Assessments at Brain Train enable us to identify children's strengths and weaknesses, plan appropriate intervention plans and provide a base line to track progress. Assessments can be conducted to inform decisions regarding eligibility for exam access arrangements, educational placement and diagnosis of learning difficulties.
EDUCATIONAL ASSESSMENTS
Thorough assessment of basic skills in reading, spelling, writing, mathematics and oral language takes place using carefully selected assessment tools. Scores are computed in order to compare the child’s level of performance with that expected for their age and ability. In addition, the child’s performance on individual tasks is analysed in detail and this qualitative information can be used to understand the child’s learning style and to make recommendations for intervention.
SPEECH & LANGUAGE
Speech and language assessments look at a wide range of speech and language skills including receptive and expressive language, oral motor skills, articulation, fluency, auditory development, pragmatic/social language skills and learning strategies.
OCCUPATIONAL THERAPY
An occupational therapist can assess a child’s development in a number of areas including coordination, fine motor skills, gross motor skills, handwriting, performing activities for daily living, playing and socialising, self care, and sensory integration.
PSYCHO-EDUCATIONAL EVALUATIONS
Psycho-educational evaluations are in-depth assessments of a child’s current functioning and typically take place when a child is underachieving in school, is having emotional or behavioural difficulties or is suspected of having a learning disorder such as dyslexia, dyspraxia, ADHD, Asperger Syndrome or language impairment.
Conducting Psycho-educational Evaluations at Brain Train
Brain Train prides itself on providing comprehensive evaluations. The primary aim of evaluations is to provide information that will lead to positive interventions and successful outcomes for the child and their families. Assessments are conducted in a welcoming, relaxed and unhurried atmosphere in which parents are encouraged to talk about their child’s history and describe their concerns. Children and their parents are treated with sensitivity and respect during this difficult period of uncertainty.
At Brain Train evaluations begin with a review of information (e.g. school records, previous assessment reports etc.) that has been provided by the parents or teacher/school staff. Parents are asked to complete a questionnaire in order to gather information about the child’s medical and developmental history, and functioning in areas such as language, coordination, behaviour etc. Once that is complete the psychologist and parent(s) will meet to discuss the parents’ concerns as well as those of the referral source. The psychologist will then make recommendations about the type of assessments they consider to be useful in order to answer the referral questions, and they will explain the assessment process to the parent. This may lead to a request to gather further information from other professionals such as teachers.
The next stage is for the psychologist to meet the child and to develop some rapport. This is usually achieved by chatting with the child about their interests and hobbies and/or engaging them in a non-threatening activity. When the child is comfortable, the psychologist will administer appropriate tests, incorporating breaks as required.
Cognitive Ability Assessment
At Brain Train we use the Wechsler Intelligence Scales to gather information about the client’s cognitive functioning. Although IQ scores are derived, we focus attention on the child’s pattern of cognitive abilities in the areas of verbal and non-verbal reasoning, working memory and mental processing speed and make recommendations for identified issues in those areas.
Academic Attainment Testing
Thorough assessment of basic skills in reading, spelling, writing, mathematics and oral language takes place using carefully selected assessment tools. Scores are computed in order to compare the child’s level of performance with that expected for their age and ability. In addition, the child’s performance on individual tasks is analysed in detail and this qualitative information can be used to understand the child’s learning style and to make recommendations for intervention.
Behavioral Observations
Throughout the assessment process, observations are made of the child’s behaviour, attention, mood, and emotions. Observing the child as s/he tackles familiar and unfamiliar tasks provides information about his/her work habits, perseverance, flexibility and motivation, all of which provides useful information when making recommendations for supporting the child.
Further Diagnostic Assessment
Depending on the referral concerns and in response to the way the child has performed in the testing so far, further diagnostic testing will be carried out to provide more in depth information about certain aspects of the child’s functioning. For example, if significant difficulties with reading have been observed a thorough assessment of the child’s phonological awareness and processing can take place. When significant language or coordination difficulties have been observed the psychologist may recommend further assessment by one of Brain Train’s Occupational or Speech and Language Therapists.
Once the assessment is complete the psychologist will analyse and interpret the various sources of information gathered and write a detailed report describing the assessment tools, reporting the test scores and interpreting the results. In some cases a diagnosis (such as Dyslexia) may be made based on current definitions and understanding of these disorders. In all cases, the child’s strengths and weaknesses will be described and recommendations for supporting the child will be made. These recommendations will draw on identified strengths to support interventions designed to remediate relative weaknesses. Recommendations can be included for the child, the parents and teachers.
Reports are generally completed within two weeks, at which point, the psychologist will meet with the parents to provide verbal feedback to accompany the report and answer questions they may have. At this point referral to other professionals may be made and discussions can take place to help the family prioritise and organise the support that is required. Brain Train psychologists are available to give feedback to teachers in schools if required.
