Psychological assessments for children, adolescents and adults are comprehensive evaluations conducted by trained professionals (e.g., psychologists) to understand various aspects of a person s psychological and emotional well-being. These assessments involve the use of standardized tools, observations, interviews, and other methods to gather information about the child's cognitive, emotional, social, and behavioral functioning.
Psychological assessments for children and adolescents assist with diagnosis (not be confused with are diagnostic) of developmental and neurodevelopmental disorders, learning disabilities, and behavioral issues. Intelligence testing, such as IQ (intelligence quotient) testing, is not typically used as a standalone tool to diagnose autism spectrum disorder (ASD) or attention deficit hyperactivity disorder (ADHD) in children or adults. Intelligence testing is used to gather more data to help support and ensure accuracy if a diagnosis is warranted.
By assessing a child's or adults intelligence, healthcare professionals can differentiate between disorders and other conditions that may affect cognitive functioning. Furthermore, intelligence testing can provide insights into a person's cognitive functioning, including strengths and weaknesses. Some children and adolescents with ADHD may have specific cognitive strengths, such as high verbal or visual-spatial reasoning skills, while facing challenges in working memory, the ability to hold multiple pieces of information in memory at any given time.
A simple example of working memory would be taking notes from a visual display, where there are multiple requirements occurring simultaneously for the note taker. Lastly, Intelligence testing can help identify the presence of intellectual disabilities or other co-occurring conditions that may require additional support and intervention.
Common conditions assessed by various validated psychometric tools include:
(1) Autism spectrum disorder
(2) Attention Deficit Hyperactivity Disorder
(3) Learning disorders
(4) Anxiety,
(5) Depression,
(6) Childhood Obsessive Compulsive Disorder
(7) Disorder eating and more.
Cognitive assessments like the WISC are used to determine an individual’s cognitive strengths and challenges to establish their learning ability. When accompanied by detailed background information (e.g., developmental history) and parent / teacher interviews, cognitive test results may assist in (1) more accurate diagnosis and (2) the formulation of a personalized intervention and learning strategies for children and adolescents.
Cognitive assessments are instrumental in identifying children with learning challenges. Such challenges are typically indicated by an IQ test score at least two standard deviations below the average, often corresponding to an IQ score of 70. Cognitive assessments are valuable in determining whether a child qualifies for gifted and talented programs, special classes, or admission to selective schools. They also provide guidance to teachers in offering extension activities within the classroom.
Purpose of the WISC:
The primary purpose of the WISC is to measure a child's intellectual abilities and cognitive functioning. It assesses both verbal and nonverbal skills, providing a Full Scale IQ score as well as scores in specific domains.
Age Range:
The WISC is typically administered to children and adolescents between the ages of 6 and 16. There is also an earlier version, the WPPSI (Wechsler Preschool and Primary Scale of Intelligence), for younger children. The WIPPSI for children aged 2 years and 6 months to 7 years and 7 months, measures a child's cognitive and intellectual abilities, including verbal and nonverbal skills, working memory, perceptual reasoning, and processing speed. It provides valuable information about a child's intellectual strengths and challenges and can be administered for educational planning, diagnosis of learning disabilities or intellectual disabilities.
Subtests of the WISC:
The WISC consists of a series of subtests that assess different cognitive abilities. These subtests are organized into two main categories: Verbal Comprehension and Perceptual Reasoning. Verbal Comprehension includes tasks related to language and verbal reasoning (e.g., skills learnt from formal education), while Perceptual Reasoning assesses nonverbal reasoning and spatial processing.
Profile of Abilities:
The WISC provides scores in specific cognitive domains, including verbal comprehension, working memory, processing speed, perceptual reasoning, and others, and provides an over score for cognitive ability. This allows for a detailed profile of a child or adolescents cognitive strengths and challenges.
Educational and Clinical Use:
The results of the WISC are often used to assist formal diagnosis of neurodevelopmental disorders in clinical settings by gathering as much data as possible to enhance certainty of assessment process. Results are also applied to educational settings to assist educational planning.
The WISC has undergone several revisions over the years, with the most recent version being the WISC-V which is used at Cerebral Psychology (Digital I-Pad version). It is important to note that the WISC is typically administered and interpreted by qualified professionals, such as clinical psychologists or educational diagnosticians. The results are considered within the broader context of the child's development, environmental factors, and any specific concerns or challenges - in other words each child or adolescents life story.
Diagnosing Autism Spectrum Disorder (ASD) is a comprehensive assessment process that considers various aspects of the child's behavior, affect regulation, communication skills, social interactions, and developmental history. To assist diagnosis and case formulation numerous assessments specific to identifying symptom's of ASD are preformed.
Autism Diagnostic Observation Schedule Second Edition (ADOS - 2):
While insufficient on its own for a diagnosis, the ADOS-2 is considered the field’s “gold-standard” for collecting standardized and objective information about social communication skills, restricted interests, and repetitive behaviors. It is often used to provide additional information for the diagnosis, and currently used at Cerebral Psychology.
The ADOS-2 is designed for use with individuals across different age ranges, from toddlers to adults.
Key features of the ADOS-2 include:
Structured and Semi-Structured Activities:
The assessment involves a series of structured and semi-structured activities that allow the health expert (e.g., psychologist) to observe the child or adolescents behavior across various social and communicative domains.The ADOS-2 is divided into different modules, each tailored to the individual's age and language level. Modules range from Module 1 for nonverbal individuals to Module 4 for verbally fluent adolescents and adults.
