We specialise in comprehensive psychological assessments for neurodevelopmental problems to understand how each unique brain functions and processes information.
We can also supplement previous assessments that have already been done by schools or other psychologists with additional tasks to obtain more information and better understanding.
Even in the absence of a formal diagnosis, problem behaviours and information processing difficulties may be found that are amenable to intervention.
We complement rating scale assessments with other objective assessments, as well as ensure that behaviours are not a result of other learning difficulties. We use computerised continuous performance tasks (CPTs), and QEEG brain mapping.
Rating Scales for Parents and Teachers
These are traditional and standard ways of assessing ADHD. Older children are encouraged to do self-reports.
Executive Function Tests
We look at cognitive flexibility, inhibition, and shifting.
Intellectual Functioning
We look at overall intellectual ability, ie, verbal comprehension, fluid reasoning, visual-spatial, working memory, and processing speed.
Computerized Continuous Performance Task (CPT)
We look at response inhibition (associated with impulsivity), vigilance and sustained attention.
QEEG (Quantitative Electroencephalography)
Research has shown that attention deficits predominantly involve problems with regulating arousal levels, which result in difficulties concentrating. QEEG investigation can show us brain wave functions to look at where the arousal regulation problems are. This is endorsed by the FDA (food and drug authority in the U.S.).
We offer gold standard assessment for autism spectrum disorders, comprising the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) and Autism Diagnostic Interview Revised (ADI-R).
Social Communication and Interaction
We assess the ability to initiate and to sustain reciprocal social interaction and social communication.
Repetitive Patterns of Behaviour
We evaluate the presence of restricted, repetitive and inflexible patterns of behaviour and interests, as well as unusual sensory processing behaviours.
Auditory Processing
We explore auditory closure, auditory figure ground differentiation, understanding rapid speech and dichotic listening.
Executive Function Tests
We look at cognitive flexibility, inhibition and shifting.
Intellectual Functioning
We look at overall intellectual ability, ie, verbal comprehension, fluid reasoning, visual-spatial, working memory and processing speed.
Computerized Continuous Performance Task (CPT)
We look at response inhibition (associated with impulsivity) and attention so that executive function abilities (used for the cognitive control of behaviour) in ASD individuals are understood.
QEEG (Quantitative Electroencephalography)
30% to 80% of children with autism also meet the criteria for ADHD thus QEEG (which is used mostly in ADHD assessment) shows us if brain wave functions can be improved so that there is better response to ASD interventions.
There are different causes for these academic problems. We identify the crux of the problem with these assessments so that the right intervention can be applied for individuals facing such difficulties.
Intellectual Functioning
We look at overall intellectual ability, ie, verbal comprehension, fluid reasoning, visual-spatial, working memory and processing speed.
Academic Achievement
We assess reading, writing, mathematics and oral language capability.
Phonological Processing
We look at phonological awareness and rapid automatic naming
Visual Perception
We look at visual abilities involving spatial relationships, discriminations, figure-ground, closure, and memory.
Motor Coordination
We look at motor fluency and visual motor integration.
Auditory Processing
We explore auditory closure, auditory figure ground differentiation, understanding rapid speech and dichotic listening.
Computerized Continuous Performance Task (CPT)
We look at response inhibition (associated with impulsivity) and attention so that executive function abilities (used for the cognitive control of behaviour) can be factored in when assessing academic performance.
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