Cognitive, Developmental and Educational Assessments

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 At our centre, we believe that a good assessment is really about understanding how a young person learns and experiences the world. Every child is different, and school plays such a big part in their development; it’s important that they’re able to engage with it, enjoy it, and build the skills they’ll need later in life.

During a young person’s development some things come easily and others take a lot more effort, and most kids have a mix of both strengths and challenges. When we understand why something is hard, it becomes much easier to put the right supports in place. Sometimes that means working out whether a diagnosis is present, and other times it’s simply about identifying where their strengths lie and what kind of help will make a real difference.

That’s where comprehensive assessment comes in. It gives us the information we need to really understand what’s going on and how best to support your child moving forward. These assessments combine standardised testing with personal narrative, observation, and professional insight to:

•  Identify specific learning needs such as dyslexia, dysgraphia, and dyscalculia
• Clarify cognitive strengths and weaknesses through full-scale intelligence profiles
• Identify traits of giftedness and guide appropriate enrichment or acceleration
• Explore attention-related challenges, such as ADHD, in context of cognition and behaviour
• Inform educational plans, interventions, exam accommodations, or specialist placements

 Sometimes a cognitive assessment is recommended simply to gain a clearer picture of a young person’s learning profile, not because there is a diagnosis in mind, but to better understand their strengths and areas that might need further support. Your child’s school or GP may suggest this when a child is putting in effort but finds certain tasks unexpectedly difficult, or when it would be helpful for planning learning goals and supports. Having this information can make a real difference to how teachers, parents, and the young person themselves approach learning.

A cognitive assessment is a structured, standardised set of tasks that looks at how a child thinks and processes information in areas such as verbal reasoning, visual-spatial skills, working memory and problem-solving.

The process, and approximate time, for this includes:

• Background Intake: 45–60 min
• Full Cognitive Battery: 1–2 hours
• Optional Rating Scales & Observations: 10–30 min
• Scoring and Interpretation: 1–2 hours
• Feedback & Report: 60 min

Total Time Approx.: 4–5 hours

 Some children work incredibly hard at school but still find reading, writing, or mathematics much more difficult than their peers. Even with targeted support and extra help, they may continue to struggle and feel frustrated, exhausted, or start avoiding learning tasks altogether. In some cases, this pattern can reflect a Specific Learning Disorder (SLD), a neurodevelopmental condition that affects the way the brain processes written or numerical information. A formal assessment can help clarify whether an SLD is present and, importantly, guide evidence-based support so that learning becomes more achievable and confidence can be rebuilt.

An SLD assessment can determine whether the young person has an SLD in reading (dyslexia), written expression (dysgraphia), and/or mathematics (dyscalculia).

The process, and approximate time, for this includes:

• Intake and history interview (parent): 45–60 min
• Teacher interview: 30 min
• Cognitive Testing (e.g., WISC-V): 60–90 min
• Academic Achievement Testing: 60–90 min
• Rating Scales and Behavioural Questionnaires (parent and teacher): 30 min
• Scoring and Analysis: 2–3 hours
• Feedback Session and Report Delivery: 60 min

Total Time Approx.: 7–9 hours across multiple appointments

Some children learn quickly, ask highly complex questions, and become bored or disengaged in typical classroom activities. Without appropriate challenge, they may begin to underachieve, withdraw, or even appear “disruptive”, despite having advanced knowledge or abilities in specific areas. A giftedness assessment helps identify areas of high intellectual potential and provides a framework for appropriate extension, enrichment, or acceleration, so that your child can be supported to reach their full potential.

The process, and approximate time, for this includes:

• Parent Consultation (developmental, educational, behavioural history): 45 min
• Cognitive Assessment (WISC-V or equivalent): 60–90 min
• Optional Achievement Testing: 60 min
• Additional Questionnaires: 30 min
• Scoring, Interpretation and Report Writing: 2 hours
• Feedback & Planning Session: 60 min

Total Time Approx.: 5–7 hours

Many children with ADHD want to do well but find it difficult to stay focused, follow instructions, or manage their impulse to move or speak. This can lead to unfinished work, frequent redirection from teachers, and feelings of frustration or shame. ADHD is a neurodevelopmental condition that affects attention, self-regulation, and working memory. Through comprehensive assessment, we can determine whether ADHD is contributing to these difficulties and identify practical strategies and supports that make it easier for your child to engage and learn.

The process, and approximate time, for this includes:

• Initial Intake & Ratings Review: 30–45 min
• Cognitive Testing: 60–90 min
• Behavioural Rating Scales: 60 min
• Teacher/Parent Interviews: 30–60 min total
• Scoring and Interpretation: 1–2 hours
• Feedback and Diagnostic Discussion: 60 min

Total Time Approx.: 5–8 hours

As per the Australian ADHD Guidelines, psychologists are able to conduct and formally diagnose ADHD; however, medication can only be prescribed by a paediatrician or child and adolescent psychiatrist, which would require a separate referral and appointment if that pathway is being considered. As part of our assessment process, we also provide tailored recommendations for support at home and at school, and ongoing counselling is available to help the young person develop practical strategies and navigate day-to-day challenges with confidence.

 When more than one concern is present (e.g. ADHD and SLD), assessments can be combined and the overall cost adjusted accordingly.

Parent/caregiver attendance is required for child clients. It may be recommended that children under the age of 12 not be present for initial and feedback appointments.

Consent may be requested to contact your child’s school to collect additional data, including teacher forms and/or phone consultations.

Please provide any previous specialist or educational reports (e.g. from Paediatricians, Speech or Occupational Therapists, GPs, Audiologists, Optometrists, remedial tutors, or school reports).

Psychology assessment sessions are not rebated under Medicare’s Mental Health Plan.