Our assessments are comprehensive and aimed at building a strengths and difficulties based profile for each child, along with a detailed plan of management, rather than focusing simply on IQ scores or diagnostic labels.

The Assessment is carried out using various psychological tests including:

  • Wechsler Intelligence Scale for Children-IV (WISC-IV)
  • Wechsler Individual Achievement Test- Second Edition (WIAT-II)
  • Neuropsychological Assessment for Children, Second Edition (NEPSY-II)
  • Vineland Adaptive Behaviour Scales, Second Edition- Survey Interview Form for Parents
  • Conners’ Teacher & Parent Rating Scale – Revised
  • Test of Written Language 4 (TOWL-4)
  • Wechsler Adult Intelligence Scale – III (UK)
  • Woodcock-Johnson III (WJ III) Tests of Achievement
  • Social Communication Questionnaire (SCQ)
  • Childhood Autism Rating Scale (CARS) – 2
  • Indian Scale for Assessment of Autism (ISAA)

After the assessment, a comprehensive report is designed which includes:

  1. Background information: This includes details of the early years, school history and highlights the main concerns. The information is collated primarily through parental interview, questionnaires and school feedback
  2. Neurodevelopmental profile: In this section we attempt to understand the child’s profile through interpreting his/her scores on various developmental/cognitive, academic and neuropsychological tests. The focus is on building a balanced picture of his/her strengths and difficulties.
  3. Plan of management -On the basis of the child’s profile, we design a plan in the following areas
    • Assets & affinities: what parents and school can do to nurture the strengths and learning style of the child to help him/her realise his/her potential in different areas
    • Accommodations and specific interventions:
      1. Accommodations that are necessary for the child to bypass his/her difficulties to learn efficiently
      2. Specific interventions that might help the child to build skills in the areas that have been identified as being not well developed
    • Professional interventions -the professional input in terms of family therapy, parenting work, group work, special education, occupational therapy etc that might be required to enhance his/her growth and development

Our reports are recognised and accepted by all national and international boards, including CBSE, ICSE, IB and IGCSE.

 

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