Cognitive Assessments and IQ Assessments
I am a fully qualified psychometric and cognitive assessor ( PTC – British Psychological Society) and a specialist consultant with years of experience of assessing adults and young people to ascertain IQ, potential, giftedness and SpLD challenges (Specific Learning Difficulties) such as dyslexia, dyspraxia, dyscalculia, ADHD, Asperger.
Cognitive diagnostic assessments are highly constructive in matters concerning performance, personal development, ability, education and holistic well-being (such as stress, anxiety, sensory behaviour, self-belief, confidence and self-esteem). Having an assessment positively changes people’s lives, as they finally begin to understand themselves.
- Full cognitive/psychometric assessment (ability and attainment), 7 to 85 years
Reasons for having an assessment:
Adults: Up to 35% of the workforce have incredible strengths and talents they may not understand, due to unidentified challenges. Cognitive assessments play a significant role in identifying and choosing career paths. They are vital component in understanding what ability and achievement barriers may be prohibiting people from achieving their potential and progressing up the career ladder and holding them back in life. They form part of a work place needs assessment.
Children: As a parent, you may you may feel your child is gifted, but not achieving his potential. Or you may suspect that your child has dyslexia or a Specific Learning Difficulty and requires an assessment that offers a diagnosis, together with recommended teaching strategies. You may be concerned about your child’s self-esteem and progress at school and want an ‘independent assessment’ of their current level of ability and attainment. A formal assessment can also reveal entitlement to Access Arrangements in formal examinations (e.g. extra time, a reader, a scribe, using technology etc). The exam concessions would depend on the skills assessed and current JCQ (Joint Council of Qualifications) criteria
A full diagnostic cognitive assessment provides a detailed, holistic analysis and understanding of an individual. Through a full diagnostic assessment, we can begin to truly understand what strengths and challenges an individual has, their preferred styles of learning (which is vital to understanding how we learn and understanding ourselves better). Consequently, we can start to plan coping strategies to help overcome and manage these challenges. Most importantly, we build upon strengths to ensure higher levels of self-confidence and self-esteem. I recommend an initial consultation, with a detailed case history in order to gain a broad vision of any challenges or concerns.
Once you decide to go ahead with a full cognitive assessment, both a case history and questionnaire need to be completed before the assessment takes place to get a holistic view and background information.
The assessment itself will involve a battery (selection) of standardised, normed-reference tests that measure in a standardised way and compare with the normal range of these skills:
- *verbal ability
- *spatial ability (visual perception)
- *auditory and visual memory
- *speed of processing
- phonological awareness (alliteration, naming speed, rhyme, spoonerisms, fluency, non-word reading)
- single word reading
- reading speed
- reading comprehension
- single word spelling
- writing skills
- numerical operations
* These 4 tests produce a General Ability Index (IQ), as long as there is not a significant statistical difference.
A full report will include:
- a summary of background information
- information about the tests used
- a table of test scores (General IQ, standardised scores, confidence levels and descriptors)
- a summary of the findings
- any entitlement to workplace / exam concessions
A full diagnostic assessment from +7 to 85 years
To assess cognitive ability and attainment. The assessment takes around three and a half hours to conduct and a further seven hours to analyse the findings and produce a comprehensive report with teaching recommendations, and Access Arrangements if eligible. You will receive the report within three weeks. A thirty minute follow up meeting is provided to discuss the findings. Fees: £895
Dyslexia Early Screening Test (DEST-2) for children aged 4.5 to 6.5 years
To assess attainment and ability: rapid naming, bead threading, phonological discrimination, postural stability, rhyme/alliteration, forwards digit span, digit naming, letter naming, sound order, spatial memory and vocabulary.
This test is a screening test and not a formal diagnosis and determines whether a young child is experiencing difficulty in areas known to be affected in dyslexia. The assessment takes up to one hour to conduct, time to analyse the findings, a short report and a thirty minute follow up meeting with parents to discuss the findings and a way forward.
* DEST dyslexia screening is only a short test that usually offers a risk quotient or the likelihood of having dyslexia – it is not a full educational assessment. Fees: £475
(N.B. travelling costs are NOT included in the basic cost of assessments).