Psychometric & IQ Testing

The WPPSI-IV is an assessment designed for young children aged 2 years to 7 years. It helps parents and educators understand how a child is developing across different areas of thinking and learning.

The WPPSI-IV looks at key areas of early cognitive development, including:

• Language skills
• Problem-solving and reasoning
• Visual–spatial ability
• Working memory
• Processing speed

Together, these provide both an overall measure of intellectual ability (IQ) and a detailed profile of specific strengths and challenges.

Parents may consider the WPPSI-IV if they notice signs of giftedness or have concerns about a child’s learning progress. By identifying abilities early, families and educators can provide targeted support to help a child reach their full potential. The results are not just about a number, the detailed report explains how your child learns and processes information, offering practical insights for learning and development.

In some cases, the WPPSI-IV is paired with other assessments, such as the Wechsler Individual Achievement Test (WIAT-III), to build a fuller picture of both intellectual and academic functioning.

The assessment uses short, engaging activities and puzzles designed to capture a child’s attention while measuring their abilities. It typically takes about 60 minutes to complete.

Once finished, our psychologist will meet with you to explain the results in clear, supportive language and provide recommendations for the next steps in your child’s development and education.

For more details, please click here.

The WAIS-IV is the most widely used assessment of intellectual ability for adolescents and adults aged 16 to 90 years. It was developed by Dr. David Wechsler and is now in its fourth edition, reflecting the latest research in psychology and neuroscience.

This assessment explores different aspects of thinking and problem-solving, including verbal comprehension, perceptual reasoning, working memory, and processing speed. Together, these provide a comprehensive view of how an individual processes information, solves problems, and learns new skills.

The WAIS-IV is used in a variety of contexts, such as:

• Educational planning and placement
• Understanding cognitive strengths and weaknesses in daily functioning
• Assessing the impact of neurological conditions, brain injuries, or mental health concerns
• Supporting vocational or career planning when learning and cognitive capacity are relevant

The assessment involves a series of engaging tasks and subtests, usually taking about 90 minutes to complete. While it provides an overall IQ score, the most valuable insights come from the detailed breakdown across different ability areas, which highlights both strengths and areas that may need support.

At our clinic, results are explained thoroughly by an experienced psychologist, with a focus on making the findings meaningful and practical for everyday life, education, or work.

For more details, please click here.

The WISC-V is one of the most widely used assessments for understanding how children think, reason, and learn. Designed for children aged 6 to 16 years, it provides a detailed profile of cognitive strengths and challenges.

The WISC-V assesses several areas of cognitive functioning, including:

• Verbal skills
• Visual–spatial reasoning
• Fluid reasoning and problem-solving
• Working memory
• Processing speed

Because the tasks do not rely on reading or writing, the assessment is suitable for a wide range of children, including those with emerging literacy skills.

Parents and educators often seek this assessment to:

• Identify learning difficulties or developmental concerns
• Explore signs of giftedness
• Gain insights into attention, memory, or problem-solving
• Support applications for educational services or accommodations

The WISC-V not only provides an overall IQ score, but more importantly, it highlights specific patterns of strengths and weaknesses, giving a clearer picture of how a child processes information and learns best.

The assessment consists of engaging, age-appropriate activities and tasks, taking about 60–90 minutes to complete.

Afterward, our psychologists carefully explain the results in plain language and provide practical recommendations tailored to your child’s needs at school and at home.

For more details, please click here.

The WAIS-5 is a comprehensive, standardised assessment designed to measure the intellectual functioning of adults and older adolescents aged 16 to 90 years. It provides a detailed profile of an individual’s cognitive abilities across multiple domains and generates an overall estimate of general intellectual ability, known as the Full-Scale IQ (FSIQ). The test is widely used in clinical, educational, and neuropsychological settings to assist with diagnosis, treatment planning, and understanding cognitive strengths and weaknesses.

The WAIS-5 is used to:

• Assess general intellectual ability (IQ)
• Identify cognitive strengths and weaknesses
• Support diagnosis of learning difficulties, intellectual disability, ADHD, or neurological conditions
• Assist with vocational, educational, and rehabilitation planning
• Contribute to research on cognition and intelligence

The WAIS-5 is made up of several subtests that together form five primary index scores, each representing a specific area of cognitive functioning:

• Verbal Comprehension Index (VCI) – Measures verbal reasoning, comprehension, and use of acquired knowledge.
• Visual-Spatial Index (VSI) – Assesses the ability to interpret and organise visual information and understand spatial relationships.
• Fluid Reasoning Index (FRI) – Evaluates logical thinking and problem-solving with novel information.
• Working Memory Index (WMI) – Measures attention, concentration, and the ability to hold and manipulate information in short-term memory.
• Processing Speed Index (PSI) – Assesses the speed and accuracy of visual scanning and decision-making.

