West Heath School

Cognitive & Psychometric Testing

We are able to offer a range of testing on site with our own staff. The following list identifies those tests we are able to use in conjunction with academic testing and development strategies.

 

Psychological tests:

Devereux Scales of Mental Disorders (DSMD)

The DSMD indicates whether a child or adolescent is experiencing, or at risk for, an emotional or behavioural disorder.

The 111 item child form (5-12 years) and the 110 adolescent form (13-18 years) cover the full range of psychopathology and are based on DSM IV categories including:

  • Externalising disorders (conduct and attention delinquency scales)
  • Internalising disorders (anxiety, and depression)
  • Critical pathology disorders (autism and acute problems scale)

It is usually completed by both a parent and a teacher so that inter-rater comparisons are achieved.

Conners-3

This is a thorough and focussed assessment of Attention-Deficit/Hyperactivity Disorder (ADHD) and its most common comorbid problems and disorders (Conduct Disorder and Oppositional Defiant Disorder).  It also assesses for related problems in Executive Functioning, Learning Problems, Defiance/Aggression, and Peer/Family Relations.  It is usually completed by both a parent and a teacher and is suitable for children and adolescents (6 – 18 years).

The Asperger Syndrome Diagnostic Scale (ASDS)

Designed to identify Asperger Syndrome in children aged 5 years to 18 years, this instrument provides an AS Quotient that tells the likelihood that an individual has Asperger Syndrome. The 50 items that comprise the ASDS were drawn from five specific areas of behaviour:

  • Cognitive
  • Maladaptive
  • Language
  • Social
  • Sensorimotor.

 

Beck Youth Inventories (BYI-II)

The BYI-II for Children and Adolescents are designed for children and adolescents aged 7 to 18 years.  The instruments measure emotional and social impairment in four specific areas:

  • Beck Depression Inventory for Youth:

In line with the depression criteria of the Diagnostic and Statistical Manual of Mental Health Disorders— Fourth Edition (DSM– IV), this inventory allows for early identification of symptoms of depression. It includes items related to a child’s or adolescent’s negative thoughts about self, life and the future, feelings of sadness and guilt and sleep disturbance.

  • Beck Anxiety Inventory for Youth:

Reflects children’s and adolescents’ specific worries about school performance, the future, negative reactions of others, fears including loss of control, and physiological symptoms associated with anxiety.

  • Beck Anger Inventory for Youth:

Evaluates a child’s or adolescent’s thoughts of being treated unfairly by others, feelings of anger and hatred.

  • Beck Disruptive Behavior Inventory for Youth:

Identifies thoughts and behaviours associated with conduct disorder and oppositional-defiant behaviour.

 

The Strengths and Difficulties Questionnaire (SDQ)

The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioural screening questionnaire for 3-17 year olds. It exists in several versions and is usually completed by a parent, a teacher and the student. All three versions comprise 25 items on psychological attributes, some positive and others negative. These 25 items are divided between 5 scales:

 

1) emotional symptoms (5 items)

2) conduct problems (5 items)

3) hyperactivity/inattention (5 items)

4) peer relationship problems (5 items)

5) prosocial behaviour (5 items)

Scales 1) to 4) are added together to generate a total difficulties score (based on 20 items)

 

The Development and Well-Being Assessment (DAWBA)

The DAWBA is a package of interviews, questionnaires and rating techniques designed to generate ICD-10 and DSM-IV psychiatric diagnoses on 5-17 year olds.  These include: separation anxiety, specific fears, panic attacks, post-traumatic stress, compulsions and obsessions, generalised anxiety, depression, self-harm, behavioural difficulties, anorexia, and hyperactivity.

Structured Clinical Interview for DSM-IV Axis 1 Disorders (SCID-1)

The SCID is a semi-structured interview for making the major DSM-IV Axis I diagnoses.

 

In addition to the above, we can also offer the Warwick-Edinburgh Mental Well-Being Scale (scale for assessing positive mental health (i.e. mental well-being), the Rosenberg Scale of Self-esteem, and the Perceived Stress Scale, which is an instrument for measuring an individual’s perception of stress.

 

Cognitive tests:

Kaufman Brief Intelligence Test (KBIT-2)

  • The KBIT-2 can be used as a screening instrument to determine if an in-depth intellectual assessment is necessary, or as a re-evaluation tool to follow up on comprehensive testing. It can also be used to eestimate an individual’s verbal versus nonverbal intelligence.

 

Kaufman Test of Educational Achievement (KTEA-II)

The KTEA-II provides reliable assessment of reading, language and numerical attainment in one test.  It includes three subtests:

  • Reading—word recognition and reading comprehension
  • Maths—computation and application problems
  • Written Expression—written language and spelling.

 

The Automated Working Memory Assessment (AWMA)

The AWMA is a PC-based assessment of working memory skills, with a user-friendly interface. This tool provides a practical and convenient way to screen for significant working memory problems from childhood through to early adulthood.  Working memory abilities are closely associated with a wide range of measures of academic ability, including literacy and mathematics. The majority of those with recognised learning difficulties in these areas have working memory impairments.