Cognitive assessments or intelligence tests (IQ) are used to determine a child’s learning capability by identifying their cognitive strengths and weaknesses. When interpreted in combination with background information and/or parent and teachers interviews, the results of cognitive tests can provide a profile which can assist with the development of individualised intervention and learning plans for children.

Cognitive assessments with children require the administration of standardised psychometric tools by experienced and accredited psychologists. These tools can assess various areas of cognitive capacity, for example: Verbal Comprehension: the ability to use a range of vocabulary to understand and express general knowledge and explain concepts Visual Spatial: the ability to evaluate visual details and understand visual spatial relationships Fluid Reasoning: the ability to use conceptual information from visual details and apply that knowledge Working Memory: the ability to learn, manipulate and retain information to complete new tasks Processing Speed: the ability to quickly process and make judgements about visual information Depending on the age of the young person, our psychologists use either the Weschler Intelligence Scales for Children (WISC-V) the Weschler Preschool and Primary Scale of Intelligence (WWPSI) or the Weschler Adult Intelligence Scale (WAIS).

Cognitive assessments with children help assist in the examination of: Intellectual Giftedness: a cognitive assessment will help to assess whether a child can access gifted and talented programs or special classes e.g. admission to selective schools, acceleration or opportunity classes, or guide teachers in the provision of extension activities in the classroom setting. Diagnosing learning difficulties in children: a cognitive assessment in conjunction with an educational assessment (looking at specific abilities, such as reading, writing and maths abilities) can assist in identifying the presence of a learning difficulty or disorder in children and to help teachers make appropriate accommodations for students in the classroom. This information can be used to manage and minimise negative experiences at school such as poor academic results, school avoidance and low self-esteem. Intellectual difficulty or disability: an assessment will assist in identifying children with an intellectual disability, which is characterised by an IQ test score at least 2 standard deviations below the mean (this often equates to an IQ score of 70). Following an assessment, children and parents will have a better understanding around how an intellectual disability impacts the child’s ability to learn. It will also help to provide information to develop effective plans or accommodations in the classroom that are tailored to meet a child’s specific needs. Results can also assist in making applications to access government or school disability funding, special needs teachers or special provisions (e.g. scribe) in formal school examinations.

A cognitive (or educational) assessment begins with a brief interview discussing the history of the child’s learning and current concerns. Parents / guardians are encouraged to bring recent school reports and any previous assessments. Depending on the referral reason, the assessment may then take between one to two assessments sessions with the child. The sessions involve asking the child to complete several different activities using a developmentally appropriate assessment tool (e.g., Weschler Intelligence Scales for Children, WISC-V, Weschler Preschool and Primary Scale of Intelligence, WWPSI, and Weschler Individual Achievement Test, WIAT-III). Depending on the child’s age and individual needs, the parent may be asked to sit in the waiting room during the assessment. If under 6 years, the cognitive assessment involves activities that include solving puzzles, making patterns with blocks, responding to questions and using a stamp to search for a target on the page. If over 6 years, our cognitive assessment involves activities that mostly take place on the iPad. The young person completes puzzles, answers questions and selects images in response to the psychologists' prompts.   A comprehensive report containing the outcome of the assessment and recommendations are discussed to parents / guardians at the feedback session.

An educational assessment is a comprehensive evaluation that helps you understand your child's learning strengths and challenges. Together with a cognitive assessment, it can provide insights into: Learning difficulties (e.g., dyslexia, dyscalculia) Giftedness Academic performance compared to age expectations Attention-Deficit Hyperactive-Disorder

When we assess a young person's academic skills in reading, writing and maths, we are able to determine where their performance sits compared to same-aged peers. For example, using standard tests, we are able to ascertain whether they are performing at age- or grade- expectations. Our educational testing tools alone do not provide psychologists with a sense of a child's individual learning potential, just their skills compared to same-aged peers. We need conduct a cognitive assessment as part of the process so that we have a sense of a child's own learning potential. For example, if a child is average in spelling in their educational testing but looking closer at their cognitive profile, we can ascertain that their verbal abilities are well-above average, then support for the child in that learning area may be overlooked.

Our educational assessment process, typically includes a parent session, teacher consultation, three assessment appointments and a feedback session. For more information about our structure, please see the attached pdf below.