Together, these indices provide a comprehensive overview of cognitive functioning, highlighting both strengths and areas of potential difficulty.

The WAIS-5 is given one-on-one by a trained psychologist and usually takes about 60 to 90 minutes. During the test, the person completes different tasks that measure skills like thinking, memory, reasoning, and problem-solving. The results provide scores for specific areas of thinking as well as an overall IQ score. The pattern of scores helps show a person’s strengths and areas where they may need support, giving a clear picture of how they learn and process information. The results help psychologists understand how a person thinks and learns, and can support diagnoses, such as learning difficulties, memory problems, or cognitive changes after injury or illness. They are also useful for planning support, therapy, or educational strategies, and can guide decisions about work, study, or other daily activities. Overall, the WAIS-5 helps provide a clear understanding of an individual’s thinking abilities so that the right support can be offered.

For more details, please click here.

The WIAT-III is a widely used assessment that measures a person’s academic skills and learning progress. It is suitable for individuals aged 4 years through adulthood, making it a valuable tool for both school-aged children and older learners.

The WIAT-III looks at areas such as:

• Reading (word recognition, comprehension, fluency)
• Mathematics (calculation and problem-solving)
• Written expression (spelling, grammar, sentence and essay writing)
• Oral language (listening and speaking skills)

Because it provides detailed information across different academic areas, the WIAT-III is often used to:

• Identify learning difficulties such as dyslexia, dysgraphia, or dyscalculia
• Understand a student’s strengths and challenges in the classroom
• Support applications for special education services, exam accommodations, or learning support
• Complement cognitive testing (e.g., with the WISC or WAIS) to give a fuller picture of intellectual and academic functioning

The assessment is made up of engaging, age-appropriate tasks that usually take around 90–120 minutes to complete, depending on the individual and the areas being assessed.

At our clinic, results are always explained by an experienced psychologist. The focus is not just on scores, but on providing clear, practical recommendations that parents, teachers, and learners themselves can use to support progress at school or in everyday life.

For more details, please click here.

The WASI-II is a shorter version of the Wechsler intelligence tests (WISC and WAIS), designed to provide a quick but reliable snapshot of an individual’s thinking and reasoning abilities. It can be used with both children and adults aged 6 to 90 years.

The test includes two formats:

• 4-subtest form (about 30 minutes): block design, vocabulary, matrix reasoning, and similarities
• 2-subtest form (about 15 minutes): vocabulary and matrix reasoning

Together, these tasks assess both verbal ability (using language and learned knowledge) and non-verbal ability (visual reasoning, problem-solving, and coordination). The results can be combined into an overall Full Scale IQ score.

Because of its shorter length, the WASI-II is often used as a screening tool, for example, to quickly check whether a more comprehensive assessment is needed, or to follow up on a previous evaluation. It can also help identify signs of giftedness, intellectual disability, or learning difficulties such as dyslexia or dysgraphia.

It is important to note, however, that the WASI-II is not intended for use in legal or formal diagnostic contexts on its own. Instead, it is best used as a complement to full assessments like the WISC or WAIS when more detailed information is required.

At our clinic, the WASI-II is administered by a trained psychologist and explained in a way that makes the results clear and useful for planning next steps.

The assessment usually takes 15 to 30 minutes to complete.

For more details, please click here.

The WRAT-5 is a brief and reliable assessment of key academic skills. It can be used with individuals aged 5 through 85 years, making it suitable for both school-aged children and adults.

The WRAT-5 focuses on four essential areas of learning:

• Word Reading – recognising and reading words out loud
• Spelling – writing words correctly from dictation
• Math Computation – solving written math problems
• Sentence Comprehension – understanding the meaning of written sentences

These areas provide a clear snapshot of a person’s basic academic skills and help highlight strengths or difficulties in reading, writing, and mathematics.

