Assessment Services
The process
Our educational psychologists generally work in the child’s home or school, to ensure they feel comfortable in a familiar environment.
Depending on the nature of the assessment required, we gather data in several ways and use tools such as:
- Cognitive assessments (how students think)
- Academic assessments (e.g. reading, writing, oral language, mathematics)
- Assessment of behavioural factors (such as problems with hyperactivity/impulsivity, learning, peer relations, defiance/aggression, oppositional/conduct, potential depression or anxiety), and self-esteem factors.
- We also gather background information from parents, teachers and the child/young person themselves, and may ask for school reports.
Mostly, students find the assessment fun and engaging (iPads are always seen as a benefit!), although many are tired afterwards, due to lots of thinking.
The time taken for assessment generally depends on the capabilities of the person and the type of assessment. As a guide, expect between 2 - 4 hours of face-to-face time. Your psychologist can discuss this with you.
After the assessment, your psychologist will spend a substantial amount of time analysing all the information gathered.
Reporting
A brief conversation will usually be had at the end of the assessment, and written report delivered approximately 2 - 3 weeks later. This report will provide a summary of the information gathered, data from the assessment, and recommendations for how to best support the child.
Referrals
We are able to accept referrals from anyone who feels our services may help. This may include:
- Self referral
- Parents/Caregivers
- Schools or early childhood educators
- Resource Teachers Learning Behaviour (RTLB)
- Other agencies or support services
Why refer?
It is helpful to identify students’ specific learning needs so that we can offer them the best support possible. Reasons for referral may include:
- Students who are experiencing some areas of difficulty at school. These may be specific areas (such as reading or maths), or more general (across the board).
- Intellectually "very capable" students.
- Older students at secondary level requiring further information for examinations (SACs).
- Students who are having trouble concentrating at school, or who seem inattentive.
- Students who seem to have low self-esteem and/or behaviour problems that interfere with their ability to learn.
Further information about services
Cognitive, academic and behavioural assessments
Specific academic assessments can indicate a Specific Learning Disability/Disorder such as dyslexia (difficulty with reading) or dyscalculia (maths). Assessment can also identify whether a child/young person may be “gifted and talented”.
Special Assessment Conditions (SAC)
SAC (Reader, Computer/Writer, Extra Time) can provide extra help during exams for approved students who have specific learning difficulties, such as reading or getting their ideas onto paper. SAC can be applied for by schools through school-based evidence or we can provide an educational assessment.
Autism Spectrum Disorder (ASD)
Using internationally recognised specialist assessment tools (DISCO, NAS Early Bird, ADOS) and standardised/non-standardised assessments, we provide diagnosis, assessment and intervention for children with autism and other special needs. Ray Powell, our autism specialist, is also able to provide adult autism assessments.