Assessments available at this practice

You are welcome to get in touch with me.

Types of assessment offered at this practice:

⦁ Early development
⦁ School readiness
⦁ Intellectual / cognitive ability
⦁ Emotional development
⦁ General developmental progress
⦁ Neurodevelopment
⦁ Psycho-educational assessments
⦁ Academic / scholastic abilities
⦁ Intellectual / cognitive functioning and IQ testing
⦁ Learning styles
⦁ Study skills
⦁ Remedial or special needs
⦁ Subject choice
⦁ Aptitude tests and interest scales
⦁ Learning difficulties, including AD/HD
⦁ Neurodevelopment
⦁ Career development
⦁ Exam concessions / arrangements
⦁ Emotional development
⦁ Working memory difficulties
⦁ Graduate assessments
⦁ Occupational interests
⦁ Intellectual development
⦁ Learning difficulties and AD/HD
⦁ Aptitude scales
⦁ Medical negligence forensic assessment

An assessment will take a number of different forms depending on the needs of the client and the reason for the assessment, though I do offer a short screening assessment to determine the need for further intervention or investigation.

Additional information about the different types of assessments offered:

School readiness: considers the emotional, social and intellectual maturity of a child. A child is considered to be school ready when they can meet the formal demands of school and cope with the school environment physically, perceptually, socially, emotionally and academically without undue stress.

Cognitive ability: is sometimes referred to as intelligence quotient (IQ), cognitive functioning, intellectual ability, aptitude, thinking skills and general ability but essentially it is the evaluation of a person’s current intellectual functioning through performance of various tasks designed to assess different types of processing, memory, attention, visual and auditory preferences, verbal and perceptual reasoning skills, etc. It further involves the ability to think, solve problems, analyse situations and understand social values, customs and norms.

Learning difficulties: involves looking for characteristic patterns of reading, perceptual and writing difficulties, as well as associated difficulties in such areas as: speech and language, numeracy, oral skills, attention and distractibility, social and emotional factors, organisation and under-achievement.

Aptitude: this looks at the individual’s inherent capacity, talents or abilities to do something therefore providing an indication of the individual’s potential in a specific task or technical field

Exam concessions: examinations should be a fair test of an individual’s knowledge and what they are able to do. If someone has a disability or learning difficulty, the usual format of exams may not be suitable. Adjustments may need to be made for them, e.g. exam papers in large print, extra time, a scribe, a reader, use of a computer, etc. Arrangements of this type are not concessions to make the exam easier for someone nor are they advantages to give someone a ‘head start’ but they allow an individual to show their ability and knowledge without being disabled by the assessment format itself. These are conducted for both the government and private schools exam boards

Neurodevelopment: Academic difficulties can involve the psychological processes of input (the receiving of information), memory (the storing and retrieving of information), integration (comparing, enlarging, uniting, relating, combining or any means used to render information more complete) and output (using the information normally and meaningfully). When there is trouble with information coming in or with the way the information is sifted and related, in memory and the association of ideas in the brain or with the way the brain controls the body’s response, it is necessary to conduct an assessment aimed at determining at which point this psychological or neurodevelopmental process breaks down in order to provide the information necessary to reorganise the brain so it can be used most efficiently.

Career focus or subject choice tests: this battery involves intelligence assessments in order to identify levels of cognitive functioning relative to a norm group; aptitude tests to measure potential in a specific task or technical field; personality questionnaires to identify an individual’s characteristics and traits and interest inventories to attain information on a person’s liking or preferences for engaging in certain occupations.

Learning styles: there are as many different approaches to learning as there are people and it’s important to look at these different styles with the intention of finding the most appropriate learning method for people. Three of our five senses are used primarily when learning, storing, recalling and retrieving information. Just as we are predominantly left or right brained, so we tend to use one modality more than the others, thus we are either visual, auditory or kinaesthetic learners, though we may have elements of every category but are likely to prefer or be stronger with one method. However, what is clear is that the more senses we use to learn something, the more likely we are to remember it; just as the more we use the information, the easier it is to recall and access it. The learning styles theory implies that how much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are “smart.”

Emotional: A child’s emotional functioning is the ability, capacity or skill to identify, assess and control the emotions of oneself, of others and of groups. When having to assess someone emotionally, it is necessary to use projective techniques which do not generally meet psychometric requirements and are therefore open to interpretation; however, these are essential for getting a complete picture of a child’s personality and functioning. Therefore multiple evaluation methods are best to ensure a relatively clear and unbiased evaluation. Test results are integrated with clinical data, knowledge of developmental aspects and the child’s reactions to the environmental factors in order to provide information about the child’s cognitive, emotional and social characteristics, considering strengths and possible problem areas.


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