SA Psychology & Wellness offers a range of clinical assessments. Our assessment capacity includes neuropsychological, educational, ASD, emotional, and cognitive testing.
What are assessments for?
Assessment use both quantitative and qualitative data to assist clients with understanding their unique capabilities. During the intake session, specific concerns, challenges, and goals will be discussed to assist your psychologist in creating an individualized assessment battery. Everyone has different reasons for seeking an assessment, and we will work with you to identify these and tailor the process accordingly.
For many, assessments are undertaken to receive a diagnosis; a foundation from which future support and better understanding can be built. Assessments may be designed to find answers to unanswered questions or to meet specific modality goals. Understanding the way one thinks and how that impacts their experiences can improve home, work and daily life.
What assessments do you offer?
How much does an assessment cost?
As there are different types of assessments, and the cost of each varies according to the different elements necessary, prices may vary. You may visit our FAQ’s page for more information and we encourage you to call us on 08 7081 1477 to discuss further.
Are you experiencing cognitive deficits following a head injury? Are you concerned about a loved one’s memory decline? Curious if you may have adult ADHD? Do you want to understand how you learn best? These are all questions that a Neuropsychological Assessment can assist with clarifying whether these signs are due to brain injury, dementia, learning disorders, or other issues such as stress or illness. Most importantly, an assessment can help you develop effective strategies to cope with your everyday activities.
Adult Neuropsychological Services at SA Psychology & Wellness
We offer a comprehensive range of psychometric assessments for adults:
What does a Neuropsychological Assessment entail?
A Neuropsychological Assessment involves a range of memory, attention and learning tests administered by our psychologists either on an iPad or on paper. You may be asked to self-report on your ability to work, study and complete daily activities. If necessary, your loved ones may also be asked to complete forms to assist in understanding their perspective on your specific challenges (i.e., memory decline).
In order to ensure the assessment is individualized, you will meet with your psychologist for a 50 minute intake where relevant background information will be discussed. During this time, specific challenges and goals will be explored in order to tailor the assessment to your specific needs. A separate testing session will follow, typically 3-4 hours in length, where the appropriate assessment measures will be administered. After your assessment is complete, your psychologist will score your tests and compare them to scores typically observed in people of the same age and gender. This will provide an objective understanding of your cognitive strengths and difficulties. During the feedback session, you will be given a written report of the findings and recommendations. Feedback occurs approximately 4 weeks after the testing is completed.
Why is it helpful?
A Neuropsychological Assessment can provide insight into the cause and severity of memory and attention difficulties. Based on these results you can generate a plan with the psychologist to help manage your work and daily activities.
AUTISM SPECTRUM DISORDER
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by difficulties in social interaction, communication, and repetitive behaviors. The diagnosis of autism is made by a qualified professional, such as a psychologist, pediatrician, or neurologist, based on a comprehensive evaluation of the individual’s behavior, symptoms, and developmental history.
The Autism Diagnostic Observation Schedule (ADOS) and the Autism Diagnostic Interview-Revised (ADI-R) are two commonly used assessment tools for diagnosing ASD.
The ADOS is a standardized, semi-structured observation tool that assesses social interaction, communication, play, and repetitive behaviors in individuals suspected of having autism. It is typically administered by a trained professional and includes a series of structured activities and play scenarios that the examiner uses to observe the individual’s behavior. The results of the ADOS can provide important information about an individual’s strengths and weaknesses in social communication and interaction, which can be used to make a diagnosis of autism.
The ADI-R is a standardized interview tool that is typically completed by a parent or caregiver and can be used to obtain a detailed developmental history of an individual suspected of having autism. The ADI-R covers a range of topics, including early development, social interaction and communication, repetitive behaviors and interests, and language development. The results of the ADI-R can provide important information about the individual’s early development and history of behaviors characteristic of autism.
Both the ADOS and the ADI-R are considered to be gold-standard assessment tools for diagnosing autism and are widely used by professionals in the field. They are often used in conjunction with other assessment tools, such as developmental and psychological evaluations, to provide a comprehensive picture of the individual and make a diagnosis of autism.
