Assessments

Comprehensive Diagnostic Assessments for Children, Adolescents and Adults.

Attention Deficit Hyperactivity Disorder (ADHD) 

A diagnostic assessment for Attention Deficit Hyperactivity Disorder (ADHD) is appropriate for children above six years, adolescents or adults with marked difficulties sustaining attention and/or hyperactivity and impulsivity.

This assessment includes:

• Clinical developmental history interview.
• Cognitive assessment, such as the WISC-V, A&NZ, and includes direct measures of processing speed and working memory.
• Administration of psychometric tools including the Conners-4 or Conners’ Adult ADHD Rating Scales (CAARS- 2), Conners Continuous Performance Test (CCPT), Executive Functioning scales, such as The Brown Executive Functioning and Attention Scales (Brown EF/A) and a series of neuropsychological assessments.
• Gathering of information from school reports, past reports, collaborative consultation with referring medical practitioners, and with consent, interview with educators to obtain observations from school/naturalistic settings.
• Scoring of results, interpretation and feedback consultation.
• Comprehensive diagnostic report.

Autism Spectrum Disorder (ASD)

An diagnostic assessment for Autism Spectrum Disorder (ASD) is appropriate for young children, adolescents or adults with marked difficulties with social-emotional reciprocity, nonverbal communicative behaviours, and the development and maintenance of relationships. As well as restricted repetitive behaviours including stereotyped motor movements, insistence on sameness, restricted interests, or hyper/hyperreactivity to sensory input.

This assessment includes:

• Clinical developmental history interview
• Use of ‘gold standard’ diagnostic tools, including the Autism Diagnostic Interview – Revised (ADI-R) or Autism Clinical Interview Adults (ACIA), and direct observational measures such as The Autism Diagnostic Observation Schedule 2^nd Edition (ADOS-2).
• Gathering of information from school reports, past reports, collaborative consultation with referring medical practitioners, and with consent, interview with educators to obtain observations from school/naturalistic settings.
• Scoring and interpretation of results and a feedback consultation.
• Comprehensive diagnostic report.

Cognitive / Educational Assessment

A Cognitive / Educational Assessment is appropriate for children, adolescents, or adults suspected of being academically gifted or having learning difficulties or a Specific Learning Disorder, with impairments in reading (Dyslexia), impairments in written expression (Dysgraphia) or with impairments in mathematics (Dyscalculia).

This assessment includes:

• Clinical developmental history interview
• Cognitive assessment including ONE of the following IQ tests:
• Wechsler Preschool and Primary Scale of Intelligence – Fourth Edition, Australian and New Zealand Standardised Edition (WPPSI-IV, A & NZ): Designed for young children ages 2 years 6 months up to 7 years 7 months.
• Wechsler Intelligence Scale for Children – Fifth Edition Australian and New Zealand Standardised Edition (WISC-V, A&NZ): Designed for school-aged children roughly 6 to 16 years old.
• Wechsler Adult Intelligence Scale -5 Australian and New Zealand Standardised Edition (WAIS-V, A&NZ): Designed for adolescents 16 and older (used when an IQ assessment is needed beyond the upper age limit of the WISC-V).
• Educational achievement testing including: The Wechsler Individual Achievement Test – Fourth Edition Australian and New Zealand Standardised Edition (WIAT-V, A&NZ): A comprehensive assessment used to evaluate a person’s academic skills in reading, writing, mathematics, and oral language. Designed for children aged 4 through to adults aged 50.
• Gathering of information from school reports, past reports, and collaborative consultation with referring medical practitioners, and with consent, interview with educators to obtain observations from school/naturalistic settings.
• Scoring and interpretation of results and a feedback consultation.
• Comprehensive diagnostic report.

Developmental Assessment and School Readiness

A Developmental Assessment is appropriate for children aged 1 month to 5 years and 11 months who are suspected of having developmental delay/s or if there is concern about school readiness.

This assessment includes:

• Clinical developmental history interview
• Administration of the Griffiths Mental Development Scales-Third Edition which measures five areas of development:
• Foundations of Learning
• Language and communication development
• Eye Hand Coordination
• Personal-social-emotional development
• Gross motor development
• Assessment of adaptive functioning (e.g., Vineland Adaptive Behavior Scales – Vineland-3 or Behaviour Assessment System for Children – BASC 3).
• Gathering of information from school reports, past reports, and collaborative consultation with referring medical practitioners, and with consent, interview with educators to obtain observations from school/naturalistic settings.
• Scoring and interpretation of results, and a feedback consultation.
• Comprehensive diagnostic report.

Intellectual Disabilities

This type of assessment is appropriate for individuals who have significant impairments in intellectual skills (like comprehension, reasoning, memory, and problem-solving) and adaptive behaviours (such as communication, self-care, and social skills) that began in childhood.

This assessment includes:

• Clinical developmental history interview
• Cognitive assessment including ONE of the following IQ tests:
• Wechsler Preschool and Primary Scale of Intelligence – Fourth Edition, Australian and New Zealand Standardised Edition (WPPSI-IV, A & NZ): Designed for young children ages 2 years 6 months up to 7 years 7 months.
• Wechsler Intelligence Scale for Children – Fifth Edition Australian and New Zealand Standardised Edition (WISC-V, A&NZ): Designed for school-aged children roughly 6 to 16 years old.
• Wechsler Adult Intelligence Scale -5 Australian and New Zealand Standardised Edition (WAIS-V, A&NZ): Designed for adolescents 16 and older (used when an IQ assessment is needed beyond the upper age limit of the WISC-V).
• Administration of adaptive functioning (e.g., Vineland Adaptive Behavior Scales – Vineland-3 or Behaviour Assessment Scale Children – BASC-3).
• Gathering of information from school reports, past reports, and collaborative consultation with referring medical practitioners, and with consent, interview with educators to obtain observations from school/naturalistic settings.
• Scoring and interpretation of results and a feedback consultation.
• Comprehensive diagnostic report.

To book an assessment complete the form below.

Assessment Referral and Intake Form

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