An educational assessment begins with a brief interview discussing the history of the child’s learning and current concerns. Parents / guardians are encouraged to bring recent school reports and any previous assessments. Depending on the referral reason, the assessment may then take between two or three assessment sessions. Cognitive Assessment The sessions involve asking the child to complete several different activities using a developmentally appropriate assessment tool (e.g., Weschler Intelligence Scales for Children, WISC-V, Weschler Preschool and Primary Scale of Intelligence, WWPSI, and Weschler Adult Intelligence Scale, WAIS). Depending on the child’s age and individual needs, the parent may be asked to sit in the waiting room during the assessment. If under 6 years, the cognitive assessment involves activities that include solving puzzles, making patterns with blocks, responding to questions and using a stamp to search for a target on the page. If over 6 years, our cognitive assessment involves activities that mostly take place on the iPad. The young person completes puzzles, answers questions and selects images in response to the psychologists' prompts.   Academic Assessment For all ages, the academic assessment evaluates reading and comprehension, writing and spelling, maths skills and oral language abilities. We use the Weschler Individual Achievement Test, WIAT-III. Specialist Literacy and Numeracy For all ages, our targeted testing involves the following tools: YARC - reading fluency and comprehension CTOPP - Phonological processing (linked to reading difficulties) KEYMATHS3 - In-depth understanding of mathematical concepts The psychologist will offer guidance on the appropriate tools and number of sessions required to answer the referral question. A comprehensive report containing the outcome of the assessment and recommendations are discussed to parents / guardians at the feedback session.

The number of assessment sessions required will vary depending on the referral question and how your child engages during the sessions. Sometimes, children require additional breaks or sessions to complete the tasks. It is difficult to predict the number of sessions required during our intake process. We generally plan for 3 x assessment sessions in order to offer a comprehensive assessment, however, if we can answer the referral question in fewer sessions, we will aim to do so. Often clients find the parent session a helpful time to discuss concerns and expectations about the assessment process.

Our cognitive assessments are $1200 (deposit of $300 then 3 x instalments of $300) paid across appointments. Our educational assessments are $2600 (deposit of $400 then 4 x instalments of $550 paid across the assessment appointments). If we do not require all assessment sessions to answer your referral question, then the overall cost is reduced. We also have provisional psychologist who offer a reduced fee to reflect their level of experience. The cost of a cognitive assessment is $700 and an educational assessment with a provisional psychologist is $1900.

Yes, we offer a few different payment options to assist families to manage the cost of the assessment. The assessment can be paid in instalments across the assessment sessions (pay on the day of service) or can be split across 10 weekly payments. Please ask our reception about our payment plan options.

Generally, medicare does not offer any rebates for cognitive and educational assessments. If the cognitive assessment occurs with the context of an autism assessment, then one session can be claimed under the HCAA funding scheme. NDIS generally does not cover assessments unless their aim is to review functioning. It is best to ask your plan manager whether an assessment can be funded in your plan. Some private health funds will provide rebates for assessments. Clients will need to check with their individual provider.

Depending on the age and comfort level of your child, the psychologist will aim to assess your child alone without a parent present. We find that parents remaining in the room can add some additional pressure to the child's mindset. Our psychologists are skilled at managing inattention and dysregulation when it arises, and it will be important for our psychologists to observe your child's natural responses to classroom-equivalent work to help answer the referral question and gain insight into their thought patterns. If a child has difficulty separating, the psychologist will accommodate to make sure they are comfortable. If a parent does remain in the room, they will be asked not to participate in the assessment, to ensure accuracy of the results. If you have concerns, the parent session is a great opportunity to raise them with the psychologist.

A giftedness assessment helps to assess whether a child can access gifted and talented programs or special classes e.g. admission to selective schools, acceleration or opportunity classes, or guide teachers in the provision of extension activities in the classroom setting. It involves a cognitive (or educational) assessment and begins with a brief interview discussing the history of the child’s learning and current concerns. Parents / guardians are encouraged to bring recent school reports and any previous assessments. Depending on the referral reason, the assessment may then take between one to two assessments sessions with the child. During the cognitive assessment, we assess the following aspects of cognition: Verbal Comprehension: the ability to use a range of vocabulary to understand and express general knowledge and explain concepts Visual Spatial: the ability to evaluate visual details and understand visual spatial relationships Fluid Reasoning: the ability to use conceptual information from visual details and apply that knowledge Working Memory: the ability to learn, manipulate and retain information to complete new tasks Processing Speed: the ability to quickly process and make judgements about visual information Depending on the age of the young person, our psychologists use either the Weschler Intelligence Scales for Children (WISC-V) the Weschler Preschool and Primary Scale of Intelligence (WWPSI) or the Weschler Adult Intelligence Scale (WAIS). We also use the Gifted Rating Scales to help assess other forms of intelligence such as creative abilities, leadership and motivational traits.

