ASSESSMENT TOOLS & MEASURES
Tailored for each person, not from a fixed package.
Assessment tools provide useful information when they are chosen thoughtfully and interpreted in context. The combination of measures is planned around the individual and the referral question.
01 — OUR APPROACH
No single test tells the whole story.
Standardised measures allow aspects of thinking, learning, attention, behaviour and everyday functioning to be examined systematically. Their value comes from how the results are integrated—not from treating an isolated score as the answer.
CONSIDERED TOGETHER
Results are considered alongside developmental history, clinical interviews, observations, records and information from multiple sources.
02 — TOOLS WE MAY USE
Assessment tools matched to the purpose of the assessment.
This is not a complete list. We use a wide range of psychological assessment tools, and there too many to list here.
Cognitive & language abilities
Reasoning, working memory, processing efficiency, language and other aspects of a person’s cognitive and language profile.
- WPPSI-IV – Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition
- WISC-V – Wechsler Intelligence Scale for Children, Fifth Edition
- WAIS-V – Wechsler Adult Intelligence Scale, Fifth Edition
- WMS-V – Wechsler Memory Scale, Fifth Edition
- EVT-3 – Expressive Vocabulary Test
- PPVT-3 – Peabody Picture Vocabulary Test
Learning & achievement
Reading, written language, mathematics and other academic skills, considered in relation to opportunity and development.
- CTOPP-2 – Comprehensive Test of Phonological Processing–Second Edition
- WIAT-III – Wechsler Individual Achievement Test, Third Edition
- BRSA-4 – Bracken School Readiness Assessment, Fourth Edition
- Structured teacher interviews
- NAPLAN result review
Attention & exec. functioning
Attention regulation, organisation, inhibition, working memory and related day-to-day executive functioning skills.
- NEPSY-II – A Developmental NEuroPSYchological Assessment, Second Edition
- D-KEFS – Delis–Kaplan Executive Function System
- Conners-4 Scales
- CEFI – Comprehensive Executive Functioning Inventory
- Structured clinical interviews
- Naturalistic school-based observations
- School report rev
Behaviour & emotional functioning
Patterns of behaviour, emotional experience and functioning across relevant settings.
- BASC-4 – Behaviour Assessment System for Children
- Structured clinical interviews
- Naturalistic school-based observations
Adaptive behaviour & functioning
Practical, social and conceptual skills used in everyday life.
- Vineland-3 – Vineland Adaptive Behavior Scales, Third Edition
- WHODAS 2.0 – World Health Organisation Disability Assessment Schedule
Broader neurodevelopmental assessment
Developmental patterns and areas of functioning including socialisation.
- Clinical interviews and in-clinic observations
- 3di – Developmental, Dimensional and Diagnostic Interview
- SRS-2 – Social Responsiveness Scale, Second Edition
- CARS-2 – Childhood Autism Rating Scale, Second Edition
03 — SELECTION
Why the exact combination may differ.
The question & your goals
Measures are selected to address the specific referral question the assessment needs to answer, combined with client goals.
Age and individual needs
Selection considers age, development, communication, accessibility and any factors that could affect valid participation.
Information already available
Previous reports, school or workplace information and existing clinical information may help refine what is needed.
04 — INTERPRETATION
Scores inform conclusions. They do not make them.
Interpretation considers the pattern of results, the quality of the available information and the circumstances in which assessment occurred. Findings are explained in plain language and with reference to the person’s real-life strengths, difficulties and practical needs.
The measures used are determined through the assessment process. A particular test or outcome cannot be guaranteed in advance.
05 – NEXT STEP
Start with the question you would like answered.
You do not need to know which tests are required. The screening and intake process helps us determine what may be appropriate.