The WRAT-5 is often used to:

• Screen for learning difficulties in literacy and numeracy
• Track progress in educational interventions over time
• Complement cognitive assessments (such as the WISC, WAIS, or WIAT) to give a fuller picture of learning and achievement
• Provide supporting information for special education services, exam accommodations, or workplace adjustments

The WRAT-5 is relatively quick to administer, usually taking 15–30 minutes, depending on which subtests are included. Results are scored and interpreted by a psychologist, who will explain them in plain language and provide practical recommendations tailored to the individual’s needs.

For more details, please click here.

The Leiter-3 is a nonverbal intelligence test designed for individuals aged 3 to 75+ years. It’s especially useful for those who have limited or no verbal communication, including individuals with autism, speech or hearing impairments, or who are English language learners.

Unlike traditional IQ tests that rely on language, the Leiter-3 uses only visual and motor tasks to assess cognitive ability. It measures areas such as:

• Nonverbal reasoning
• Fluid intelligence
• Visual attention
• Memory and processing speed

Because it removes the language barrier, the Leiter-3 offers a fair and accurate way to assess thinking and problem-solving skills in individuals who may not perform well on verbally based tests.

The Leiter-3 is often used to:

• Evaluate cognitive ability in nonverbal children and adults
• Support diagnoses like autism spectrum disorder (ASD)
• Guide educational planning and accommodations

The assessment typically takes 45–60 minutes and is administered in a calm, interactive setting. Results are explained clearly by our psychologists, with a focus on practical strategies tailored to everyone’s needs.

For more details, please click here.

The Bayley-III is one of the most widely used assessments for understanding the development of infants and young children, from 1 month to 42 months of age (3½ years). It provides an in-depth picture of a child’s early strengths and challenges across key areas of growth.

The Bayley-III includes five main developmental domains:

• Cognitive – problem-solving and early thinking skills
• Language – both receptive (understanding) and expressive (use of words and gestures)
• Motor – fine motor (small movements like grasping) and gross motor (large movements like crawling or walking)
• Social–Emotional – how a child engages with others and manages emotions
• Adaptive Behaviour – practical skills needed for daily living, such as self-care and play

The Bayley-III is often used when parents, doctors, or educators want to understand whether a child’s development is on track for their age. It can:

• Identify developmental delays or areas where support may be needed
• Guide early intervention planning to give children the best start in life
• Track developmental progress over time
• Provide reassurance to parents when a child is meeting milestones

The assessment uses play-based tasks and structured observations designed to engage infants and toddlers. Parents may also be asked to complete questionnaires about their child’s everyday behaviour. Sessions are interactive and child-friendly, typically lasting 50–90 minutes depending on the child’s age and attention span.

Results are explained in clear, supportive language by a psychologist, with practical recommendations for next steps, whether that means early intervention, therapy, or simply strategies to encourage ongoing development at home.

For more details, please click here.

The Beery VMI is a nonverbal assessment that looks at how well individuals can coordinate what they see with how they move, in other words, how effectively visual perception, fine motor skills, and hand–eye coordination work together. It is widely used with children, but can also be applied across the lifespan, making it suitable for individuals aged 2 to 100 years.

The main task is a paper-and-pencil activity, where individuals copy a series of increasingly complex designs. No erasing or rotating of the test booklet is allowed, ensuring the results reflect natural visual–motor integration ability.

There are two versions:

• Short Form: 21 items, designed for younger children aged 2–7 years
• Long Form: 30 items, for children and adults aged 2–100 years

In addition, the Beery VMI includes two supplemental tests that can provide more detailed information:

Visual Perception: choosing a matching design from several options

Motor Coordination: tracing shapes with precision, following a dashed outline

Why use the Beery VMI?

• Helps identify developmental difficulties in young children, including those related to school readiness
• Useful for individuals with language or verbal impairments, as it is entirely nonverbal
• Can support the assessment of people affected by stroke, traumatic injury, Alzheimer’s disease, or other neurological conditions
• Supplemental subtests help pinpoint whether challenges are primarily visual, motor, or a combination

The Beery VMI is quick to administer, usually taking 10–15 minutes for each test. Despite its simplicity, it provides valuable insights into underlying developmental or cognitive concerns that may impact learning or daily life.

For more details, please click here.

The CTOPP-2 is an assessment designed to evaluate the phonological processing skills that are critical for learning to read and write. It is suitable for individuals aged 4 through 24 years and is often used in both educational and clinical settings.

