Assessments Offered:
Cognitive/Ability Assessment:
This type of assessment provides a measure of a child’s strengths and weaknesses in terms of verbal and non-verbal skills, and are what used to be seen as a form of ‘IQ’ or ability test.
Parents most commonly seek these assessments for their children to:
- Gain a written report relating to abilities, perhaps required for a child joining a new school (the WISC-V or WPPSI-IV are commonly requested assessments when joining international or US schools).
- Gain a meaningful understanding of where their child's strengths and weaknesses lie.
- Gain greater understanding about difficulties your child is having.
- Gain a fuller picture of your child's potential.
There are two widely recognised assessments I offer, depending upon the age of your child:
For children aged 2.5-7 years I offer The Weschler Pre-School & Primary Scale of Intelligence IV (WPPSI-IV).
For children aged 6-16 years I offer new The Weschler Intelligence Scale for Children V (WISC-V, which recently replaced the WISC-IV).
(For children aged 6-7 we can talk about which measure would be most helpful for your purposes).
Assessment takes place over one or two sessions and a full report of the outcome, plus a consultation to discuss results, are included in the set price.
If you would like to book or discuss a cognitive assessment please email dredward@me.com
Developmental Assessment:
These assessments can be useful for parents/agencies who wish to understand more about the manner in which a child is presenting, or to rule out the possibility that certain issues are present. They can be a useful addition to assessment of strengths and weaknesses using the WISC or WPPSI, and an assessment that meets the child’s needs can be formulated utilising a number of measures available.
Common key assessment elements are described below and these assessments can be combined with others exploring issues such as language processing, mood, resilience etc. to gain a full picture of a child or young person’s presentation.
Attention Deficit Hyperactivity Disorder:
The Conners 3 can be used to assess the possible presence of Inattentive or Hyperactive types of ADHD. It also screens for co-morbid issues such as Oppositional Defiant Disorder and Conduct Disorder.
Assessment of ADHD executive function utilises questionnaires provided to children, parents and to classroom teachers, the results of which are interpreted and examined to give a full picture of concerns that might exist. It is appropriate for children aged 6-18 years. It is important to understand this would not substitute diagnosis within the NHS and alternate specialised services would need to be sought for ongoing support and therapy. However, in some situations where parents wish further insight into presented difficulties to aid their own or school work with children such assessments are offered.
Executive Function:
Executive functions are a collection of processes that are responsible for guiding, directing, and managing cognitive, emotional and behavioural functions, particularly during active, novel problem-solving activities.
The assessment uses the Behaviour Rating Inventory of Executive Function to provide detailed information regarding a child’s ability to manage/inhibit their behaviour, plan and organise activities, monitor and evaluate behaviour. This assessment can be a useful if you have specific worries about how your child copes with their behaviour, planning, inhibition etc. It is often assessed alongside ADHD and/or cognitive ability.
Assessment of executive function utilises questionnaires provided to parents and to classroom teachers, the results of which are interpreted and examined to give a full picture of strengths and weaknesses. It is appropriate for children aged 5-18 years.
Aspergers
Assessment utilising the Asperger Syndrome Diagnostic Scale (ASDS) and/or Gilliam Asperger Disorder Scale (GADS) may be possible in certain circumstances. It is important to understand this would not substitute diagnosis within the NHS and alternate specialised services would need to be sought for ongoing support and therapy. However, in some situations where parents wish further insight into presented difficulties to aid their own or school work with children such assessments are offered.
If you would like to book an assessment, or enquire further about other services I offer/assessments that might be appropriate, please email dredward@me.com