A cognitive assessment is usually conducted in order to determine a person’s strengths and weaknesses across a range of cognitive areas.

An academic assessment is used to determine a person’s performance in various academic areas such as reading, writing and mathematics. An academic assessment is usually conducted together with a cognitive assessment to determine a person’s particular learning profile and/or to identify a learning difficulty.

A Specific Learning Disorder (e.g., dyslexia) assessment is a very involved process. In addition to determining a person’s cognitive profile and academic ability, an assessment of the specific cognitive abilities and processes most relevant to the  academic area of concern is also necessary. Based on the referral concern, the assessment of a suspected Specific Learning Disorder is tailored through a selection of subtests from a battery of tests.

Assessments for a Complex Neurodevelopmental Disorder, such as Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) includes diagnostic interviews, formalised assessments, and standardised questionnaires.

A social-emotional and behavioural assessment is essential in the initial stages of therapy but may also be required as part of a psychoeducational assessment. This may involve the use of projective tests or drawings, which provides insight into an individual’s emotions, conflicts and self-perceptions.

Behavioural assessment on specific behaviours such as attention/concentration, impulsivity, executive functioning, adaptive functioning, social competencies, oppositional behaviours, anxiety and depression can be in the form of checklists and questionnaires. These forms can be administered separately to the individual themselves (depending on age), parents and teachers in order to gather the different perspectives of the person in the home and educational environment.