Cognitive assessments or intelligence tests (IQ tests) are used to determine a child’s learning capability by identifying their cognitive strengths and weaknesses.

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When interpreted in combination with comprehensive background information and parent and teacher interviews, the results of cognitive tests can assist with the development of individualised intervention and learning plans for children.

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Cognitive assessments with children assist in the examination of:

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• Intellectual giftedness

• Learning difficulties

• Intellectual difficulties

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​It will also provide information to develop effective plans or accommodations in the classroom that are tailored to meet a child’s specific needs. 

ASD is characterised by persistent and pervasive difficulties with social communication and interaction (e.g., difficulties making and maintaining friendships), combined with restricted and repetitive behaviours (e.g., distress at changes in routine). These difficulties are present across multiple contexts (e.g., both home and school) and negatively impact on the young person’s functioning.

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2 of the specialised assessment tools used at GDI are: 

• ADOS 

• GARS

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The ADOS is an assessment used for ASD. The ADOS consists of structured and semi-structured subtests that involve different components of social interactions and communication.

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The GARS assists in identifying the severity of ASD in individuals whom are 3–22 years old. The scale queries on several dimensions include the stereotypical and characteristic behaviour of those with ASD, social interactions and communication skills.

 School readiness refers to whether a child is ready to make an easy and successful transition into primary school.

 

School readiness encompasses several key dimensions, including language and literacy, thinking skills, self-confidence, self-control, physical skills and social-emotional skills. 

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School readiness is not primarily about academics, such as a child’s abilities in reading, writing, speaking, counting and comprehension.

 

Whilst these are important, school readiness actually refers to a broader range of skills as mentioned above. 

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Helping children to learn and to overcome the issues associated with Dyslexia depend on accurate diagnosis. 

 

Professional testing procedures can separate Dyslexia from other
difficulties, and if Dyslexia is diagnosed allows for the implementation of appropriate intervention strategies.

A diagnosis of Dyslexia explains why children find it difficult to learn to read, why they are disengaged in school etc.

 

In-accurate diagnosis of Dyslexia could lead to ignoring other problems that may be responsible for reading and general.

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While it is normal and common for children to occasionally forget their homework, daydream during class and act without thinking, ADHD is more than the occasional lapse.

 

Persistent problems with inattention, impulsivity and hyperactivity are also signs of ADHD which can affect a child’s ability to learn and socialise with others.

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Symptoms of ADHD can include hyperactivity, impulsivity, aggression, difficulty sustaining attention, disruptions to learning and peer relations, among others. 

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We use the Conners Rating Scale, in addition to other data sources, to diagnose ADHD.

 

The Conners Rating Scale is a reliable and dependable tool designed to measure a range of behaviours in children from 6 to 18 years of age.

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