The CTOPP-2 focuses on three core areas of phonological processing:

• Phonological Awareness – recognising and working with the sounds of spoken language (e.g., blending, segmenting, or manipulating sounds in words)
• Phonological Memory – remembering spoken information for a short period, which supports decoding and spelling
• Rapid Naming – quickly naming familiar symbols such as letters, digits, or objects, a skill closely linked to reading fluency

These areas are assessed through a variety of short, engaging subtests tailored to the person’s age.

The CTOPP-2 is particularly valuable for:

• Identifying individuals who may be at risk for reading difficulties or dyslexia
• Pinpointing the specific phonological skills that need support in order to improve literacy
• Monitoring progress over time when interventions or support programs are in place
• Providing information that helps teachers, parents, and clinicians plan targeted strategies for reading development

The assessment typically takes 40–60 minutes to administer. Results are scored and interpreted by a psychologist, who will provide clear feedback and recommendations for supporting literacy development at home, school, or in therapy.

For more details, please click here.

The TASIT is a unique social cognition assessment that helps us understand how well someone interprets social cues in real-life situations. It is suitable for adolescents and adults and is particularly useful for those who may struggle with subtle social interactions, such as individuals with autism, brain injuries, or certain mental health conditions.

Unlike paper-based tests, the TASIT uses short, video-based scenarios featuring real actors. Individuals are asked to interpret the intentions, emotions, or beliefs of the people in the scenes.

The TASIT explores:

• Recognition of basic emotions (like happiness, anger, fear)
• Understanding sarcasm, lies, and indirect communication
• Inferring meaning from tone, body language, and facial expressions

This test is especially helpful in cases where someone can speak well but struggles with “reading between the lines” or picking up on social nuance.

At our clinic, the TASIT may be recommended to:

• Support autism assessments
• Evaluate the social impact of brain injury
• Understand social processing challenges in psychiatric or neurological conditions

The assessment takes around 60 minutes to complete. Results are explained clearly by our psychologists, with a focus on practical social communication strategies for school, home, or work.

For more details, please click here.

The ABAS-3 is a comprehensive tool used to evaluate adaptive behaviour; the everyday skills people need to function and thrive in daily life. It can be used across the lifespan, from infancy (0 months) through adulthood (89 years), making it a versatile assessment for both children and adults.

The ABAS-3 looks at a wide range of functional skills across three broad domains:

• Conceptual skills – communication, functional academics, and self-direction
• Social skills – social interaction, leisure, and social responsibility
• Practical skills – self-care, home living, health and safety, community use, and work

Scores from these domains are combined to produce a General Adaptive Composite (GAC), which gives an overall picture of an individual’s adaptive functioning.

The ABAS-3 is particularly valuable for:

• Identifying strengths and challenges in daily living skills
• Supporting the diagnosis of intellectual disability, autism spectrum disorder, or developmental delays
• Informing intervention planning, including therapy, school supports, and independent living programs
• Tracking progress over time to evaluate the effectiveness of interventions

Because the ABAS-3 relies on input from people who know the individual well (such as parents, teachers, or caregivers), it provides a well-rounded view of how skills are used in real-life contexts.

The ABAS-3 is usually completed through questionnaires and rating forms, which can be filled out in about 15–20 minutes. Results are then interpreted by a psychologist, who will provide clear feedback and practical recommendations tailored to the individual’s needs.

For more details, please click here.

The BASC-3 is a comprehensive assessment designed to understand an individual’s emotions, behaviours, and self-perceptions. It is suitable for children, adolescents, and young adults aged 2 to 25 years, and is widely used in both clinical and educational settings.

The BASC-3 gathers information from multiple perspectives to provide a well-rounded view of behaviour across different settings:

• Teacher Rating Scales (TRS) – measure adaptive and problem behaviours in the classroom
• Parent Rating Scales (PRS) – measure behaviours at home and in the community
• Self-Report of Personality (SRP) – allows the child, adolescent, or young adult to describe their own emotions, behaviours, and self-view
• Student Observation System (SOS) – involves structured observation of classroom behaviours, recorded on paper or electronically
• Structured Developmental History (SDH) – provides valuable background information about development, family history, and context

Each rating scale takes about 10–20 minutes to complete. The SOS typically requires 45–60 minutes, while the SDH takes around 60 minutes.