Social Interaction and Communication Tasks:
The activities within the ADOS-2 include tasks designed to assess and observe social interaction, communication skills, play, and imaginative play. The health professional observes the individual's behavior during these activities.
Clinical use of ADOS - 2:
The information gathered through the ADOS-2, along with other clinical assessments (e.g., WISC - V) and observations, contributes to the diagnostic process for ASD. It aids clinicians in making a more informed and standardized diagnosis.
t's important to note that the ADOS-2 is typically administered by trained professionals, such as psychologists, speech and language therapists, or other qualified clinicians. The results of the ADOS-2 are considered alongside other clinical information to provide a comprehensive understanding of an individual's behavior and inform the diagnostic process for ASD.
Intelligence Testing:
The Wechsler Intelligence Scale for Children (WISC) is not specifically designed to diagnose Autism Spectrum Disorder (ASD). The WISC is a standardized intelligence test used to assess cognitive abilities of children and adolescents. It provides measures of a child's general cognitive functioning across the domains of;
(1) Verbal comprehension,
(2) Perceptual reasoning,
(3) Working memory,
(4) Processing speed,
(5) Visual spatial
While the WISC is not a diagnostic tool for ASD, it can be a valuable component of a comprehensive assessment when evaluating a child for developmental concerns, including ASD. The test results can provide information about a child's cognitive strengths and weaknesses, which may be useful in understanding their overall cognitive profile and assisting with their ongoing learning and development.
It's important to note that a diagnosis of ASD should be made by qualified healthcare professionals, such as a developmental pediatrician, child psychiatrist, or clinical psychologist with expertise in autism. The evaluation process typically involves collaboration among various professionals to gather a comprehensive understanding of the child's strengths and challenges.
The Conners 4 (Conners Comprehensive Behavior Rating Scales, Fourth Edition) is a widely used assessment tool designed to evaluate a range of behavioral, emotional, and cognitive problems in children and adolescents.
It is commonly used by clinicians, educators, and researchers to gather information about a child's behavior and functioning across various domains. While the Conners 4 does not provide a definitive diagnosis, it can be a valuable tool in the diagnostic process, especially for conditions like ADHD. The results are often used in conjunction with other clinical assessments and observations.
Key features of the Conners 4 include:
Comprehensive Assessment:
The Conners 4 assesses a wide range of behavioral and emotional issues, including symptoms related to ADHD, executive functioning, learning difficulties, aggression, and emotional problems.
Multiple survey participants:
The assessment typically involves input from multiple survey completers (e.g., parents, teachers, or individuals themselves). This multi-informant approach provides a more comprehensive view of the child or adolescents behavior in different settings. It is important to assess different settings like school, home or sport clubs for a more extensive and exhaustive assessment, as symptoms should be some what stable over multiple contexts.
Age Range:
The Conners 4 is designed for use with children and adolescents aged 6 to 18 years.
Areas Assessed:
The assessment covers various domains, including inattention, hyperactivity/impulsivity, learning problems, aggression, peer relations, and executive functioning. It provides scores and profiles for each domain.
Clinical Use:
The Conners 4 is utilized in clinical settings to assess and monitor behavioral and emotional functioning. It is frequently used by mental health professionals, educators, and researchers interested in understanding and addressing behavioral concerns. Professionals administering and interpreting the Conners 4 should have appropriate training and expertise in psychological assessment. Additionally, updates or revisions to assessment tools may occur over time, so it's advisable to consult the latest resources for the most current information. The Conners 4 digital version is utilized at Cerebral Psychology.
Intelligence Testing:
The Wechsler Intelligence Scale for Children (WISC) is not specifically designed to diagnose ADHD. The WISC-V is a standardized intelligence test used to assess cognitive abilities of children and adolescents. It provides measures of a child's general cognitive functioning across the domains of;
(1) Verbal comprehension,
(2) Perceptual reasoning,
(3) Working memory,
(4) Processing speed,
(5) Visual spatial
While the WISC-V is not a diagnostic tool for ADHD, it can be a valuable component of a comprehensive assessment when evaluating a child for developmental concerns, including ADHD. The test results can provide information about a child's cognitive strengths and weaknesses, which may be useful in understanding their overall cognitive profile and assisting with their ongoing learning and development.
It's important to note that a diagnosis of ADHD should be made by qualified healthcare professionals, such as a developmental pediatrician, child psychiatrist, or clinical psychologist with expertise in autism. The evaluation process typically involves collaboration among various professionals to gather a comprehensive understanding of the child's strengths and challenges.
While it is important to test a child or adolescents cognitive abilities, it is just as important to assess their ability to handle stress, distress and cope with set backs, especially if they have other disorders like ADHD or ASD.
Anxiety and depression
The Revised Child Anxiety and Depression Scale (RCADS) is a 47-item, youth self-report questionnaire with subscales including:
(1) separation anxiety disorder,
(2) social phobia,
(3) generalized anxiety disorder,
(4) panic disorder,
(5) obsessive compulsive disorder, and
(6) low mood (major depressive disorder).
The RCADS provides a Total Anxiety Scale (sum of the 5 anxiety subscales) and a Total Internalizing Scale (sum of all 6 subscales). Additionally, The Revised Child Anxiety and Depression Scale – Parent Version (RCADS-P) similarly assesses parent report of children / adolescents symptoms of anxiety and depression across the same six subscales. The RCADS and the RCADS-P can be used for tracking symptoms as well as providing additional information for further more specific assessments.
