Cognitive and Psychometric Testing
"...consistently high quality therapeutic service..."
In addition to having an overview of the psychological needs and clinical care provision of all students within the school (specifically those in our therapeutic department HEART), and overseeing the therapy team to ensure a consistently high quality therapeutic service, our Strategic Head of Therapeutic Services and Research also provides the following:
- advice on psychological issues
- psychological and cognitive assessments (see below)
- staff training on developmental and mental health disorders
- 1:1 work with a small number of students with specific difficulties
- psychological and educational research
Psychological assessments that can be offered
Devereux Scales of Mental Disorders (DSMD)
The DSMD indicates whether a child or adolescent is experiencing, or at risk for, an emotional or behavioural disorder.
This is a thorough and focussed assessment of Attention-Deficit/Hyperactivity Disorder (ADHD) and its most common comorbid problems and disorders (Conduct Disorder and Oppositional Defiant Disorder). It also assesses for related problems in Executive Functioning, Learning Problems, Defiance/Aggression, and Peer/Family Relations.
Conners Comprehensive Behaviour Rating Scales (Clinical Index)
The CBRS is a comprehensive assessment tool that assesses a wide range of behavioural, emotional, social, and academic concerns in children and adolescents. The Clinical Index is an extracted version from the Conners CBRS form and can be used to see if further evaluation is warranted in one of the following areas:
- Disruptive Behaviour Disorders
- Learning Disorders and Language Disorders
- Mood Disorders
- Anxiety Disorders
Gilliam Autism Rating Scale (GARS)
The GARS-3 is a norm referenced screening instrument that is designed to identify individuals aged 3 - 22 who have severe behavioural problems that may be indicative of autism.
The Asperger Syndrome Diagnostic Scale (ASDS)
Designed to identify Asperger Syndrome in children aged 5 years to 18 years, this instrument provides an AS Quotient that tells the likelihood that an individual has Asperger Syndrome.
Beck Youth Inventories (BYI-II)
The BYI-II for Children and Adolescents measure emotional and social impairment in four specific areas: Depression, Anxiety, Anger and Disruptive Behaviour.
The Strengths and Difficulties Questionnaire (SDQ)
The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioural screening questionnaire
The Resiliency Scales for Children and Adolescents
These questionnaires profile child and adolescent personal strengths as well as vulnerability
The Development and Well-Being Assessment (DAWBA)
The DAWBA is a package of interviews, questionnaires and rating techniques designed to generate ICD-10 and DSM-IV psychiatric diagnoses. These include: separation anxiety, specific fears, panic attacks, post-traumatic stress, compulsions and obsessions, generalised anxiety, depression, self-harm, behavioural difficulties, anorexia, and hyperactivity.
In addition to the above, the Warwick-Edinburgh Mental Well-Being Scale (scale for assessing positive mental health (i.e. mental well-being), the Rosenberg Scale of Self-esteem, and the Perceived Stress Scale, which is an instrument for measuring an individual’s perception of stress, are also used.
Cognitive tests that can be offered
Kaufman Brief Intelligence Test (KBIT-2)
The KBIT-2 can be used as a screening instrument to determine if an in-depth intellectual assessment is necessary, or as a re-evaluation tool to follow up on comprehensive testing. It can also be used to estimate an individual’s verbal versus nonverbal intelligence.
Kaufman Test of Educational Achievement (KTEA-II)
The KTEA-II provides reliable assessment of reading, language and numerical attainment in one test.
Test of Memory and Learning (TOMAL 2)
TOMAL-2 provides the most comprehensive coverage of memory assessment currently available in a standardised battery.
These assessments enable the identification of the most suitable provision for each student, and where appropriate can be used to refer a student to CAMHS.