By combining insights from parents, teachers, and the individual themselves, the BASC-3 provides a detailed picture of behavioural and emotional functioning across multiple environments. This makes it especially useful for:

• Identifying concerns such as ADHD, anxiety, depression, and adjustment difficulties
• Highlighting issues linked to learning disabilities or social–emotional challenges
• Supporting differential diagnosis, ensuring that symptoms are not misattributed
• Guiding intervention planning and tracking progress over time

Because it integrates perspectives from different people and contexts, the BASC-3 offers a comprehensive and balanced view of an individual’s strengths and challenges, helping clinicians, educators, and families work together to provide effective support.

For more details, please click here.

The Vineland-3 is a widely used tool for assessing adaptive behaviour, the everyday skills that allow individuals to function, communicate, and participate in daily life. It can be used from birth through adulthood (0–90 years), making it valuable across the entire lifespan.

The Vineland-3 evaluates adaptive functioning across four key domains:

• Communication – receptive, expressive, and written language skills
• Daily Living Skills – practical abilities such as self-care, domestic tasks, money management, and community use
• Socialisation – interpersonal relationships, play and leisure, and coping skills
• Motor Skills (for younger children) – fine and gross motor development

These domains combine to form an overall Adaptive Behaviour Composite (ABC) score, which provides a clear picture of an individual’s functioning in everyday settings.

The Vineland-3 is particularly valuable for:

• Supporting the diagnosis of intellectual disability, autism spectrum disorder, developmental delays, and other conditions
• Informing intervention and treatment planning by highlighting specific areas of strength and challenge
• Measuring progress over time, making it useful for tracking the impact of therapies, interventions, and educational supports
• Providing information that reflects real-world functioning, based on caregiver and teacher reports

The Vineland-3 is completed through interviews or questionnaires filled out by parents, teachers, or caregivers who know the individual well. This ensures that the results reflect everyday behaviour across familiar settings, rather than just performance in a test situation.

Administration typically takes 30–60 minutes, depending on the format used. A psychologist will interpret the results and provide clear, practical recommendations tailored to the individual’s needs and goals.

For more details, please click here.

The ADOS-2 is a gold-standard tool used worldwide to help in the diagnosis of autism spectrum disorder (ASD). Unlike many paper-and-pen or computer-based assessments, the ADOS-2 is conducted through structured activities and social interactions, allowing psychologists to directly observe and code behaviours relevant to autism. It can be used with children and adults from 12 months of age.

An ADOS-2 assessment typically includes:

• A semi-structured interview with the individual and/or caregivers
• Administration of one ADOS-2 module (lasting about 40–60 minutes)
• A feedback session with the psychologist, who explains the findings and provides tailored recommendations

The ADOS-2 uses activities and prompts that are designed to create opportunities for observing:

• Communication skills
• Social interaction
• Play and imagination (for younger children)
• Restricted and repetitive behaviours

Modules of the ADOS-2

There are five modules, and the psychologist selects the one most appropriate for the person’s age and language ability:

• Toddler Module – for children 12–30 months who are not yet using phrase speech
• Module 1 – for children over 31 months who are not consistently using phrase speech
• Module 2 – for any age group using phrase speech but not verbally fluent
• Module 3 – for verbally fluent children and young adolescents
• Module 4 – for verbally fluent older adolescents and adults

Only one module is completed during the assessment.

The ADOS-2 provides psychologists with structured, reliable information that is highly relevant for:

• Making or confirming an ASD diagnosis
• Planning interventions and supports
• Informing educational placement and management strategies

For the most accurate and comprehensive diagnosis, the ADOS-2 is often used together with the Autism Diagnostic Interview – Revised (ADI-R), which collects detailed developmental history from caregivers.

Each ADOS-2 module takes about 40–60 minutes to complete. A feedback session is provided afterward to ensure families fully understand the results and the next steps for support.

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The SRS-2 is a questionnaire-based assessment that helps distinguish autism spectrum disorder (ASD) from other conditions by identifying the presence and severity of social difficulties. It provides a detailed picture of how social challenges appear in everyday settings such as home, school, or work.

