Assessments
Assessments at Troon Psychology
It is important that the person being assessed feels comfortable and, where possible, adjustments are made to ensure that individual needs are being accounted for. For example, this might mean that individuals take regular breaks during assessments, move around, use sensory objects or adjust their seating position.
Some assessments are eligible for Medicare rebates with a relevant referral from a GP and/or Paediatrician. In other cases, it may be possible to claim rebates through private health insurance, depending on your level of cover.
Cognitive and Academic Testing
Cognitive Testing is conducted utilising either the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV), the Wechsler Intelligence Scale for Children (WISC-V) or the Wechsler Adult Intelligence Scale (WAIS-IV). These are cognitive ability tests which give measures of verbal and visual reasoning, deductive and inductive problem-solving skills, working memory and processing speed as well as an overall IQ score. It is useful in understanding: whether an individual is more of a visual or verbal learner; whether a person is a concrete or abstract thinker; whether there are any weaknesses in the ability to stay focused and follow instructions or to work quickly and accurately. It can provide insight as to whether a profile is consistent with executive functioning challenges such as can occur in ADHD or Autism. It takes approximately 90 minutes to administer in a one-on-one face-to-face setting.
Academic testing is conducted utilising the Wechsler Individual Achievement Test (WIAT-III). This a test of academic achievement which gives measures of Oral Language, Reading, Written Language and Mathematics. It is useful in understanding: whether there are any specific areas of academic strength or weakness; whether there are areas of strength or weakness within each academic area (e.g. if the person has differences in how they process mathematics when it is presented as equations or when it is presented as worded problems alongside visual aides). When used in conjunction with cognitive tests, it can be used to determine whether an individual's academic achievement is consistent with their cognitive abilities (ie. if they are working to their academic potential). It can be used to identify patterns consistent with a significant learning difficulty (such as Dyslexia, Dyscalculia etc).
Autism Assessments
The Monteiro Interview Guidelines for the Diagnosis of Autism (MIGDAS-II) is a semi-structured interview with the individual, in which they have the opportunity to explore sensory objects and to discuss their interests, friends, family and school. They are assessed in the areas of Sensory Use and Interests, Language and Communication and Social Relationships and Emotional Responses. It is particularly useful in identifying Autistic traits in high-masking individuals. In addition to the in-person child interview, there are accompanying parent and teacher questionnaires to complete.
The Child Autism Rating Scale (CARS-2) is a semi-structured parent-interview in which parents are asked about a child's current behaviours and past development in a range of different areas. A description of behaviours for each area is given and the behaviours are rated in terms of whether they are considered more consistent with neurotypicality or more consistent with Autism. A parent-questionnaire form also accompanies this interview.
The Social Responsiveness Scale (SRS-2) is an online questionnaire that can be completed by parents or teachers. It rates the young person's social behaviours in the areas of: Social Awareness, Social Cognition, Social Communication, Social Motivation and Restricted Interests and Repetitive Behaviours. Scores can assist with identifying social behaviours consistent with Autism.
Behavioural and Emotional Assessments
Additional assessment tools can assist with better understanding an individual's behavioural differences and emotions. These assessment tools can include the Depression, Anxiety and Stress Scales (DASS), the Conners-3 ADHD behavioural rating scales, Behaviour Assessment System for Children (BASC-3), the Child Behavioural Checklist (CBCL), and the Comprehensive Executive Functioning Inventory (CEFI).