Testing and assessment of children and adults

Children and youth; testing and assessment

Parents considering psychological testing and assessment for their child should first describe what understanding they are trying to achieve and how it may benefit the child. Understanding the purpose and use of testing ensures that the selected assessment tools and methods align with the specific concerns or questions being addressed. Knowing the purpose provides a framework for interpreting the results accurately and making informed decisions about necessary interventions or support strategies.

Understanding the main area of concern

Knowing whether the focus is to diagnose potential learning disabilities (or significant strengths), behavioural issues, or emotional disturbances well help the clinical psychologist tailor the process the child’s individual needs from the very beginning – and minimizing test stress by only administering what is needed. We know that sometimes it can be difficult to distinguish between types of challenges and we will help guide your focus in a meaningful direction. 

Be open to implementing changes in your parenting style

It is beneficial for parents to familiarize an understand how an outcome can contribute to the mental well-being of the child. For example recognizing the role and possibilities of adapting changes in the parenting style and involving, school, educators, and in some cases medical professionals.

Communicate the process with your child

It is important to maintain an open age corresponding communication with the child about the process. Describing the reasons for testing as well as providing a brief description of the type of test the child is about to take.

Helping the child understand the process and reason for the assessments, promotes a supportive environment that encourages honest and authentic responses as well as reducing the stress associated with the process. If you have any questions or concerns about how to present this in a meaningful way – feel free to ask.

Testing for ADHD (Attention Deficit Hyperactivity Disorder) and ADD (Attention Deficit Disorder) usually involves a multi-faceted evaluation process designed to ensure accurate diagnosis and understanding of the individual’s condition. This process typically begins with a comprehensive clinical interview, where information about the client’s symptoms, medical history, developmental history, and any other relevant factors are gathered. A range of standardized tests and questionnaires may be employed to assess attention, impulsivity, and hyperactivity levels. These could be complemented by behavioural assessments and input from teachers or family members who have observed the individual’s behaviours across different settings. The combination of these methods allows clinicians to distinguish ADHD and ADD from other conditions with similar symptoms, facilitating a tailored and effective treatment approach for the client.

Please note, that we are unable to support or recommend medication in case of a ADHD or ADD diagnosis. If you want medicine you will have to undergo a brief medical exam with a medical doctor or psychiatrist. Some psychiatrists only administer medication when they have completed the ADHD or ADD assessment themselves. We can offer a screening in case you just want an indication before you approach a psychiatrist.

Testing for Autism Spectrum Disorder (ASD) involves a thorough and multi-dimensional evaluation process to ensure an accurate understanding of the individual’s condition. The assessment usually starts with an in-depth clinical interview, during which a clinician gathers comprehensive details about the client’s developmental history, social interactions, communication skills, and behavioural patterns. Standardized tools such as the Autism Diagnostic Observation Schedule (ADOS) or the Autism Diagnostic Interview-Revised (ADI-R) may be used alongside parental reports and observations from educators or caregivers who witness the individual’s behaviour in different environments. This combination of approaches helps clinicians to accurately identify ASD, differentiating it from other developmental disorders, and allows for the development of a personalized intervention plan tailored to the individual’s unique needs and strengths.

Intelligence testing aims to measure an individual’s cognitive abilities and potentially, offering insights into various aspects of their mental functioning. This process often begins with the administration of standardized tests such as the Wechsler Adult Intelligence Scale (WAIS & WISC for children) or the Stanford-Binet Intelligence Scales, both designed to evaluate different components of intelligence, including verbal comprehension, perceptual reasoning, working memory, and processing speed. In addition to these assessments, qualitative information may be gathered through interviews, educational records, and observations of problem-solving and decision-making skills in real-world situations. Incorporating details from teachers, parents, or guardians helps to provide a comprehensive view of the individual’s cognitive strengths and challenges. By synthesizing this data, clinicians can map a clearer picture of the individual’s intellectual profile, aiding in personalized educational and developmental planning.

Diagnosing anxiety-related disorders (including OCD and phobias) often begin with structured interviews and standardised questionnaires, such as the Beck Anxiety Inventory (BAI) or the Generalized Anxiety Disorder 7-item (GAD-7) scale, which offer a quantifiable insight into the severity of symptoms. The information may be complemented by evaluations of the individual’s physical health, psychiatric history, and current stressors. Gathering evidence from family members, friends, or teachers can provide additional context regarding the frequency and intensity of anxiety symptoms in various settings. This comprehensive assessment allows for a precise differentiation between anxiety disorders and other mental health or physiological conditions, facilitating the creation of a tailored treatment plan that considers the individual’s circumstances, coping mechanisms, and support network.

Diagnosing personality disorders requires an in-depth assessment of enduring patterns in thoughts, emotions, and behaviours that deviate significantly from cultural expectations. Clinicians utilise tools such as the Structured Clinical Interview for DSM-5 Personality Disorders (SCID-5-PD), Personality Assessment Inventory (PAI) alongside comprehensive clinical interviews to explore the individual’s interpersonal relationships, self-image, and emotional regulation. A detailed personal history and behavioural evaluation, including feedback from friends and family, can illuminate how these patterns manifest across different contexts and over time. Often, a longitudinal perspective is essential to distinguish between temporary behavioural responses and stable personality traits. This multi-dimensional approach is crucial for accurately diagnosing personality disorders, allowing for an personalised interventions tailored to the individual’s unique challenges and adaptive needs.

You may want to start with a clinical interview. It is conducted as in person in person discussion of how the challenges you and or your child is experiencing. We will try and understand the experienced challenges in your context and make initial assessments of the clinical relevance and understanding. Based on the interview we will give you an indication of whether it makes sense to move forward with a testing and assessment process and the challenges perceived to be relevant to cover.
We set aside about 1-1½ hour for interview. Price is listed in our price list.

If you already know you if you want to test for a specific disorder or test we can complete a screening for the desired challenge. We call this a screening when it is related to neurological challenges, emotional and personality – as opposed to cognitive challenges – because to make a specific diagnosis you will in most cases need to do other tests in order to exclude competing diagnosis.

As such a “positive” test result is not always conclusive of a diagnosis, as there may be other challenges that better describe experienced challenge. On the other hand, if the test does give indicate a specific disorder or challenge it is unlikely that the specific diagnosis is something that characterises the individual.

An thourough and comprehensive testing requires time. We usually spend 10-15 hours in total before we can make a clinical diagnostic conclusion. This includes interview, testing, evaluation,  team supervision, report and feedback meeting.

We test for cognitive abilities using WAIS and WISC. It is standardised and the most recognised form a tests. Testing involves different dimensions of cognitive abilities and is often the basis for any intervention in school or at work.

The testing process is about 2 hour long. After testing the clinical psychologist completes a report with scoring and interpretation. You will usually receive this 2-3 working days later. We offer testing at a fixed price.