The SRS-2 evaluates social functioning across five subscales:

• Social Awareness – noticing and understanding social cues
• Social Cognition – interpreting social information correctly
• Social Communication – expressing oneself effectively in social situations
• Social Motivation – interest in engaging socially
• Restricted Interests and Repetitive Behaviour – behaviours commonly associated with ASD

The SRS-2 has rating forms for different age groups, each taking about 15–20 minutes to complete:

• Preschool Form: ages 2 years 6 months – 4 years 6 months
• School-Age Form: ages 4 – 18 years
• Adult Form: ages 19+, completed by a parent, partner, or close relative
• Adult Self-Report Form: ages 19+, completed by the individual themselves

The SRS-2 is one of the most widely used tools for identifying social difficulties linked to ASD. It is valuable for:

• Detecting the severity of social impairments across natural environments
• Differentiating ASD from other behavioural or emotional conditions
• Tracking progress and monitoring response to intervention over time

While the SRS-2 is reliable, it is best used as part of a comprehensive assessment process. On its own, it may not capture the full complexity of social functioning. For this reason, psychologists often pair it with other diagnostic tools such as the Autism Diagnostic Observation Schedule (ADOS-2) or the Autism Diagnostic Interview – Revised (ADI-R) to ensure accurate understanding and diagnosis.

For more details, please click here.

The ADI-R is a structured, in-depth interview conducted with parents or caregivers of an individual being assessed for autism spectrum disorder (ASD). It can be used with both children and adults (from a mental age of about 2 years onwards) and provides detailed insights into a person’s developmental history and current behaviours.

The ADI-R explores four main domains:

• Language and Communication
• Reciprocal Social Interaction
• Restricted and Repetitive Behaviours and Interests
• Evidence of Developmental Abnormalities Before 36 Months (to determine whether early symptoms meet criteria for ASD onset)

It also collects information about other clinically relevant behaviours such as aggression, unusual fears, or self-injury.

The ADI-R provides a rich picture of how behaviours have developed over time and how they affect daily life. This makes it especially helpful for:

• Supporting the diagnosis of ASD
• Distinguishing autism from other developmental conditions
• Informing treatment, management, and educational planning

Because it relies on caregiver reports rather than direct observation, the ADI-R is not used alone for diagnosis. Instead, it is most powerful when combined with the Autism Diagnostic Observation Schedule – Second Edition (ADOS-2), which directly observes the individual’s behaviour. Together, these tools provide the most comprehensive and reliable assessment of ASD.

The ADI-R typically takes 1.5 to 2.5 hours to complete, depending on the age and complexity of the case. Following the interview, results are carefully reviewed and integrated with other assessments to guide diagnosis and next steps.

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The MIGDAS-2 is a structured, sensory-friendly diagnostic interview used to assess autism spectrum disorder (ASD) in children, adolescents, and adults. Unlike traditional diagnostic tools, the MIGDAS-2 uses a conversational and visual-based approach, making it especially useful for individuals who may struggle with standard interviews or testing.

It focuses on key features of autism, including:

• Social communication
• Sensory interests and sensitivities
• Unusual language patterns or behaviours
• Patterns of play and interaction

The MIGDAS-2 involves both parent/caregiver interviews and direct observation through interactive, play-based activities. This flexible format provides a rich, descriptive picture of an individual’s unique communication style and behaviours.

Clinicians often use the MIGDAS-2:

• As part of a comprehensive autism assessment
• When traditional diagnostic tools are too rigid or language-heavy
• To support educational or therapy planning

Feedback is provided in accessible, supportive language, with a focus on understanding strengths, challenges, and next steps for support.

For more details, please click here.

The Conners-3 is a well-established tool for assessing Attention-Deficit/Hyperactivity Disorder (ADHD) and related behavioural, emotional, and academic difficulties in children and adolescents aged 6 to 18 years. It is one of the most widely used assessments in both clinical and school settings to help clarify concerns about attention, self-control, and behaviour.

The Conners-3 gathers information from multiple perspectives through rating scales completed by:

• Parents – providing insight into behaviours at home and in the community
• Teachers – reporting on behaviours in the classroom and school setting
• Self-report (for older children and adolescents) – offering the young person’s perspective on their own behaviour and feelings

This multi-informant approach ensures a comprehensive view of a child’s functioning across different environments.

