(WISC-V, WAIS-IV)
A cognitive assessment (e.g. Weschler Intelligence Scale for Children - 5th Edition) provides insight into a person’s intellectual abilities (i.e. verbal comprehension, fluid reasoning, visual spatial processing, working memory and processing speed skills). This creates a profile on an individual’s cognitive strengths and weaknesses and helps to gain insight into their learning and underlying factors that may be impacting them academically. Results may be used to support school funding applications, guide individual learning plans, investigate intellectual disabilities or giftedness.
(WIAT-III, CTOPP-2)
An academic achievement assessment (i.e. Weschler Individual Achievement Test - 3rd Edition) measures an individual’s abilities across multiple academic areas such as reading, writing, mathematics, listening comprehension and oral expression. It is usually conducted in conjunction with a cognitive assessment to provide an educational assessment. This investigates the presence of a Specific Learning Disorder (e.g. Dyslexia) and assists in developing individual learning plans and intervention. It may be that a test of phonological processing is also necessary to explore reading and spelling difficulties, in which case the Comprehensive Test of Phonological Processing - 2nd Edition (CTOPP-2) will be administered.
Assessing for Attention-Deficit/Hyperactivity Disorder involves investigation into an individual’s developmental history and current presenting behaviours. A combination of diagnostic interview (e.g. with the Young DIVA/DIVA), behavioural observations, and parent, teacher, and self-report forms are used (e.g. Conners-4). A cognitive assessment is also administered as part of the assessment process, as well as assessing executive functioning skills using the Comprehensive Executive Functioning Inventory (CEFI).
(e.g. ADOS-2, MIGDAS-2, CARS-2, ASRS, SRS)
An assessment for Autism is comprised of a combination of diagnostic interviews, behavioural observations, parent and teacher interviews (e.g. the Childhood Autism Rating Scale [CARS-2], Autism Spectrum Rating Scale [ASRS], Social Responsiveness Scale [SRS]), a cognitive and adaptive behaviour assessment, and administration of the Monteiro Interview Guidelines for Diagnosing the Autism Spectrum (MIGDAS-2) or the Autism Spectrum Diagnostic Schedule (ADOS-2) by a trained Psychologist.
An overall assessment of an individual’s social, emotional, and behavioural concerns provides insight into areas of difficulty and areas that may need therapeutic support. This is often completed as part of the cognitive, academic, educational, attentional or autism assessments to investigate social, emotional, behavioural and/or adaptive functioning and investigate any impact potential difficulties may have on presenting concerns.
There are four parts to the assessment:
The clinical interview involves an initial meeting with the young person’s parent/guardian to discuss concerns, learning abilities, educational performance and developmental history. The initial meeting is essential for planning the assessment and tailoring it to client needs. Where appropriate and with consent, additional information may also be collected from other relevant sources such as parent and teacher questionnaires, past assessments, school reports or correspondence from other health professionals.
Between one to three assessment sessions will be conducted with the young person, with each session lasting approximately 1.5-2 hours. The number of sessions will depend on what information is required and the ability of the child to complete the assessment in the allocated session. Testing may take the form of paper-and-pencil administration, test batteries, online questionnaires, or play-based/social observation sessions.
A feedback session is held with the young person's parent/guardian, and where appropriate with the young person, to discuss the assessment results, implications, as well as recommendations for support, further assessment, and/or intervention.
At the feedback session a detailed and comprehensive report is provided that addresses the referral question, outlines cognitive strengths and weaknesses, and identifies factors that may impact the young person's learning/behaviour within the classroom. This can be used to develop individualised learning plans, and outlines any diagnoses (if applicable). Individualised recommendations will be provided which may include accommodations, interventions, or strategies to support the young person’s needs at home and at school.
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