Assessment Services
Cognitive Assessments (WISC-V, WAIS-IV)
Cognitive Assessments (WISC-V, WAIS-IV)
Cognitive Assessments (WISC-V, WAIS-IV)
A cognitive assessment provides insight into a person’s intellectual abilities. The cognitive assessment provides a detailed overview of an individuals' personal strength and weaknesses, particularly through these domains:
- Verbal Comprehension
- Visual Spatial
- Fluid Reasoning
- Working Memory
- Processing Speed
Cognitive assessments help inform about an individual's' learning style, to better apply targeted skills, strategies and methodology into their daily life at home, school, workplace or community.
Results could help with supporting:
- School funding applications
- Guide individual learning plans
- Support an exploration into any relevant underlying factors
Educational Assessments (WIAT-III)
Cognitive Assessments (WISC-V, WAIS-IV)
Cognitive Assessments (WISC-V, WAIS-IV)
An educational (academic achievement) assessment measures an individual’s abilities across multiple academic areas including:
- Reading skills
- Listening Comprehension
- Oral Fluency and Expression
- Written skills
- Spelling
- Mathematics
This is usually conducted in conjunction with a cognitive assessment and investigates the presence of a Specific Learning Disorder (i.e.., Dyslexia, Dysgraphia, Dyscalculia) and assists in developing individual learning plans and intervention.
Attention-Deficit/Hyperactivity Assessment (ADHD)
Cognitive Assessments (WISC-V, WAIS-IV)
Attention-Deficit/Hyperactivity Assessment (ADHD)
An Attention-Deficit/Hyperactivity Disorder assessments involves the following:
- Determining developmental history and current presenting behaviours. - This incorporates a combination of diagnostic interviews (i.e., Young DIVA/DIVA), Parent/Caregiver/Teacher/Self-report forms are used (i.e., Conners-4)
- Relevant behavioural observations
As part of ADHD assessments, a cognitive assessment is often administered.
Assessment Process
Step 1: Clinical Interview
The clinical interview involves an initial meeting with the young person’s parent/guardian. This process includes:
- Developmental history taking
- Discussing key cognitive and/or learning concerns
- Consideration of present educational outcomes
- Planning and tailoring the assessment process (i.e., relevant assessments) for every individual.
When appropriate, additional information may be requested and/or collected from relevant sources close to the individual (i.e., teachers, reports, correspondence with other involved allied/health professionals)
Step 2: Assessment Sessions
Assessment sessions vary depending on the information required, number of assessments being administered and ability of the individual to complete an assessment within an allocated session. Testing often take the form of paper-and-pencil administration, digital test batteries and online questionnaires
Step 3: Feedback Session
Upon completion of the assessments, a feedback session is held with the parent/guardian, and where appropriate with the young person, to discuss the assessment results and implications of findings. It presents an opportunity for:
- Discussing strategies and recommendations for supports, or a need for further assessments
- Considerations about engaging with external supports (i.e., paediatrician or other allied health workers.)
- Creating an opportunity to plan and engage in intervention-based supports
Step 4: Comprehensive Report
As part of the feedback session (Step 3), a detailed and comprehensive report is provided. The report supports the following areas:
- Discussing the referral question (i.e., whether the individual meets diagnostic criteria for a specific diagnosis)
- Outlining the individual's key strengths and challenges (relevant to their cognitive and educational profile)
- Identification of tailored home, school and community-based recommendations to support adjustments being made within these settings
Assessment findings can also support development of individualized educational plans (IEP's), relevant accommodations and strategies to better meet the young persons needs in a variety of contexts.