Learning Difficulty Assessment Melbourne

A Learning Assessment may include some or all of the following components:

• Wechsler Individual Achievement Test – Third Edition (WIAT-III)
• Woodcock-Johnson Tests of Academic Achievement – Fourth Edition (WJ-IV ACH)
• Woodcock-Johnson Tests of Oral Language – Fourth Edition (WJ-IV OL)
• Comprehensive Test of Phonological Processing – Second Edition (CTOPP-2)
• Test of Orthographic Competency – Second Edition (TOC-2)
• Test of Word Reading Efficiency – Second Edition (TOWRE-2)
• Test of Written Language – Fourth Edition (TOWL-4)
• Detailed Assessment of Speech of Handwriting (DASH)
• Detailed Assessment of Speech of Handwriting (DASH 17+)

• All Learning Assessments include a 1-hour intake and 1-hour feedback session, typically given four weeks after the assessment is completed. A cognitive assessment is typically included in a learning assessment.
• In total, a learning assessment can take between 5 to 6 hours dependent on the client’s age and the purpose for the assessment (e.g., school readiness, learning difficulties, giftedness)

A specific learning disorder (or learning disability) is a neurologically based condition that results in an individual’s achievement in reading, writing or mathematics not progressing at the typical rate expected for their age or intellectual ability. Consequently, their underachievement (in comparison to their age or intellectual ability) is unexpected.

• Dyslexia is a pattern of learning difficulties that affects reading and spelling.
• Dysgraphia is a pattern of learning difficulties affecting written expression.
• A pattern of learning difficulties affecting maths calculation and/or problem-solving is often called dyscalculia.

A learning assessment typically starts with a cognitive assessment to assess the individual’s level of overall intellectual ability and ensure that learning difficulties are not the result of a broad difficulty with learning such as an intellectual developmental disorder (or intellectual disability). Depending on the individual’s age and personal characteristics, the particular cognitive battery used may be a WPPSI-IV, WISC-V or WJ IV Cognitive.

Assessment of academic difficulty, which may be in the areas of reading, writing and/or mathematics, is also required. A broad academic achievement battery such as the WIAT-III or WJ IV Achievement may be used. Additional specialised measures such as the TOWRE-2 or TOWL-4 may also be used, depending on the particular individual being assessed. Measures of academic achievement can provide a broad measure of achievement in a particular domain, such as an overall Total Reading score. They also allow for the assessment of specific sub-skills involved in achievement, such as word reading and decoding, reading fluency and reading comprehension, so that areas that require targeted intervention and educational adjustments are identified and understood.

A comprehensive learning assessment often also involves assessment of cognitive processing abilities important for the development of reading, writing and/or mathematics skills that are often found to be impaired in individuals with learning disorders such as working memory, processing speed, phonological awareness, rapid automatised naming (or naming speed), associative memory, and quantitative reasoning.

Signs to look for

Individuals who were delayed in their speech and language development can be at greater risk of developing a specific learning disorder in reading and/or writing. Further, children who are slower to develop early literacy and/or numeracy skills (such as knowledge of letter names and sounds, ability to recognise and produce rhymes, knowledge of number names, and counting) can also be at greater risk.

In school-aged children, the following behaviours can suggest that a specific learning disorder in reading, writing or mathematics may be present:

• Inaccurate or slow and effortful word reading
  
• Difficulty understanding the meaning of what is read
  
• Difficulties with spelling
  
• Difficulties with written expression such as making multiple grammatical or punctuation errors within sentences, poor paragraph organisation, written expression of ideas lacks clarity
  
• Difficulties mastering number sense, number facts, or calculation such as having a poor understanding of numbers, their magnitude, and relationships and having to count on fingers to add numbers instead of recalling the maths fact as peers do
  
• Difficulties with mathematical reasoning such as difficulty applying mathematical concepts, facts or procedures to solve quantitative problems
  

It is also not uncommon for children with specific learning disorders to engage in avoidance strategies when asked to complete reading, writing and/or maths tasks or to become easily frustrated, angry or teary.

A learning assessment starts with a one-hour intake session with your psychologist to gather background information regarding the individual’s history of development and schooling, the particular learning challenges experienced, and any previous supports or interventions put in place. For younger clients, this intake session is often conducted with just the parents/caregivers. For older students, particularly adolescents, it is often beneficial for them to also be present for this initial session.

Following the intake session, there is up to 4-5 hours of assessment with the student to complete the cognitive ability and academic achievement testing. This involves administering a range of different tasks and activities that assess language, problem-solving, memory and speed of processing. Depending on the student’s age, the assessment can be divided into multiple sessions lasting between 1 and 2 hours each. Many opportunities for movement and game breaks are provided throughout each session.

During the assessment, some questionnaires are often sent out to parents, teachers and the student themselves (if old enough) to assess for other conditions that can impact learning and can co-occur with learning disorders such as anxiety and attention problems. This allows for a comprehensive understanding of the individual to be obtained and the identification of any and all areas that would benefit from support and educational adjustments at home and school. Phone calls with teachers and other relevant professionals (such as tutors, speech pathologists and occupational therapists) can also form part of a comprehensive assessment.

Typically four weeks after the final assessment session, a feedback session is conducted to explain the assessment results, the recommended supports and strategies going forward, and to answer any questions. A copy of the report is also provided at this time. For younger students, the feedback session typically occurs with just the parents, while for older students it is beneficial for them to also be present. Regardless of a student’s age, a separate child-only feedback session can also be provided where results and coping strategies are explained in a developmentally appropriate way.

The report can be shared with the school after the feedback session. Our psychologists can provide ongoing support as required by meeting with the school and relevant teaching staff and discussing implementing the recommended supports and educational adjustments. Raise the Bar Psychology offers ongoing support including parent support and school consultation and outreach.

A learning disorder assessment typically falls within the scope of either our Dyslexia Clinic (with services ranging from $1055 to $2185 depending on the scope) or the RBP Comprehensive Learning Assessment Package which is $2990. Enquire Now to find out more.