Specialist Assessments
 

Specialist Assessments

Below is a summary of some of our more sought after assessments and explanations of the types of appointments involved.

Autism (ASD)

Autism is a neurodevelopmental condition that is often referred to as a spectrum as it impacts everyone differently.  It is characterised by difficulties with social interaction and communication. Autism is not an illness. Autistic individuals may communicate, behave, learn, relate, and interact in different ways. It is important to know how best to support people on an individual level rather than generalise according to diagnosis.

Explanation of an ASD assessment

Our ASD assessment consists of 3 different assessments, a Cognitive Assessment (depending on age a WISC, WAIS or WPPSI), an ADOS and a Developmental History (this is always completed via phone call and only requires the parents).  The assessment also requires questionnaires to be completed by the parents and the school.  Once all appointments have been completed and all questionnaires have been returned, we will then arrange a feedback appointment.  During the feedback appointment your child will receive a formal diagnosis, if indicated, and you will receive a copy of all reports from each assessment and a letter will be sent to their GP outlining the results of the assessment.

ADHD/ADD (Attention Deficit (Hyperactivity) Disorder)

Attention Deficit (Hyperactivity) Disorder (ADHD/ADD) is a common neurodevelopmental condition characterised by difficulties with attention, restlessness, and concentration. ADHD/ADD affects behaviour and many individuals with the diagnosis struggle to manage inattention, hyperactivity, and impulsivity. The condition presents differently across individuals and so it is important to tailor interventions accordingly.

Explanation of an ADHD assessment

Our ADHD assessment consists of 2 different assessments, a Cognitive Assessment (depending on age a WISC, WAIS or WPPSI) and a Developmental History (this is always completed via phone call and only requires the parents).  There is also a Qb test which will be done during the Cognitive Assessment.  The assessment also requires questionnaires to be completed by the parents and the school.  Once all appointments have been completed and all questionnaires have been returned, we will then arrange a feedback appointment.  During the feedback appointment your child will receive a formal diagnosis, if indicated, and you will receive a copy of all reports from each assessment and a letter will be sent to their GP outlining the results of the assessment.

Cognitive Assessment

We can undertake a range of cognitive assessments to identify any learning needs which may be impacting on a young person’s educational abilities/attainment, including the WPPSI (The Wechsler Preschool and Primary Scale of Intelligence), WISC-V (Wechsler Intelligence Scale for Children Fifth Edition) and WAIS-IV (Wechsler Adult Intelligence Scale Fourth Edition).  We can liaise with educational provisions and contribute to the EHCP process.

This is a face-to-face appointment and is undertaken by the young person.  Mostly a young person is unaccompanied in the room for this assessment.

The cognitive tasks look at 5 main areas of how your brain works:

  1. How you solve problems using words (Verbal Comprehension)
  2. How you solve problems using pictures (Visual Spatial Abilities)
  3. How quickly you solve new problems you may not have come across before (Fluid Reasoning)
  4. Your short-term memory (Called your Working Memory)
  5. How quickly you are able to take in the information being presented to you (Processing Speed)

There are 10 tasks in total to explore all of these 5 areas and we either do them on the IPAD, question and answer format or with a paper and pencil.

In children too young for cognitive assessments we offer a Schedule of Growing Skills Developmental Assessment (SOGS).

SOGS (Schedule of Growing Skills):

A Schedule of Growing Skills is referred to as a SOGS.  This individual assessment can be used at any time with children from birth to 5 years, enabling professionals to assess 8 key developmental areas.

Explanation of ADOS

The ADOS (Autism Diagnostic Observation Schedule) is a structured observation that involves a member of the EPIC team engaging with your son/ daughter in a series of simple, brief tasks.  This is a face-to-face appointment.  These tasks elicit opportunities to explore areas of social communication such as language and communication and broader social interaction.  It also explores their ability to engage in creative, inventive play.  These are areas of functioning that can be problematic for young people who may be on the autistic spectrum.

Explanation of Developmental History

The developmental history is generally completed over the phone.  Please have any information regarding developmental milestones (e.g. age of crawling/walking may be found in their red book) to hand, should you have access to this.  There will be some questions regarding family history in addition to prominent life events although most of the history-taking will centre around the young person and include information about physical development, friendships, emotional development, attachment and communication.  The developmental history is best completed with the primary caregiver(s) although the young person can be present, at your discretion.  Additional information can be scanned and sent via email for inclusion in the history.

Explanation of a Qb Test

The QB test is a diagnostic screening tool which provides objective information to aid the assessment of ADD/ADHD. The test uses age and gender matched comparisons to assess a child’s ability to concentrate, their movement and impulsivity. The Qb Test is an essential part of the ADHD pathway and the results are used in conjunction with other ADD/ADHD assessment tools to aid clinical judgement.

During the Qb Test you will be asked to:

  • sit in front of a computer screen
  • a soft flexible head band will be placed around your head with a reflective ball attached to measure your movement during the test
  • you will hold the responder button in one of your hands
  • you will click in response to certain shapes you see on the screen
  • the test will automatically end after the required time

DIVA-5

The DIVA-5 is a clinical interview that explores the three main areas of ADHD for ages 19+, inattention, hyperactivity and impulsivity.  It usually lasts between an hour to an hour and a half.  The DIVA-5 questions will be sent prior to the appointment.

Emotional Dysregulation

Emotional dysregulation is a term used to refer to difficulty managing emotional responses or reacting inappropriately to experiences. These events may be called ‘mood swings’ or ‘tantrums’ where the emotional reaction is classes as extreme in relation to the event. Emotional dysregulation can impact on daily functioning, and it is important to learn how to manage these feelings in healthy ways.

Mental Health

Mental health refers to our emotional, social, and psychological well-being. It affects how we think, act, and feel (both in our bodies and minds) and can determine how we go about our daily lives. At times, individuals may have trouble with their mental health, and it is important to know that help is available. Individuals can experience mental health difficulties without receiving a diagnosis or needing therapy and/or medication but others may need one or all these things to help them. Mental health is an individual experience, but you are not alone and there are people that can and will help. 

OCD (Obsessive Compulsive Disorder)

Obsessive Compulsive Disorder is a mental health condition where a person has unwanted obsessive thoughts/fears that they respond to with compulsive (repetitive) behaviours. OCD is an anxiety disorder that can affect anyone across the lifespan. The thoughts and behaviours associated with OCD vary from person to person. If not managed, OCD can impact quite severely on a person’s life.

Tourette’s Syndrome/Tic Disorder

Tourette’s Syndrome is a neurological condition that causes people to have “tics”. It is possible, however, to have tics and without having Tourette’s Syndrome. Tics are unintentional, sudden, repetitive movements and sounds. They can be affected by stress, fatigue, and anxiety.

PDA (Pathological Demand Avoidance)

PDA is widely understood to be a profile on the autism spectrum, involving the avoidance of everyday demands and the use of 'social' strategies as part of this avoidance. PDA individuals share autistic characteristics and also have many of the 'key features' of a PDA profile.

Coventry Grid

Further exploration into PDA (pathological demand avoidance).  This assessment is only with parents (or carers).  Ideally both or the main caregiver who spends a significant amount of time with the child to know their behaviours and discuss/explain them.

FASDs (Fetal alcohol spectrum disorders)

Fetal alcohol spectrum disorders (FASDs) are a group of conditions that can occur in a person who was exposed to alcohol before birth. These effects can include physical problems and problems with behavior and learning. Often, a person with an FASD has a mix of these problems.

Next steps

If you think a Specialist Assessment might be appropriate, the next step would be an initial assessment:
Appointments & Prices