It’s important to note that the ADOS and ADI-R are only part of the assessment process for diagnosing autism and should not be used in isolation. A diagnosis of autism should be made by a qualified professional who takes into account all available information about the individual, including their developmental history, current behavior, and symptoms.
ADULT ADHD ASSESSMENTS
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition. That is, it is a condition that affects the development of the brain. These include areas to do with emotional regulation, motivation, distractibility, attention, and reward processing.
Often, when people think of ADHD, they think of it being a childhood condition. Yes, in a lot of cases ADHD is detected and diagnosed during childhood, but this doesn’t mean that it’s something that people outgrow as they age. Some symptoms of ADHD may lessen as individuals get older, but other characteristics of ADHD can remain quite pervasive.
It’s common for ADHD to go undetected throughout the school years, particularly predominantly inattentive ADHD. Often, children who display more disruptive behaviours will receive a diagnosis, while those who experience more internalized behaviours can be overlooked and labelled as a daydreamer, talkative, or lazy.
ADHD Symptoms in Adults:
Problems with organisation – Adults with ADHD can have chaotic lives due to their difficulties organising and handling their responsibilities. A lot of the time, aspects of everyday life such as work, bills and household tasks feel like an overwhelming juggling act. This is usually reflected in a messy home or cluttered work desk.
Forgetfulness - Due to struggles with disorganisation, adults with ADHD can be very forgetful. Constantly misplacing items like keys, wallet, or phone and forgetting appointments or arrangements is a regular occurrence.
Poor time management - Adults with ADHD may struggle with running late. Lateness to work and appointments often occur due to difficulties with time management and prioritization.
Difficulties concentrating on everyday tasks – Adults with ADHD can be easily distracted when required to focus on dull tasks and become bored easily if activities don’t stimulate their interests meaning they tend to miss important details. This also extends into attention difficulties when listening where, for instance, individuals may struggle following directions or remembering conversations.
Hyperfocus – Although ADHD causes inattention towards boring tasks, it can also cause individuals to become overly engrossed in tasks they find interesting, which is known as hyperfocus. Some adults with ADHD have such a strong hyperfocus that they can forget what is going on around them or lose track of time.
Hyperactivity – As the name suggests, ADHD can cause hyperactivity in some adults. Not all adults with ADHD will experience hyperactivity, but for the ones who do it usually presents itself in feelings of restlessness (which can cause repetitive fidgeting), feeling overly energetic, and/or excessive talking.
Impulsivity - Adults with ADHD tend to act on impulse, which is when people act or react without thinking things through first. They may overindulge in activities like shopping or eating, act recklessly or inappropriately, and interrupt conversations without thinking.
Lack of emotional control - Due to difficulty with self-control, adults with ADHD may also have a hard time controlling their emotions. They can be short-tempered, highly sensitive, and easily stressed out, which can cause their behaviour to appear overly reactive.
EDUCATIONAL/LEARNING DIFFICULTY ASSESSMENTS
A common misunderstanding about educational assessments is that they are just for children. Educational assessment can assist adults in understanding both their strengths and weaknesses when it comes to how they learn. They can assist in identifying any learning difficulties and offer strategies to help overcome these challenges. Learning difficulties can impact adults when undertaking study, completing daily activities in the workplace, and managing tasks of daily living. Information derived from an assessment can assist you in making these tasks feels more manageable, thus increasing overall confidence and wellbeing. Educational assessments are also useful in creating individualized learning plans when studying at University to ensure the appropriate accommodations are in place.
NEUROLOGICAL/MEMORY ASSESSMENTS:
For younger adults, a neuropsychological assessment can help develop coping strategies for educational, home and employment environments. For those who have experienced a Traumatic Brain Injury, Chronic Illness that has impacted the brain or neurosurgery, a Neuropsychological Assessment can assist in identifying the impact on normal activities as well as your unique needs. Understanding your individual cognitive abilities can provide clarity and relief and begin the development of coping strategies to manage changes and challenges.
