Individual Education Plans (IEPs)
• Medical information
• Previous diagnostic reports
• Relevant treatment records
• Other clinically relevant documentation

Your clinician will advise which records are required.

Toriven Health generally issues the final psychological report within two weeks after all required assessment components are completed and all required documentation and information have been received.

Where no third-party documentation or collateral information is required, the report is generally issued within two weeks after completion of the assessment.

The two-week timeline begins once:

1. All required assessment components have been completed; and
2. All required documents, questionnaires, collateral information, and other clinically necessary information have been received.

A report may take longer when required questionnaires, records, school information, collateral interviews, medical information, or other clinically necessary material remains outstanding.

Occasionally additional assessment may also be required.

The final psychological report is issued by a Registered Psychologist.

Yes. Reports are prepared and issued by a Registered Psychologist in accordance with applicable professional standards of the College of Psychologists and Behaviour Analysts of Ontario (CPBAO).

No. The psychologist provides independent clinical findings and recommendations.

Schools, universities, employers, insurers, government programs, and other organizations make their own decisions regarding accommodations, funding, benefits, and eligibility.

Yes. Toriven Health provides psychotherapy in addition to psychological assessment services.

Therapy and psychological assessment are separate clinical services and may involve different clinicians.

No. There is no requirement to receive ongoing therapy from Toriven Health after completing an assessment.

Yes. Depending on the findings and individual needs, psychotherapy or other supports may be included among the psychologist’s recommendations.

Patients are not required to obtain those services from Toriven Health.

Potentially. Whether it makes sense to begin therapy before or during an assessment depends on the person’s circumstances and clinical needs.

ADHD and Executive Function Coaching focuses on practical skills and strategies that can support areas such as:

• Organization
• Planning
• Time management
• Task initiation
• Routines
• Prioritization
• Goal management

No. ADHD/Executive Function Coaching and psychotherapy are separate services with different purposes.

Not necessarily. Executive functioning difficulties can occur for different reasons. Suitability for coaching is considered based on individual needs and goals.

Yes. When clinically appropriate, Executive Function Coaching may be one of several recommendations following an assessment.

Assessment fees depend on the type and scope of assessment.

Toriven Health uses defined assessment fees so patients and families can understand the expected cost before proceeding.

If the clinical assessment indicates that the scope should change, the available options and applicable fees are discussed before additional services proceed.

Coverage depends on the patient’s individual extended health insurance plan.

Some plans provide coverage for psychological services, while others have annual limits, referral requirements, provider requirements, or other conditions.

Patients should verify their individual insurance coverage before booking.

Toriven Health may offer a limited number of income-based subsidy opportunities for eligible patients and families.

Availability is limited and eligibility criteria apply.

No.

Subsidized spaces are limited and reviewed based on eligibility, available capacity, and the applicable Toriven Health subsidy program.

Supporting financial documentation may be requested to verify eligibility.

Depending on the program and individual circumstances, an approved reduced fee may also be eligible for an instalment arrangement.

Available options will be confirmed before booking.

No.

Payment is for the professional assessment service, testing, interpretation, clinical formulation, feedback, and report—not for a predetermined diagnostic outcome.

The assessment can still provide useful information.

The psychologist can explain the findings and, where appropriate, identify alternative explanations, strengths, areas requiring support, and recommendations.

Where clinically appropriate, yes.

Recommendations are based on the assessment findings and individual needs and do not necessarily depend on receiving a particular diagnosis.

Not necessarily.

Some appointments may involve only a parent or guardian, while others require the child or adolescent.

The clinician will explain who needs to attend each appointment.

Only when clinically appropriate and with required consent or authorization.

An IEP is not required to request an assessment.

Parents can discuss all areas of concern during intake.

The clinician will determine the clinically appropriate assessment scope.

Yes.

Toriven Health accepts patients referred by healthcare professionals as well as patients and families who contact the clinic directly.

Helpful information may include:

• Reason for referral
• Presenting concerns
• Known diagnoses
• Relevant developmental or medical history
• Previous assessment results
• Relevant medications
• Specific clinical questions to be addressed

Yes.

A referral does not necessarily need to specify ADHD, ASD, or a Learning Disability.

Yes.

Where clinically appropriate, the assessment can consider multiple diagnostic possibilities.

If the primary concerns involve attention, impulsivity, organization, executive functioning, or possible ADHD, an ADHD assessment may be appropriate.

If the primary concerns involve persistent difficulties with reading, writing, mathematics, or learning, a psychoeducational assessment may be more appropriate.

When both sets of concerns are significant, a combined ADHD + Psychoeducational Assessment may be recommended.

If concerns primarily involve attention, impulsivity, organization, or executive functioning, ADHD may be an important area to evaluate.

If concerns involve social communication, developmental differences, sensory experiences, behavioural patterns, routines, or restricted interests, autism may also need to be considered.

When both areas are relevant, a combined assessment may be appropriate.

These assessments answer different clinical questions.

An autism assessment evaluates whether the developmental and behavioural presentation is consistent with Autism Spectrum Disorder.

A psychoeducational assessment evaluates learning and academic functioning and may identify Learning Disabilities, including reading-related difficulties.

Patients and families do not need to determine the diagnosis or final assessment scope themselves.

Tell us about the difficulties being experienced, any existing diagnoses or previous assessments, and the questions you would like answered.

The clinician can help determine the appropriate assessment pathway.

Yes.

Our intake process begins by understanding the concerns and the questions that the patient, family, or referring professional would like the assessment to answer.

The clinician can then determine the appropriate assessment approach.