Psychological Assessment

We conduct assessments to better understand the strengths and weaknesses of children/adolescents, and to identify any emotional, behavioural and learning difficulties. Assessments typically include: 

1. Initial consultation with parents to obtain background information, and determine the relevant assessments to be conducted. 
2. Relevant assessment which may include the use of standardised psychometric instruments, behavioural observations, and/or interviews with relevant individuals (e.g. school teachers).  
3. Report and feedback session whereby the assessment outcomes and recommendations are explained. This is provided 3-4 weeks after all relevant assessments are completed. 

Assessment includes, but not limited to: 

ADHD is a neurocognitive disorder that contributes to difficulties with inattention, hyperactivity, and/or impulsivity.  To make a diagnosis of ADHD, it is important to gather information about the individual's behaviours in more than one setting. 

For children, information will typically be obtained from parents and teachers. The assessment may thus include:

• Assessment of intelligence, which includes working memory and processing speed (e.g. WISC-V)
• Computerised test of attention (Conners Continuous Performance Test Third Edition)
• ADHD-specific questionnaires (Conners 3)

For adults:

• Assessment of intelligence, which includes working memory and processing speed (WAIS-IV)
• Computerised test of attention (Conners Continuous Performance Test Third Edition)
• ADHD-specific questionnaires (Conners' Adult ADHD Rating Scales)

ASD is characterised by difficulties in social interaction, communication, repetitive behaviours and sensory sensitivities. An assessment will provide a better understanding of the individual, and enable the relevant treatment and intervention to be given. Our assessment may include: 

• Structured interview with parents (Autism Diagnostic Interview, ADI-R)
• Observation of the individual in clinic (Autism Diagnostic Observation Schedule, ADOS-2) 
• Questionnaire to assess social impairments (Social Responsiveness Scale, SRS-2)
• Assessment of the individual's functional skills (Adaptive Behaviour Assessment System, ABAS-3)
• School observation or teacher interview, with parents' permission
• Assessment of intelligence and academic abilities may also be carried out to better understand the individual's learning (e.g. WISC-V, WIAT-III)

Cognitive assessment provides information about an individual's intellectual functioning in different domains, and give useful information about one's strengths and weaknesses. Assessment tools we use include:

• Wechsler Intelligence Scale for Children (WISC-V)
• Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV)
• Wechsler Nonverbal Scale of Ability (WNV)
• Singapore Ability Scales (SAS)
• Wechsler Adult Intelligence Scale (WAIS-IV)

These assessments are conducted when a child struggles with learning in school. This allows better understanding of the specific learning difficulties and areas of weaknesses  (e.g. reading, spelling), so that targeted intervention can be provided. Assessment tools we use include:

• Wechsler Individual Achievement Test (WIAT-III)
• Comprehensive Test of Phonological Processing (CTOPP-2)

When an individual displays emotional or behavioural difficulties, it is useful to conduct an assessment to better understand the presenting problems. Some of our available assessment tools include: 

For children: 

• Behavior Assessment System for Children (BASC-3)
• Children's Depression Inventory (CDI 2)
• Children's Measure of Obsessive-Compulsive Symptoms (CMOCS)
• Eating Disorder Inventory (EDI 3)
• Revised Children's Manifest Anxiety Scale (RCMAS 2)

For adults:

• Eating Disorder Inventory (EDI 3)
• Millon Clinical Multiaxial Inventory (MCMI)