The Conners-3 evaluates key areas linked to ADHD and related difficulties, including:

• Inattention
• Hyperactivity/Impulsivity
• Learning and Executive Functioning
• Defiance/Aggression
• Peer and Family Relations

The Conners-3 is particularly valuable for:

• Supporting the diagnosis of ADHD and distinguishing it from other behavioural or emotional conditions
• Highlighting associated challenges such as learning difficulties, anxiety, or conduct problems
• Guiding treatment and educational planning, including strategies for the home and classroom
• Tracking changes over time to evaluate the effectiveness of interventions

Each rating form generally takes 20–25 minutes to complete. Results are scored and interpreted by a psychologist, who integrates the findings with other assessments, observations, and clinical interviews to provide clear feedback and practical recommendations.

For more details, please click here.

The Conners CPT 3 is a widely used computer-based assessment that measures sustained attention, impulsivity, and response control. It is suitable for individuals aged 8 years and older and is often used as part of a broader ADHD assessment.

During the test, the individual is asked to respond to certain visual stimuli on a screen while ignoring others. This simple task, repeated over time, reveals subtle patterns in attention and behaviour.

The CPT 3 evaluates:

• Inattention and missed responses
• Impulsivity and response errors
• Reaction time and consistency
• Mental fatigue and focus over time

Because the test generates objective, numerical data, it helps psychologists identify attention difficulties that may not be obvious in day-to-day life or may be hard to describe in interviews or questionnaires.

The CPT 3 is often used alongside parent/teacher rating scales and clinical interviews to:

• Screen for ADHD
• Support diagnostic clarity
• Evaluate the effectiveness of ADHD interventions

The test itself takes about 14 minutes to complete, and results are carefully reviewed and explained by your psychologist, with guidance for next steps in treatment or support.

The TEA-Ch2 is a standardized assessment that measures different aspects of attention in children aged 5 to 16 years. It provides valuable insight into how a child focuses, shifts, and sustains attention in everyday situations.

The test evaluates areas such as:

• Sustained attention
• Selective attention (filtering distractions)
• Divided attention (multi-tasking)
• Switching attention between tasks

The TEA-Ch2 is particularly helpful for identifying attentional difficulties that may be associated with ADHD, learning differences, or executive functioning challenges.

It includes fun, game-like tasks that are engaging for children while providing detailed information on how they process and manage attention. Testing typically takes about 45–60 minutes.

TEA-Ch2 results are often used:

• Alongside behaviour rating scales (like the Conners CPT or questionnaires)
• To inform ADHD diagnoses or learning support plans
• To identify attentional strengths and areas for improvement.

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The NEPSY-II is a comprehensive, in-depth assessment tool designed to evaluate a wide range of cognitive and neuropsychological skills in children aged 3 to 16 years. It offers a flexible approach, allowing psychologists to select subtests based on specific concerns or referral questions.

The NEPSY-II helps assess how a child’s brain supports thinking, learning, memory, and social interaction. It covers six main domains:

• Attention and executive functioning
• Memory and learning
• Language skills
• Visuospatial and constructional abilities
• Motor skills
• Social perception and understanding

This assessment is often recommended for children who are experiencing challenges with learning, concentration, communication, or social development. It is particularly useful when concerns involve multiple areas of functioning, and a broad picture is needed.

The NEPSY-II may be used to explore concerns related to:

• ADHD and attention regulation
• Language or memory delays
• Social understanding in autism spectrum conditions
• Learning difficulties impacting school performance

Testing time varies depending on the number of domains assessed but typically ranges from 90 to 180 minutes. After testing, our psychologists provide a detailed explanation of your child’s cognitive profile, including strengths, challenges, and clear next steps for support at home or school.

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The D-KEFS is a collection of standardized tasks designed to assess executive functioning — the set of mental skills we use to plan, problem-solve, organize, and adapt to changing situations. It is suitable for individuals aged 8 and older, including both children and adults.

The D-KEFS measures key components of executive function, including:

• Cognitive flexibility
• Impulse control and inhibition
• Planning and organization
• Verbal and nonverbal reasoning
• Abstract thinking

This assessment is often used when there are concerns about:

• ADHD or executive function difficulties
• Problems with emotional regulation or impulsivity
• Head injuries, neurological conditions, or developmental delays
• Challenges in school, work, or daily life that involve organization or focus

Tasks in the D-KEFS are structured yet engaging and usually take around 60–90 minutes to complete. The results provide valuable insight into how an individual manages tasks that require mental control and flexibility.

D-KEFS results help inform support plans for academic success, behaviour regulation, and independent functioning. Our psychologists will walk you through the findings in a practical, understandable way.

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