Frequently asked questions

The process usually comprises multiple components, including an initial consultation process, assessment session(s), scoring and interpretation, report writing and feedback session. Exact timeframes depend on the assessment required and also the age of the child. An estimated timeframe will be provided to you once the young person’s needs have been discussed.

ADHD assessments are directed at investigating ongoing challenges in relation to managing attention or concentration, as well as difficulties associated with impulsivity or self-regulation, hyperactivity or restlessness, organisation, and problems planning or completing tasks. These assessments can also be helpful in investigating any behaviour or learning concerns raised by parents or teachers that may be related to some of these issues. An evaluation is considered against the diagnostic criteria for ADHD and does not always need to cover other factors in academic learning. A learning assessment, however, looks at intellectual ability and academic skills such as reading, writing, spelling and maths. If it is not clear as to whether there are overlaps across learning, behaviour and social-emotional factors, the comprehensive assessment may be worth considering, as this evaluates learning, behaviour and emotions together.

Yes, if your child meets the diagnostic criteria, this will be clearly outlined in the report. Dyslexia is the common name for a Specific Learning Disorder with impairment in reading. The assessment can also identify a specific learning disorder in written expression, often called language-based Dysgraphia, or in mathematics, often called Dyscalculia. If criteria are not met, the assessment will still provide valuable information about learning strengths, difficulties, and recommendations to support your child at school and at home.

Gifted assessments are available. Children who are gifted perform, or have the capacity to perform, at an advanced level for their age. The term ‘gifted’ refers to the top 2% of the population where an IQ is at 130 or above. These assessments can explore options such as academic extension, enrichment or acceleration.

It depends on your child’s age and the referral question being asked. Intellectual assessments may involve the WPPSI-IV, WISC-V or WAIS-5. Behaviour and mood evaluations often include rating scales such as the Conners-4, the BASC-4, the Achenbach System of Empirically Based Assessment, together with a range of psychological measures exploring symptoms and behaviours associated with anxiety and depression. Reading, writing, spelling, maths and phonological processing are tested with a battery of reliable, valid academic tests.

As part of any assessment process, school reports and previous testing information is routinely sought. Communications with school personnel, including completion of questionnaires and rating scales, is also an integral part of most assessments. Samantha has previously worked in schools and has continued to work with school psychologists and teachers over many years. With this in mind, liaising with schools and talking through recommendations is always available within any assessment process.

Whilst this is dependent on your child’s age and temperament, outlining to your child that they will be completing a number of tasks that are designed to look at their many strengths, as well as any difficulties they may be experiencing is recommended. Explaining that ultimately the process is about making school as easy and (equally) as interesting as possible can help with any concerns or worries they may have. Ensuring that they will be offered breaks as needed will be similarly reassuring.

On the day, ensuring your child gets a good night’s sleep in preparation for the session and has a healthy breakfast, or lunch prior will be important. A snack, water bottle and any prescription glasses necessary for reading is also essential.