For older adults, an assessment can provide clarity if concerns regarding the driving ability, legal and financial responsibilities, detection and management of dementia, eligibility for extra assistance, services at work, academic settings, or home are present.
How do I know if I need an assessment?
At SA Psychology & Wellness, we understand it can be difficult to know when an assessment is necessary. You are not alone and do not have to figure it out on your own. Our psychologists will meet with you, listen to your concerns, and make recommendations as to what assessments, if any, are most appropriate. You will be provided with the information you need to make the best decision for you. You choose if, when, and what assessments are done with a full understanding of how an assessment may be relevant for you.
We offer a comprehensive range of assessments for children aged 4 and older that include:
How do I know if my child needs an assessment?
Are you having difficulty figuring out if an assessment would benefit your child?
The first step is to meet with a clinician. Let them listen to better understand your concerns and provide appropriate guidance regarding what assessments options would be best suited for your child. You will be provided with the information you need to make the best decision for you and your child. You can choose if, when, and what assessments are done with a full understanding of how an assessment may help you and your child. We will work together with you to ensure the assessment process is performed with the utmost professionalism.
What is involved in an assessment?
Every child is unique and will have individual strengths and challenges. At SA Psychology & Wellness, our assessment process targets the individual needs of the child. It provides parents the opportunity to gain information and strategies to address one or multiple concerns at a time.
To obtain comprehensive background information, assessment batteries will include information gathered from parents, teachers, clinician observation, and standardised assessment measure such as the WISC or WIAT. Parents will be asked to attend a 50-minute intake session to discuss relevant background information. Once a personalized assessment battery is developed, the child will attend their testing session(s). These sessions can take between 3-5 hours, depending on the battery. Assessment administration may be completed over two testing sessions depending on the age and presentation of the child. Parents will be invited back for a feedback session to discuss the results of the assessment. A comprehensive report will be provided at this time with appropriate recommendations.
AUTISM SPECTRUM DISORDER
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by difficulties in social interaction, communication, and repetitive behaviors. The diagnosis of autism is made by a qualified professional, such as a psychologist, pediatrician, or neurologist, based on a comprehensive evaluation of the individual’s behavior, symptoms, and developmental history.
The Autism Diagnostic Observation Schedule (ADOS) and the Autism Diagnostic Interview-Revised (ADI-R) are two commonly used assessment tools for diagnosing ASD.
The ADOS is a standardized, semi-structured observation tool that assesses social interaction, communication, play, and repetitive behaviors in individuals suspected of having autism. It is typically administered by a trained professional and includes a series of structured activities and play scenarios that the examiner uses to observe the individual’s behavior. The results of the ADOS can provide important information about an individual’s strengths and weaknesses in social communication and interaction, which can be used to make a diagnosis of autism.
The ADI-R is a standardized interview tool that is typically completed by a parent or caregiver and can be used to obtain a detailed developmental history of an individual suspected of having autism. The ADI-R covers a range of topics, including early development, social interaction and communication, repetitive behaviors and interests, and language development. The results of the ADI-R can provide important information about the individual’s early development and history of behaviors characteristic of autism.
Both the ADOS and the ADI-R are considered to be gold-standard assessment tools for diagnosing autism and are widely used by professionals in the field. They are often used in conjunction with other assessment tools, such as developmental and psychological evaluations, to provide a comprehensive picture of the individual and make a diagnosis of autism.
It’s important to note that the ADOS and ADI-R are only part of the assessment process for diagnosing autism and should not be used in isolation. A diagnosis of autism should be made by a qualified professional who takes into account all available information about the individual, including their developmental history, current behavior, and symptoms.
ADHD ASSESSMENT
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition. That is, it is a condition that affects the development of the brain. These include areas to do with emotional regulation, motivation, distractibility, attention, and reward processing.
