Psychological testing and assessment are the foundation for making sound, objective decisions about what’s best for your child. Pediatric Psychological Associates provides extensive assessment services, including ADHD, learning disability, autism spectrum, aptitude, personality, and behavior testing to develop plans tailored to the needs and capabilities of each individual.

Initially, we will meet with the parent(s) and child to gather a thorough background history and better understand your concerns. A separate appointment will then be scheduled to complete the testing. This appointment can range anywhere from four to eight hours depending on which tests are administered. After the assessment has been completed, the tests will be scored and interpreted by the psychologist. A follow up appointment will be scheduled within 1 to 2 weeks to review the test results with the parent(s). Parents will receive a report which includes test results, treatment recommendations, handouts and other relevant resources. The specific tests and assessment tools used will depend on the nature of your child’s referral question.

 

The following is an example of a standard assessment for the evaluation of attention-deficit/ hyperactivity disorder (ADHD) and a learning disability:

• IQ testing often administered to determine cognitive ability. The Wechsler Intelligence Scale for Children (WISC-IV) is typically used to assess cognitive skills. This test measures four primary areas including verbal comprehension, perceptual reasoning, working memory and processing speed.
• Academic testing to determine a child’s aptitude or how they are performing academically compared to children of the same age or grade. The Woodcock Johnson Tests of Achievement (WJ-III NU) is commonly used to assess for aptitude.
• IQ and achievement scores are typically compared to one another to determine if learning problems exist. Tests for specific problem areas such as the Gray Oral Reading Test (GORT-2) or the Test of Auditory Processing Skills (TAPS) can be given to supplement IQ and achievement testing.
• Executive functioning skills are measured using the Behavior Rating Inventory of Executive Function (BRIEF).
• Parents are asked to complete a behavior rating scale, such as the Behavior Assessment System for Children (BASC-2) and the Conners 3. The Conners 3 specifically measures behaviors related to ADHD.
• Teachers are asked to complete a behavior rating scale, such as the teacher edition of the Behavior Assessment System for Children (BASC-2) and the Conners 3.
• The Conners’ Continuous Performance Test-II (CPT) is often given to measure attention and concentration when evaluating for ADHD.

The following is an example of a standard assessment for the evaluation of autism or autism spectrum disorders:

• Autism Diagnostic Observation Schedule (ADOS-2) is used to assess communication, social interaction, and play or imaginative use of materials.
• Autism Diagnostic Interview-Revised (ADI-R), the ADI-R may be given with parents. The ADI-R provides thorough information about early development and developmental milestones, language acquisition and communication skills, social development and play, interest and behaviors as well as other relevant clinical information.
• IQ testing often administered to determine cognitive ability. The Wechsler Primary & Preschool Scale of Intelligence (WPPSI-IV) can be used for children ages 2:6 – 7:7 and the Wechsler Intelligence Scale for Children (WISC-IV) is typically used for older children.
• If the child has difficulty with verbal skills, the Peabody Picture Vocabulary (PPVT) test can be used to evaluate receptive language skills.
• The Sensory Profile is used to assess for any sensory behaviors that may be associated with autism. This particular tool measures sensory seeking behaviors, emotional reactivity, low endurance/tone, oral sensitivity, inattention/ distractibility, poor registration, sensory sensitivity, sedentary behaviors and fine motor/perceptual skills.
• The Vineland Adaptive Behavior Scale can be used to determine how a child is doing with adaptive behaviors such as self care, communication and functioning in the community.
• Parents and teachers may complete the Gilliam Autism Rating Scale (GARS) to assess for symptoms of autism or the Asperger Syndrome Diagnostic Scale (ASDS).
• Parents and teachers may complete a general behavior rating scale such as the Behavior Assessment System for Children (BASC-2).
• Additional emotional or academic tests can be administered depending on the child’s presenting problem.

The following are several commonly administered tests to assess behavior, mood, and personality:

• children’s depression inventory (CDI-2) assesses severity of depression as well as various dimensions of depression including self esteem and interpersonal problems.
• multidimensional anxiety scale for children (MASC)- assesses the presence and level of anxiety as well as specific aspects of anxiety such as social anxiety, anxious coping, and separation anxiety.
• minnesota multiphasic personality inventory for adolescents (MMPI-A)- helps to identify personal, social, and behavioral problems in adolescents. This test provides information to aid in diagnostic clarification, problem identification and treatment planning.
• behavioral assessment system for children (BASC-2)- this test can be completed by parents, teachers, and children to assess for a variety of behavioral, emotional, social and academic concerns.