Assessment

Assessment takes between 1 and 2  hours and is typically clinic based. It can usually be done in one visit but can take place over 2 visits if needed.

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The assessment process aims to:

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• identify the underlying mechanisms contributing to the presenting functional difficulty 

• provide a baseline against which progress can be measured

• clarify how your child’s current skills/abilities compare to a typical child of the same age (taking onto account that children develop at their own pace and that there is a broad range for what is considered 'normal')

• provide a professional opinion as one part of a diagnostic process

• identify the most appropriate pathways of intervention

Assessments are:

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• well-recognised by and usually familiar to other health and education professionals, which facilitates information sharing and an understanding of the child’s assessed needs

• well-established and research-based

• robust, valid and reliable (they measure what they are supposed to measure)

• the very latest revisions/versions

• usually an enjoyable experience for the child (most forget very quickly that they are 'being assessed' and find it fun)

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Wherever possible, standardised assessments are used. When this is not possible, for example if the child is unable/unwilling to engage or follow the protocol, qualitative assessment will be used (play based observation).

Examples of assessments used:

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• Wechsler Individual Achievement Test

• Movement Assessment Battery for Children

• Sensory Profile

• Detailed Assessment of Speed of Handwriting

• Motor-Free Visual Perception Test

• The Developmental Test of Visual-Motor Integration

• The VMI Developmental Test of Visual Perception

• The VMI Developmental Test of Motor Coordination

• Gilliam Autism Rating Scale

• Gilliam Asperger's Disorder Scale

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Assessment frequently also includes:

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• Structured Clinical Observations: observation of behaviours following a specific well-established protocol

• A variety of play based activities, depending on age

• Discussions with parents/caregivers and education staff (with parental consent) including questionnaires to help gather information

Assessment results are detailed in a report

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• Explains the nature of the child’s difficulties and contributing components

• Provides percentiles to quantify and better explain how the child is performing compared to other children of the same age (unless it was not possible/appropriate to use standardised tests, in which case results will be reported in a descriptive way)

• Explains why/how these underlying difficulties are impacting on the child’s functioning

• Provides advice and recommendations for further therapy input if appropriate 

• Provides specific advice on strategies

• Therapy programmes for home/educational setting to follow are also often recommended

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