Child & adolescent · Preschool and school age
Understanding how your child learns best.
An assessment of learning and thinking for children from 2 years 6 months to 16 years, using the WPPSI-IV, WISC-V and ABAS-3, in Southport and by telehealth where suitable.
An assessment is not about passing or failing, and it is never a label. It is about understanding how your child learns, where their strengths lie, and what helps.
For preschool and school-aged children we look at how a child learns and thinks. Families often come to us when a child is finding learning harder than expected, or when a child seems capable but is not thriving at school, and everyone wants to understand why. The picture we build helps you, and your child's school, put the right support in the right place.
What we look at
How your child takes in and works with information
We choose the right tools for your child's age, and look at thinking alongside everyday, real-world skills.
- Verbal reasoning: understanding and reasoning with words and ideas
- Visual and spatial reasoning: working with patterns, pictures and puzzles
- Working memory: holding and using information in the moment
- Processing speed: how quickly and smoothly a child works through simple tasks
- Everyday skills (adaptive behaviour): how your child manages the practical parts of daily life, at home and at school, measured with the ABAS-3
For preschool and early primary children we use the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV, ages 2 years 6 months to 7 years 7 months). For older children we use the Wechsler Intelligence Scale for Children (WISC-V, ages 6 to 16). We often pair these with the Adaptive Behavior Assessment System (ABAS-3), which describes everyday, real-world skills.
About an IQ score
One part of the picture, never a ceiling
These tasks look like a series of games, puzzles and conversations, and most children find them engaging. They can produce an overall score, sometimes called an IQ, but that number is only ever one part of a fuller picture, never a label and never a limit on what a child can do. What matters far more is the shape underneath it: where your child is strong, where things are harder, and what that tells us about how they learn. A full picture may also include attention, learning and emotional measures.
What to tell your child: there is no need to make a big occasion of it. It often helps to describe the day simply, for example as time with someone who is going to do some puzzles and games to understand how they learn. A rested child who has had breakfast, with glasses or hearing aids if used, gives the most representative picture.
What is involved
The assessment, step by step
- Getting started. A first conversation to understand your concerns and what you are hoping to learn.
- Information gathering. A developmental and family history, and, with your consent, input from your child's teachers and any other professionals who know them.
- Sessions with your child. Game-like puzzles, tasks and conversations, at your child's pace and with breaks.
- Bringing it together. Scoring and interpretation, looking at the pattern of strengths and challenges rather than a single number.
- Feedback and report. We talk you through what we found and give you a written report in plain language, with practical next steps for home and school.
What you will receive
A report your child's school can use
A written report in plain language that describes how your child learns, where their strengths and challenges lie, and what helps. A clear picture supports school planning and teaching that fits your child, reasonable adjustments in the classroom and in exams, and, where relevant, eligibility evidence for support and funding including the NDIS. With your consent we share the report with your child's GP, paediatrician or school.
“An IQ score is one part of the picture, never a label.”
Cost and funding
Clear on cost before we begin
Fees for this assessment are quoted at intake, and we confirm the fee with you before we begin. Some assessments attract Medicare or NDIS support depending on the question and the funding pathway; we confirm this with you before booking. Our fees are on the Fees and Policies page.
Take the next step
You do not need a referral for a private appointment. Request an appointment or call 0452 452 262. GPs, paediatricians and schools can refer through our Make a referral page.
Request an appointmentSources: Wechsler D., WPPSI-IV and WISC-V (Australian & New Zealand standardised editions), Pearson Clinical; Harrison PL, Oakland T., Adaptive Behavior Assessment System, Third Edition (ABAS-3).