Psychological Testing & Assessment - Child & Adolescent
Psychological assessments present a set of steps focused on gathering and integrating data to evaluate a client’s behaviour, abilities, and other characteristics.
- There are three primary purposes of psychological assessment:
To identify the client’s adaptive and maladaptive behaviours and treatment goals - To identify factors that influence the client’s behaviours and treatment goals
- To integrate assessment information to design and evaluate interventions that can improve a client’s quality of life.
Assessment data may be gathered through interviews, observation, standardised tests, self-report measures or other specialised procedures and apparatuses. Psychologists choose specific tests, questionnaires and protocols based on the reason for referral, presenting problems and specific needs of the client.
References:
https://dictionary.apa.org/psychological-assessment
Goldstein, G., Allen, D. N., & DeLuca, J. (Eds.). (2019). Handbook of psychological assessment (4th ed.). Elsevier Academic Press.
How does it work?
Deciding on and engaging in the assessment process can be challenging for you or your child. It’s crucial that you feel well informed, i.e., knowing what is happening, what the process is, and the expected outcomes so you can get the best possible results and employ this information to support your well-being or your child’s learning and development in an optimal way.
Listed hereafter are typical steps in a type of assessment called psycho-educational assessment, as an example. This type of assessment uses objective, standardised measures focused on the following:
- Determining the child’s cognitive abilities and potential,
- Evaluating their information processing skills (i.e., memory, attention, processing speed, etc.)
- Exploring social-emotional potentials and needs
- Investigating the existing level of academic skills.
Certain tests will also aid in determining possible behavioural and other psychological aspects of functioning that could interfere with a child’s education. Usually, there is more than one psychoeducational test administered to ensure that possible outcomes are determined or ruled out.
The process of psychoeducational assessment can include revising existing reporting cards, feedback from the educational institution and findings of previous assessment processes if applicable. Written consent from parents is obtained, same for conversing with school to collect additional insights regarding academic functioning if need be. In a follow-up, comprehensive report is written, and a full disclosure of the results is provided to the parents. Report will also cover recommendations regarding next advised steps at home and for school team in terms of child’s academic needs.
References:
American Educational Research Association, American Psychological Association, National Council on Measurement in Education & Joint Committee on Standards for Educational and Psychological Testing. (2014). Standards for educational and psychological testing
What assessments do you conduct?
Ability
Wechsler Adult Intelligence Scale – Fourth UK Edition (WAIS-IV UK)
The Wechsler Adult Intelligence Scale – Fourth UK Edition (WAIS-IV UK) provides you with the most advanced measure of cognitive ability in adolescents and adults. It can be used as part of an assessment to identify learning difficulties, intellectual giftedness and cognitive strengths and weaknesses.
It takes approximately 60 to 90 minutes for completion.
WAIS-IV UK includes updated normative data for ages 16-90 years.
Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V)
Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V) is an intelligence test that measures a child’s intellectual ability and 5 cognitive domains that impact performance. Can be used as part of an assessment to identify learning difficulties, intellectual giftedness and cognitive strengths and weaknesses.
Approximately 65 to 80 minutes is required for completion.
WISC-V includes updated normative data for ages 6-16 years.
Executive function
Delis-Kaplan Executive Function System (D-KEFS)
The Delis-Kaplan Executive Function System (D-KEFS) is a standardised set of tests used to evaluate higher-level cognitive functions in children and adults. The system allows examiners to comprehensively assess the critical components of executive functions within verbal and spatial modalities.
It takes approximately 90 minutes to complete.
D-KEFS includes updated normative data for ages 8 – 89 years.
Memory
California Verbal Learning Test Third Edition (CVLT-3)
California Verbal Learning Test Third Edition (CVLT-3) is the most comprehensive assessment of verbal learning and memory for older adolescents and adults.
Approximately 30 minutes is required for completion, plus a 30-minute delay.
CVLT-3 Includes updated normative data for ages 16 – 90 years.
California Verbal Learning Test Children’s Version (CVLT-C)
California Verbal Learning Test Children’s Version (CVLT-C) is used to assess verbal learning and memory in children and adolescents. It is useful in various settings to identify learning and memory difficulties, isolate deficient learning strategies, and assist in designing remediation programs.
Approximately 15 to 20 minutes is required for completion, plus a 20 minute interval to accommodate delayed recall measure.
CVLT-C Includes updated normative data for ages 5 – 16.11 years.
Achievement
Wechsler Individual Achievement Test – Third UK Edition (WIAT-IIl UK)
The Wechsler Individual Achievement Test – Third UK Edition (WIAT-IIl UK) provides a reliable assessment of reading, language, and numerical attainment in one test. The test is suitable for use in various educational, clinical and research settings. It supports the identification of academic strengths and weaknesses as well as decision-making in educational placements and academic accommodations.
Approximately 30 to 90 minutes is required for completion.
WIAT-3 UK includes updated normative data for ages 4 – 26 years.
Kaufman Test of Educational Achievement Third Edition (KTEA-3)
Kaufman Test of Educational Achievement Third Edition (KTEA-3) is an individually administered battery that provides in-depth assessment and evaluation of key academic skills. Supports evaluation of academic skills in reading, math, written language, and oral language, as well as measuring progress or response to intervention.
Approximately 15 to 85 minutes is required for completion.
KTEA-3 includes updated normative data for ages 4 – 26 years.
Wide Range Achievement Test, Fifth Edition (WRAT5)
The Wide Range Achievement Test, Fifth Edition (WRAT5) provides an accurate and easy-to-administer way to assess and monitor the reading, spelling, and math skills, and helps identify possible learning disabilities.
Approximately 15 to 25 minutes for ages 5-7 and 35 to 45 minutes for ages eight and up is required for completion.
WRAT5 includes updated normative data for ages 5 – 85+ years.
Personality
Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A)
Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A) assists in screening for personality and psychosocial disorders among adolescents. It aids the clinicians in the diagnosis of mental health disorders and the selection of appropriate treatment methods.
Approximately 60 minutes is required for completion.
MMPI-2 includes updated normative data for ages 14 – 18 years.
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