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Assessments Tools We Use

WPPSI-IV

The Weschler Preschool and Primary Scale of Intelligence, 4th edition (WPPSI-IV) is a fun and engaging assessment to measure cognitive development for preschoolers and young children. ​

This assessment measures ability across five areas of cognitive functioning as well as producing a composite score that represents overall intellectual ability (FSIQ).

• Verbal Comprehension
• Visual Spatial 
• Working Memory 
• Fluid Reasoning 
• Processing Speed 

Ages
2.5 yrs - 7yrs 7mths​

Completion Time 
30-60 minutes​

​This assessment also provides the following:​

• The General Ability Index and the Cognitive Proficiency Index may be provided if doing so would enhance understanding of the young person's cognitive profile.

WISC-V

The Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V) is the current version of a widely-used measure of intelligence. It is also an assessment recognised by the Department of Education for funding applications.

The WISC–V requires the administration of 10 subtests to calculate a full scale IQ score which represents overall intelligence. 
​
The subtests also contribute to the calculation of five index scores that reveal the child’s unique strengths and weaknesses, as well as comparing them to age-matched peers. These five areas are:

• Verbal Comprehension 
• Visual Spatial 
• Fluid Reasoning
• Working Memory 
• Processing Speed​​

Ages
6 - 16yrs​
​
Completion Time 
60-75 minutes

​This assessment also provides the following:​

• The General Ability Index and the Cognitive Proficiency Index may be provided if doing so would enhance understanding of the young person's cognitive profile.

WAIS-IV

The Weschler Adult Intelligence Scale, 4th edition (WAIS-IV) includes ten core subtests as well as five supplemental subtests. The psychologist will determine the required subtests depending on the referral question and the purpose of the report.

The test provides four major scores:

• Verbal Comprehension
• Perceptual Reasoning
• Working Memory
• Processing Speed

Additionally, the WAIS-IV provides two overall summary scores:

• Full-Scale IQ
• General Ability Index

Ages
16yrs +​​

Completion Time 
60-90 minutes

WIAT-III

Age Range
4yrs-50 yrs

Completion Time 
Varies by school year level and subtests administered
​

The Wechsler Individual Achievement Test (WIAT-III) is a comprehensive Australian & New Zealand normed standardised achievement test. 

The WIAT-III is frequently requested by parents and school wellbeing leaders who are seeking detailed information to inform the development of Individual Learning Plans (ILPs).

The WIAT is particularly useful when combined with the WISC-V so the achievement results can be considered in context with the cognitive abilities of the student.
Psychologists use the WIAT-III to help:

1. identify the academic strengths and weaknesses of a student
2. inform decisions regarding eligibility for educational services, educational placement, or a diagnosis of a specific learning disorder 
3. design instructional objectives and plan interventions

CTOPP-2

Age Range
4yrs - 24yrs

Completion Time 
30 minutes

The Comprehensive Test of Phonological Processing, 2nd edition (CTOPP-2) is a widely used assessment tool that evaluates an individual’s phonological processing abilities. These skills are critical for reading, spelling, and other language-based academic tasks. The CTOPP-2 is particularly helpful for identifying difficulties related to dyslexia and other learning challenges that affect phonological awareness.

Why is the CTOPP-2 Important?This assessment provides valuable insights into the underlying phonological skills that support reading and language development. The results can:

• Help identify reading difficulties, such as dyslexia.
• Inform tailored interventions and support strategies.
• Guide educational planning to address specific areas of need.

The CTOPP-2 may be used in our Educational and Psycho-Educational Assessments, helping to create a clearer picture of an individual’s learning profile and guide effective support.

Phonological processing refers to using speech sounds for coding information when reading, listening, and speaking.

There are three kinds of phonological processing important for reading: phonological awareness, phonological memory, and rapid naming. The CTOPP-2 assesses each area, so we get a very clear idea of specific strengths and deficits and can tailor our recommendations accordingly. 

What is Phonological Awareness?

Phonological Awareness is really important because it plays a critical role in learning to read. Deficits in phonological awareness is commonly characteristic of individuals with a Specific Learning Disorder in Reading (dyslexia).

Can you hear the similarities and differences among “bat,” “cat,” and “rat,”? If so, their spellings (bat, cat, rat) make sense. An individual with an impairment with phonological awareness may not be able to hear the similarities and differences in these words.

The good news is that phonological awareness can be taught. Early identification in phonological awareness impairments can help educators provide evidence-based instruction to prevent or at least reduce the severity of later reading problems.