Externalising Symptoms of ADHD
Children with externalising symptoms of ADHD tend to be physical, active, and/or impulsive. They are prone to externalise behaviours, thoughts, and feelings. They struggle to sit still in situations where sitting is required, and often need to fidget. At times, they demonstrate a strong ability to hyper focus (i.e., playing video games or building legos for long periods of time), whilst at other times, they find it difficult to pay attention (i.e., doing homework or chores). Children with ADHD may talk a lot, and it could seem as though they are talking “at” people, rather than “with” them. They can seem unaware of other people. Children may struggle with emotional reactivity and respond in a fashion that feels much bigger than the situation would typically call for.
Internalising Symptoms of ADHD
Symptoms of ADHD are not always disruptive and can often be overlooked. Children with ADHD may tend to internalise their behaviours, thoughts, and feelings. They may seem forgetful, disorganised, and scattered. They may have difficulty staying focused and indulge a tendency to daydream or “zone out”. Children with ADHD can often experience anxiety, become withdrawn, and have a low self-esteem. At times, they can lash out verbally with teasing or taunting.
Why should I have an ADHD assessment for my child?
ADHD impacts a child’s social, emotional, and academic development. ADHD can impact a child’s self-confidence both as a student and an individual. ADHD behaviours impact how a family functions, and relationships within a family. If you suspect your child may have ADHD, it can be helpful to seek more information.
LEARNING DISORDER ASSESSMENTS
Signs of learning disorders
People who experience learning disorders often cite primary school core competencies to be more challenging than expected. A child may experience learning difficulties if they find it challenging to develop the same knowledge and skills that their peers are developing. Learning disorders can occur for numerous reasons. Amongst them are specific learning impairment with reading, written expression and/ or mathematics (formally termed Dyslexia, Dysgraphia or Dyscalculia, respectively). Additionally, learning impairment can be caused by cognitive problems such as memory or processing challenges.
Individuals will find it difficult to stay focused on tasks and may forget things that have just been learned. Individuals with learning disorders often face challenges understanding and following instructions, and they often need daily repetition to reinforce what is learned. Concepts such as time and money can also be misunderstood.
Why would I consider a learning assessment for my child?
In short, because they need to learn HOW they learn before they can effectively. Learning takes longer than other people their age. Learning disorders impact not only the academic and occupational, but also the social and functional development. Understanding how your child learns enables you to possess the tools needed to explain to educators how your child learns, and accommodations can then be requested. Learning disorders often cause anxiety, isolation, and low self-esteem. Avoidance behaviours such as acting out, hiding in school bathrooms, and (in later years) truanting, are common ways people with unidentified learning disorders manage their difficulties. If you suspect you or your child has a learning difficulty or disorder, an assessment is a great way to find answers, help and support.
Signs of a behavioural disorder
All children will be defiant as they develop. It is a natural component of the maturation process. Children suffering with a behavioural disorder such as Oppositional Defiant Disorder (ODD) and/ or Conduct Disorder (CD) are hostile, disobedient, and defiant so often, and so intensely, that it becomes a detriment to their everyday lives, as well as the lives of those around them.
Children with behavioural disorders can anger quickly, argue excessively, refuse to follow rules, hold grudges, and actively seek retribution when they feel they have been wronged. A child with a behavioural disorder may appear remorse, or lacking empathy. They often find it difficult to relate to a perspective other than their own. Again, all children will display many of these behaviours at various times. A behavioural disorder is only diagnosed if these behaviours are consistent and continuous over a period of at least 6 months.
Why should I have a Behavioural Disorder Assessment for my child?
Like learning disorders, behavioural disorders impact a child’s social, emotional, and academic development. Peer and family relationships are often strained. Children with behavioural challenges can feel, and be, rejected by peers and friends, leading to feelings of isolation, depression, low self-esteem and anger. If you feel your child may have a behavioural disorder, assessments provide the insight to understand and develop strategies for support.
The initial intake is a 50 minute session to better allow your clinician to understand your concerns and anticipated outcomes.
Your assessment can occur immediately after your intake or at another date and time. This will entail 3+ hours of testing with your clinician.
A 30 minute meeting with the testing clinician will help you understand the results of your assessment. A plan for support and implementation going forward will be explained and discussed. ASD assessments do not require a feedback meeting.
