The Concepts Psychology team is experienced in conducting a broad range of psychological assessments for children, adolescents and adults. We make it a priority to ascertain each individual’s unique needs so the most appropriate assessment can be conducted. Assessments are conducted at schools or at our office in Ramsgate, Sydney.

The Concepts Psychology team is a preferred assessment provider within schools across the Sydney metropolitan region due to our experience, quality and the accuracy of our assessments.

What are assessments for?

Our psychologists conduct a range of comprehensive assessments to identify any behavioural, academic or social / emotional difficulties. The psychologists can then identify recommendations for the most appropriate interventions based on these needs. Similar to visiting your doctor when you are physically unwell, assessments are how psychologists learn about the symptoms you are experiencing. Many parents approach us for an assessment when their child is having difficulty at school or home.

What’s involved?

We recommend and perform different assessments depending on the individual. Here is what you can expect from an assessment with Concepts Psychology.

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Book an appointment

When you call to make an appointment, our friendly administration team will explain the process to you. You will be asked to bring in any previous assessments and relevant background information. It’s important to note that you don’t need a referral to get an assessment done.

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Initial diagnostic interview

On the day of your appointment, you will be invited to complete an assessment information form. Our psychologists will then have a discussion with you to learn more about your child’s needs. This is an opportunity for us to gather information about your child’s development and discuss which assessments will be most suitable. It is also a chance for you to ask any questions you may have.

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Meeting your child and administering assessments

The psychologist will then make sure that your child feels comfortable to start the assessment. Assessments can take between one and three hours. They are conducted in a safe environment in a one-on-one session with your child.

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Feedback and results

As part of our assessments, we provide a feedback session directly afterwards to outline the results and answer any questions you may have. We then prepare a comprehensive report outlining the tests administrated, results and specific recommendations for the home and school environments.

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Ongoing guidance, treatment and support

We are available to provide a treatment plan and assist with ongoing treatment and management, including counselling and group programs. We work regularly with schools to ensure your child receives the best support.

Types of Assesments

Psychometric/Cognitive/IQ Testing

Psychometric, cognitive or IQ testing are terms commonly used when identifying a child’s intellectual potential. The assessment provides specific information about areas of strengths and/or limitations in child’s learning profile.

Cognitive assessments can be provided for individuals with learning difficulties or those considered to be within the ‘gifted range’ of performance. A cognitive assessment is a good first step to take when there are concerns regarding an individual’s learning performance or to identify if they are intellectually gifted.

We primarily use the WISC-V (Wechsler Intelligence Scale for Children), WPPSI-IV (Wechsler Preschool & Primary Scale of Intelligence) and WAIS-IV (Wechsler Adult Intelligence Scale) tests. These tests allow us to determine an individual’s learning potential or cognitive profile and consist of verbal comprehension, visual spatial, fluid reasoning, working memory and processing speed.

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Verbal Comprehension

Verbal comprehension measures an individual’s ability to access their vocabulary, express themselves verbally in a meaningful manner and apply their reasoning skills to information presented verbally. Verbal comprehension is a measure of crystallised intelligence and general knowledge.

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Visual Spatial

Visual Spatial measures an individual’s ability to analyse and assess visual information and details, organise visual information into meaningful patterns, and understand how these patterns change, rotate, and move through space. Visual spatial skills are important for high-level and advanced mathematics, such as geometry and calculus.

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Fluid Reasoning

Fluid reasoning measures an individual’s ability to apply logic and reasoning to problem solving and novel situations. Fluid reasoning is related to math achievement, written expression, and to a lesser degree, reading skills. Fluid reasoning helps children with novel tasks when they need to recognise challenges and make inferences to assist them in detecting underlying relationships between visual objects.

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Working Memory

Working memory measures an individual’s ability to hold verbal and visual information in their mind and sustain mental control.

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Processing Speed

Processing speed measures an individual’s accuracy in identifying visual information, in making decisions, and acting on these decisions. It is their ability to efficiently scan and understand visual information and complete a task with the data presented to them. Processing speed has a strong relationship with developing math and reading skills in primary school and is important for developing automaticity with those skills. Processing speed is dependent upon skills such as visual scanning, visual discrimination, short-term visual memory, routine tasks, visual motor coordination, and sustained focus.

Academic testing

Depending on the individua’s need, we use academic testing to determine an individual’s achievement level in oral language, reading, writing and mathematics. Using the WIAT-III (Wechsler Individual Achievement Test) we have the option to assess:

  • Oral language: listening comprehension and oral expression.
  • Reading: early reading skills, reading comprehension, word reading, pseudoword decoding and oral reading fluency.
  • Writing: alphabet writing fluency, spelling, sentence composition and essay composition.
  • Mathematics: maths problem solving, numerical operations and maths fluency with addition, subtraction, and multiplication.

Specific learning disorders

Using WISC-V and WIAT-III and other relevant information, we can diagnose the specific learning disorders of dyslexia, dysgraphia and dyscalculia.

Specific learning disorders (SLD) are characterised by persistent difficulties in reading, writing, arithmetic, or mathematical reasoning skills during formal years of schooling. Symptoms may include inaccurate or slow and effortful reading, poor written expression that lacks clarity, difficulties remembering number facts, or inaccurate mathematical reasoning. Children and adolescents diagnosed with SLD typically have academic skills that are well below the average range of scores in appropriate tests of reading, writing, or mathematics.

Intellectual disabilities

Our psychologists use WISC-V and ABAS-3 (Adaptive Behavior Assessment System) and other relevant information to diagnose an intellectual disability. The assessment assists in identifying the level of support required for day-to-day functioning.

ADHD assessments

ADHD can be diagnosed in childhood or adulthood. Depending on the age of the individual, the components of our neurodevelopmental or behavioural assessment may include:

  • Gathering background information on demographics, early risk factors, medical history, education background, peer relationships and family background. This is in addition to an ability to pay attention, restlessness and hyperactivity and impulsive behaviours. This may be completed in parent, child and teacher diagnostic clinical interviews.
  • Review of previous assessments conducted.
  • Completion of behaviour checklists. If an adult is being diagnosed, they complete their own behaviour checklists and if a child is being tested, the parents and teachers will complete the checklist for them.
  • Using the Test of Variables of Attention (TOVA).

Autism spectrum disorder (ASD)

The assessment process for a diagnosis of ASD is comprehensive and specific. It carefully assesses social and communication skills, restricted and repetitive interests and stereotyped patterns of behaviour. This often involves a clinical interview with parents or carers using the Autism Diagnostic Interview (ADI-R) and a clinical observation at preschool or school. It may also include a clinical child interview using the Autism Diagnostic Observation Schedule (ADOS-2) in combination with further diagnostic assessment tools which are relevant to each individual.

A comprehensive report is prepared for parents or carers which outlines the assessment results, evaluation and targeted recommendations. While a diagnosis of ASD can be confronting, it can identify specific areas of need. For children under six years of age, it can provide access to early intervention services.