Tests
Whether someone is gifted or struggling, test results can indicate an individual’s strengths and weakness. This information can allow you to develop a child or adult’s strengths while supporting their weakness.
Tests used
We use standardised assessment tools. This means that the tests we use have been tested on thousands of participants worldwide and intended to represent a particular population according to age. The tests also measure what they’re intended to measure. A single test cannot measure whether a disorder exists. A standardised cognitive assessment is an important part of the diagnostic process. We use multiple tests (test battery) to either substantiate or rule out whether a particular learning disorder or disability exists. A standalone screening test is insufficient
Some of the tests we use…
Tests are selected according to package chosen, age, and other factors which may occur during assessment. A cognitive assessment can provide an indication as to whether a learning disorder or disability requires consideration OR, provide preliminary testing to substantiate whether further testing for a speech and language disorder or a central auditory processing test requires consideration.
Regular question asked
I don’t know which package we should get
We always recommend an assessment package that has a Full cognitive assessment which includes the WISC V (children) or WAIS IV (adults). The test measures: verbal skills, visual spatial skills, visual problem solving, auditory working memory and processing speed. A comprehensive cognitive assessment provides important information:
WISC V (example)
Language – How language skills compare to others the same age. Can identify whether an individual may have speech or verbal comprehension weaknesses which can also impact on learning performance outcomes
Visual Spatial – How the individual makes sense of visual information and if they can recreate designs or structures in their head or using their hands
Fluid Reasoning – visual problem solving skills
Working Memory – How much information can be recalled or mentally manipulated based on what the individual hears – a reliable indicator as to whether an individual may struggle to learn
Processing Speed – Speed of eye to hand co-ordination for routine tasks – can indicate whether an individual may struggle to learn, or work at the same speed as their peers