An assessment can assist in identifying children with an intellectual disability, which is characterised by an IQ test score at least 2 standard deviations below the mean (this often equates to an IQ score of 70). Following an assessment, children and parents will have a better understanding around how an intellectual disability impacts the child’s ability to learn. It will also help to provide information to develop effective plans or accommodations in the classroom that are tailored to meet a child’s specific needs. Results can also assist in making applications to access government or school disability funding, special needs teachers or special provisions (e.g. scribe) in formal school examinations. It involves a cognitive (or educational) assessment and begins with a brief interview discussing the history of the child’s learning and current concerns. Parents / guardians are encouraged to bring recent school reports and any previous assessments. Depending on the referral reason, the assessment may then take between one to two assessments sessions with the child. During the cognitive assessment, we assess the following aspects of cognition: Verbal Comprehension: the ability to use a range of vocabulary to understand and express general knowledge and explain concepts Visual Spatial: the ability to evaluate visual details and understand visual spatial relationships Fluid Reasoning: the ability to use conceptual information from visual details and apply that knowledge Working Memory: the ability to learn, manipulate and retain information to complete new tasks Processing Speed: the ability to quickly process and make judgements about visual information Depending on the age of the young person, our psychologists use either the Weschler Intelligence Scales for Children (WISC-V) the Weschler Preschool and Primary Scale of Intelligence (WWPSI) or the Weschler Adult Intelligence Scale (WAIS). To diagnose intellectual disability, our psychologist also needs to assess adaptative functioning. We typically use the Vineland-3 or ABAS to assess a young person's practical, everyday skills necessary for independent living and effective social interaction.

An adaptive functioning assessment assesses a young person's practical, everyday skills necessary for independent living and effective social interaction. It is required to diagnose intellectual disability and is often used to support NDIS applications or reviews. We typically use the Vineland-3 or ABAS to assess adaptive functioning. The process involves asking parents, guardians or teachers to complete a detailed questionnaire about the person's functioning. The psychologist then writes a report with recommendations.

No, you do not need a referral. You can self-refer for an assessment.

Yes, it is possible that prior to diagnosing a specific learning disorder, the psychologist may recommend a targeted 6-month intervention. When we are assessing a child's learning and asking whether their struggles are due to a learning disorder, such as dyslexia, dyscalculia or dysgraphia, firstly, we assess a child's cognitive capacity (or IQ). This helps tell us more about your child's capacity for learning and enables us to have a benchmark to compare academic skills. We ask ourselves, is the child performing academically at a level similar to what we expect based on their cognitive potential?   We then assess a child's academic skills (reading, writing, learning) to get a sense of where they are performing compared to their peers (as well as compared to their cognitive potential, their IQ scores).    At this stage, if a child's scores indicate that a specific learning disorder is possible, we then consider whether we have enough information to be confident in a diagnosis before we engage in targeted testing. Sometimes, cognitive and academic profiles are spiky and there can be strengths and weaknesses in a number of areas. When this is the case, we often recommend 6-months of a targeted intervention in one or two areas and measure the progress after intervention to be confident in our diagnosis. Other times, the information from the profiles is clear and intervention is not necessary (although we generally recommend intervention to support the learning disorder anyway). Unfortunately, we cannot make a decision about the need for intervention prior to the assessment. There are many benefits to assessing a child's cognitive and academic profile prior to receiving intervention. These include: The psychologist will have pre-test scores to compare the impact of the intervention and can be confident if diagnosis is relevant Diagnosis may already be clear if the cognitive/academic profile and history is straightforward Intervention is recommended to support the learning disorder itself not just diagnosis We understand that educational assessments are costly for families. We endeavour to minimise unnecessary testing and can personalise structure to help answer your referral question.