.png)
For parents | ASSESSMENTS
We offer a broad range of assessments at our Quirky Kid clinics. We now have assessment clinics in Sydney, Wollongong, Canberra, Goulburn, Batemans Bay and Moruya.
With close to two decades of clinical experience, we have substantial experience in evidence-based assessments and providing expert care and support.
Paediatricians, general practitioners (GPs), school counsellors and parents commonly refer young clients to our friendly child psychologists for an accurate clinical formulation. We’ve helped more than 7000 families improve their mental health and wellbeing since 2007.
Assessments can be daunting, so we work hard to offer a welcoming space that will make you and your child feel comfortable as the therapeutic journey begins.
Now with assessment clinics in Sydney, Wollongong, Canberra, Goulburn, Batemans Bay and Moruya.
Trauma and PTSD assessments for children aged 7 and older at our Sydney and Wollongong clinics. Our psychologists use evidence-based screening and assessment tools to understand symptoms, their impact on daily life and the practical support your child may need.
A child behaviour assessment explores patterns of attention, impulsivity, emotional regulation and behaviour across everyday settings. By bringing together developmental history, parent and teacher perspectives, clinical observation and appropriate assessment tools, it can clarify your child’s strengths, support needs and practical next steps.
A child autism assessment brings together developmental history, observation and information from the important people and settings in your child’s life. The aim is to understand their strengths, differences and support needs, and provide clear recommendations for next steps.
A developmental assessment helps parents understand a child’s current strengths and support needs across everyday skills, communication, learning and social development. The assessment is tailored to the referral question and interpreted alongside background information.
An educational assessment explores a child’s academic skills in areas such as reading, writing, mathematics and oral language. Results are interpreted alongside learning history, school information and other relevant evidence to clarify strengths, areas of difficulty and practical next steps.
A child cognitive assessment explores how a child reasons, remembers, processes information and solves problems. The results are interpreted alongside developmental, learning and family information to build a clearer picture of strengths, support needs and appropriate next steps.
MIGDAS-2 is a sensory-based, qualitative interview process for people aged 3 to 99. It gathers information from the individual and, where relevant, parents, carers and teachers across sensory experiences, communication and social-emotional patterns. Findings may contribute to a broader autism assessment but do not determine diagnosis alone.
WPPSI-IV A&NZ is an individually administered cognitive assessment for children aged 2 years 6 months to 7 years 7 months. It explores age-appropriate reasoning, language, visual-spatial, working memory and processing skills. Results may contribute to a broader assessment but do not establish a diagnosis or educational placement on their own.
ADI-R is a standardised interview with a parent, caregiver or other informed person about development and current behaviour. It explores communication, social interaction and restricted or repetitive behaviours. The interview may contribute to a broader autism assessment but cannot establish a diagnosis on its own.
ASEBA uses age-specific parent, educator and youth questionnaires to describe emotional, behavioural, social and adaptive functioning. CBCL forms cover ages 18 months to 5 years and 6 to 18 years, with corresponding educator forms and a youth self-report for ages 11 to 18. Results support assessment but do not diagnose a condition alone.
ABAS-3 is a standardised rating scale of everyday adaptive skills for people from birth to 89 years. Parent, educator, self-report and adult-rated forms are available for different ages. Results describe current functioning and may contribute to a broader assessment, but do not establish a diagnosis alone.
Griffiths III is a play-based developmental assessment for children from birth to 5 years 11 months. It provides an overall developmental profile and information across five areas. Results require interpretation alongside the child’s history, health, communication, everyday functioning and other relevant information.
The WIAT-III A&NZ is an individually administered academic achievement test for ages 4 to 19 years 11 months using Australian and New Zealand norms. It examines reading, writing, mathematics and oral language and may contribute to a broader educational assessment. It does not diagnose a learning disorder on its own.
The WISC-V is an individually administered IQ test and cognitive assessment for children aged 6 to 16 years 11 months. It provides information about verbal comprehension, visual spatial reasoning, fluid reasoning, working memory and processing speed. A child psychologist interprets results alongside the child’s history, observations and referral question.
ADOS-2 is a standardised, semi-structured observation for people aged 12 months through adulthood. A child psychologist trained in ADOS-2 selects one of five modules based on age and expressive language. The observation can contribute to a broader autism assessment, but its scores cannot establish a diagnosis on their own.
The Stanford-Binet Intelligence Scales for Early Childhood (Early SB5) is an individually administered cognitive assessment for young children. The full battery is designed for ages 2 to 5 years 11 months, while children aged 6 to 7 years 3 months can complete its abbreviated battery.
Conners 4 is a multi-informant rating scale for young people aged 6 to 18. Parent, teacher and youth forms provide information about ADHD-related symptoms and their impact across settings. Results may contribute to a broader ADHD assessment but cannot establish a diagnosis on their own.
Vineland-3 is a standardised measure of adaptive behaviour for people from birth to 90+ years, with teacher forms for ages 3 to 21. It explores everyday communication, daily living and socialisation skills. Results may contribute to a broader assessment but do not establish a diagnosis on their own.
An assessment involves gathering and collating detailed information to explore a diagnosis and treatment plan delivered by our highly experienced staff. Because each child is different, individual assessments can vary.
Assessment results are compiled in a detailed psychological report that includes relevant background information, medical history, a summary of observations and practical recommendations.
.webp)