These assessments review a child’s ability to care for themselves and assess a broad range of skills including self-care (e.g., dressing, feeding, toileting) as well as broader skills required at home, school and in the community. These can include mobility, chores, personal safety and behavioural responses to situations. Generally, the focus is on functional skills, to gain a deeper understanding of how a child is participating in their daily tasks. This information can help identify if there is a need for other support services as well as guide intervention planning to support children and their family's increasing independence.
Assessments include: Vineland Adaptive Behaviour Scales 3rd Edition, The Roll Evaluation of Activities of Life (REAL). These can be used from birth onwards depending on the assessment chosen.
Sensory Assessments:
Sensory assessments are helpful in providing valuable information about how a young person’s ability to process sensory input can impact their ability to engage in day-to-day activities. These assessments can help parents/ caregivers/ teachers/ educators understand patterns of responses regarding sensory input across multiple environments which can then guide specific intervention planning.
Assessments include: Sensory Processing Measure (SPM) and Sensory Profile 2nd Edition (SP-2). Depending on the assessment these are suitable for all ages.
Motor Assessments:
Motor assessments can focus on either fine motor skills, gross motor skills or look at these two skills combined. Standardised assessments can be used to identify children who may have movement disorders and provide support in seeking specific diagnoses. They can also be used to identify specific areas of strength and those that require targeted intervention and guide therapy planning as well as to track progress.
Assessments include: Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2), Miller Functional Participation Scales (M-FUN). These can be administered from the age of 2 years 6 months depending on the assessment.
Visual Motor Skills:
Visual motor assessments provide useful information on how children are integrating their visual system with their motor system. These assessments can provide valuable insight into the underlying skills required for writing tasks and identify key target areas for intervention planning. Information obtained through these assessments may also be used for guiding referral plans to support diagnosis if necessary.
Assessments include: Developmental Test of Visual Perception 3 (DTVP-3), Beery Buktenica Developmental Test of Visual Motor Integration 6th Edition (Beery VMI). These are suitable for 2+ years depending on assessment.
Handwriting Assessments:
These are helpful in highlighting particular strengths as well as identifying key areas for further support. Standardised handwriting assessments can be used as supporting evidence when seeking diagnosis, particularly under specific learning disorders. They provide valuable feedback to schools in providing adaptations and adjustments for children as well as guiding therapy planning.
Assessments include: Evaluation Tool of Childrens Handwriting (ETCH), Detailed Assessment of Speed of Handwriting (DASH). These are suitable for children from primary school age onwards. These can be provided for children aged 6 + years.
Initial Consultation: Background information and concerns are gathered from the child’s parent/caregiver (and teacher, when relevant).
Assessment: Assessments are conducted with the child in the clinic. Questionnaires or checklists may also be completed by the parent/caregiver and teacher.
OT Report: A comprehensive assessment report will be written by the Occupational Therapist, including results, recommendations and strategies.
Feedback: The Occupational Therapist provides feedback to the parent/caregiver (and educational setting, if relevant) regarding their child’s result, discusses recommendations, and answers any questions and concerns that arise.
If you would like to find out more about our psychological assessment services and how we can support your child, please contact our reception on (03) 5975 1820 or complete the contact form below and we will contact you. If you are an existing client, you may also want to speak to your Biala Therapist / Early Childhood Practitioner.
For further information about NDIS, our services, and how we may be able to help you, please contact us.
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