Cognitive assessments (also known IQ assessments) are a formal, standardised test of a person’s thinking, problem solving and reasoning abilities.

Cognitive assessments are undertaken for a variety of reasons including:

• determining a child’s strengths and weaknesses to be better able to support them in the education system
• identifying areas for development
• as part of an intellectual disability diagnosis
• as part of an application for school support funding through the Program for Students with Disabilities.

At Step by Step Psychology, we value a thorough assessment process, to ensure that families are provided with detailed information to support their child. As such, our cognitive assessments consist of:

• an initial intake with the child’s parents to gain a thorough developmental, medical and educational history
• the assessment of the child
• a written report with specific recommendations
• a follow up session with the child’s parents to further discuss the assessment results

Step by Step Psychology use the Wechsler Preschool and Primary School Scales of Intelligence – 4th Edition (WPPSI-IV),the Wechsler Intellectual Scale for Children – 5th Edition (WISC-V), and The Wechsler Adult Intelligence Scale – 4th Edition (WAIS- IV) which are standardised assessments.

Step by Step Psychology use the standardised Wechsler Individual Achievement Test (WIAT) to assist in determining a child’s academic abilities.

These assessments are often undertaken if a child is underperforming or having difficulty at school. The outcomes of the assessment help to identify the academic strengths and weaknesses of a child and provide valuable information when assessing for learning difficulties.

The results of the WIAT-III are compared to the child’s cognitive abilities to determine any discrepancy between their cognitive abilities and actual academic performance.

To ensure that families are provided with detailed information to support their child, we undertake a thorough assessment process. Our academic assessments therefore include:

• an initial intake with the child’s parents to gain a thorough developmental, medical and educational history
• the assessment of the child
• a written report with specific recommendations
• a follow up session with the child’s parents to further discuss the assessment results (if required)

When administering the WIAT-III, it will be recommended that the child also undergo a cognitive assessment (if they have not already done so previously) so that comparisons can be made and the most useful information obtained.

Adaptive behaviour assessments are a standardised way of assessing a person’s ability to succesfully navigate their day to day life, with focus on areas such as daily living skills, social interactions and independence. Adaptive behaviour assessments are most often used to assist with a diagnosis of intellectual disability, and to form part of an application for school funding for the Program for Students with Disabilities in Victorian schools.

Step by Step Psychology utilise the Vineland Adaptive Behaviour Scales – second edition, which involves the following:

• an initial intake with the child’s parents to gain a thorough developmental, medical and educational history
• a questionnaire provided to the parents or teacher of the child
• a written report with specific recommendations
• a follow up session with the child’s parents to discuss the assessment results

Cognitive and adaptive behaviour assessments are often conducted together and in such instances, a comprehensive report including results from both assessments will be provided.

Should you have any questions regarding our assessment process or the associated fees, please do not hesitate to contact us.

A psychoeducational assessment provides estimates of the client’s intellectual, or cognitive, abilities and educational achievement levels. It provides recommendations relevant for educational planning.  Psychoeducational assessments are designed to inform; whether the client has a learning difficulty, attentional problems, intellectual disability, the client’s academic and cognitive abilities, strengths, and weaknesses, appropriate educational recommendations and accommodations. While learning, not emotional problems, is the focus of psychoeducational assessment, behaviour/emotional and medical issues may need to be addressed during a psychoeducational assessment. Compiling, integrating, and analysing all assessment data provides educational and other relevant recommendations.

At Step by Step Psychology, we compile a combination of subtests from a variety of assessments in order to assess the specific concerns relative to each individual client.

Assessments used at Step by Step Psychology are:

• Wechsler Individual Achievement Test – 2^nd Ed (WIAT-III)
• Comprehensive Test of Phonological Processing – 2^nd Ed (CTOPP-2)
• Test of Orthographical Competence (TOC)
• Behaviour Assessment System for Children – 3rd Ed (BASC -3)

Our assessment of learning difficulties include:

• an initial intake with the child’s parents to gain a thorough developmental, medical and educational history
• assessment of the child using the appropriate subtests as outlined above
• a written report with specific recommendations
• a follow up session with the child’s parents to further discuss the assessment results

When assessing learning difficulties, the child must have a cognitive assessment unless they have had one within the past two years. This enables for interpretation of the results and diagnosis as necessary.

ADHDers can experience trouble focusing, keeping still, and thinking before acting. Some common signs are:

How is ADHD diagnosed?
An ADHD assessment with a psychologist can include:
• A parent interview – to gather relevant background information and developmental history
• A cognitive assessment
• Parent and teacher questionnaires – that ask specific questions relating to the signs and symptoms of ADHD
• A classroom observation (primary school aged) - to gather more information about the child’s experience within the classroom environment
• A self-report questionnaire and interview (secondary school aged) – to gather information directly from the young person’s own perspective and experiences.

Step by Step Psychology adopts a neuro-affirming approach to assessing Autism and other neuro-diversities. Autistic brains are identified using a set of criteria and often involve consultation between a paediatrician, psychologist and speech pathologist. You do not need a referral for an autism assessment, but Medicare rebates may be available with a referral from a paediatrician.

The assessment process at Step by Step Psychology involves sessions with both the child and their parents, and involves the following:

• Autism Diagnostic Observation Scale (ADOS-2) or MIGDAS assessment with the child, depending on age and needs.
• Autism Diagnostic Interview (ADI-R) with the child’s parents or caregivers.
• Consultations with other professionals or staff involved with the child so that a wide range of information can be gathered. This may also include a school or kinder observation of the child.
• A detailed written report outlining information regarding the assessment results and recommendations.
• A parent feedback session whereby the psychologist can explain the results and provide an opportunity for any questions.

Step by Step Psychology adopts a neuro-affirming approach to assessing Autism and other neuro-diversities. You do not need a referral for an adult autism assessment.
The assessment process at Step by Step Psychology involves sessions with both the client and another adult involved in the person’s life (if available), and may involve some of the following:

• Pre-Diagnostic Interview which involves a comprehensive interview about the individual’s history.
• A MIGDAS assessment session.
• Cognitive assessment (also known IQ assessments) which is formal, standardised test of a person’s thinking, problem solving and reasoning abilities.
• A detailed written report outlining information regarding the assessment results and recommendations.
• A feedback session whereby the psychologist can explain the results and provide an opportunity for any questions.