How Assessments Are Made

I generally work directly with individual children.  Assessment may involve, for example, investigating background information and reviewing any concerns the individual or carer of the child may have; observing the child at work or play, discussion with parents, teachers and others who know the child well; and the use of standardised psychometric tests and measures.

In conclusion, much of my work is designed to help families and others to understand children's difficulties more thoroughly so that they can provide more effective teaching, support and care.

I will usually talk further with the individual or carer of a child about my findings. This will then be followed up by a detailed written report including conclusions and recommendations.


As well as providing psychological assessment and advice, I can advise on SEN (Special Educational Needs) procedures and SEN Tribunals.  I can also help to clarify previous educational psychology reports.

Aims of Psychological Assessment

My aim is to help promote learning, attainment and the healthy emotional development of children and young adults, through the application of psychology, working sensitively and confidentially with children and their families.

I provide assessment, consultation and advice to families, assessing the educational needs of children and advising on how those needs should be met.  This can mean advising teachers and other organisational staff on how to support the educational needs of an individual child or young person, as well the families themselves.

        - having problems with overall development or particular areas of learning (such as reading);
        - with medical problems that affect their learning;
        - with hearing or vision impairment;
        - displaying temper outbursts or tantrums;
        - who are anxious or withdrawn;
        - with communication problems (speaking, listening or writing);
        - at risk of exclusion.

Examples of Areas of Assessment

Standardised tests are used to assess a wide range of skills and abilities so that it is possible to obtain a profile of the general ability of a child.  I use a variety of assessment tools to look at word reading, reading and listening comprehension, spelling and numerical skills. Advice can be given on whether levels of attainment are within the expected range or whether they are unusually weak or advanced.

I use a range of tests to give an indication of strengths and weakness in areas of language, verbal reasoning, practical reasoning, working memory and visual motor skills. This type of assessment can be used with all ages from very young children to adults.  It can help with decisions about educational expectations and the possible need for specialised learning programmes and therapeutic support.

I have worked extensively with the understanding of Dyslexia and Dyspraxia conditions.

Dyslexia is a specific learning difficulty that mainly affects reading and spelling.  It is characterized by difficulties in processing word-sounds and by weaknesses in short-term verbal memory, and its effects may be seen in spoken language as well as written language. 

Further information about Dyslexia can be found from the British Dyslexia Association or Dyslexia Action.

Dyspraxia refers to an impairment or immaturity in a person's organisation of movement. It is an immaturity in the way that the brain processes information, which results in messages not being properly or fully transmitted. It affects the planning of what to do and how to do it and is associated with problems of co-ordination, perception, language and thought. 

Further information about Dyspraxia can be found from The Dyspraxia Foundation.

Assessments in these areas may include a range of additional specialised investigations that examine how someone processes aural and visual information and how this impacts on literacy and other skills.

Assessments provide recommendations for programmes of assistance and learning support. They can be conducted with young children, young persons and adults across the whole age range.

In the case of dyspraxia, I can usually give an indication that the child or adult may be dyspraxic, however there is normally a need for a multi-disciplinary assessment involving an Occupational Therapist, a Paediatrician and a Psychologist to provide a full diagnosis of dyspraxia.

These conditions can vary widely in terms of severity and consequences for the individual child, young person or adult.   Autism is a lifelong developmental disability. It refers to a spectrum of conditions with a range of difficulties, but usually including :

        - difficulty with social communication
        - difficulty with social interaction
        - difficulty with social imagination.

Further information about Autism can be found from The National Autism Society.

Asperger's Syndrome is one of the conditions in the autism spectrum.  It is characterised by the above three main difficulties and there may be sensory, motor and organisational difficulties.  Sufferers are often of above average intelligence. 

Further information about Asperger's can can be found from The Asperger's Syndrome Foundation.

In the case of these conditions, a multi-disciplinary assessment is normally required which would involve a Psychiatrist to confirm a diagnosis.  The diagnosis is usually first indicated by psychological assessment. Assessment of ability is often combined with detailed assessment of language and communication skills. Observation of the social and group functioning of the individual is also required together with consideration of their specific interests and preoccupations.

 
Attention Deficit Disorders

Most children and adults experience difficulties of adjustment from time to time which affect relationships and performance in school, college and at home. In the case of most children, and some adolescents, the use of behaviour management programmes can be helpful in assisting their learning and development.

Sometimes there are more extreme behavioural difficulties that relate to attention deficit, such as Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD).  These are neurological conditions, estimated to affect approximately 1% of children in the UK.   In the case of ADHD attention deficit can be combined with hyperactivity and challenging oppositional behaviour.  In the case of ADD it may take the form of more passive detachment and a tendency to dream and lose concentration.

Further information about Attention Deficit can be found from  ADDISS (ADD information services).

I use specific clinical and observational assessment to look at these difficulties to aid diagnosis and make recommendations for interventions.

Sensory and Physical Disability

I use assessment and communication techniques to understand the extent to which  specific impairments of hearing, sight or physical mobility affect individual functioning.  The consequences of such impairments can vary considerably from one individual to another.  Psychological assessment contributes to planning for the future needs of the child or young adult.

Adult Dyslexia and Literacy Difficulties

It is quite possible for young and older adults to experience specific learning difficulties (eg Dyslexia) that have largely been undiagnosed, even if they are aware of the limitations these difficulties may create for them in their studying or in the work place.  Changes of job or promotion often trigger difficulties in this respect.   In many cases individuals may have experienced inappropriate handling which has left them vulnerable and unsure as to how to tackle the difficulties they come across.

I offer sensitive assessment, looking at past history and current difficulties in order to advise on potential assistance, including assistive technology which can help considerably in this respect.