Assessments Available At SCTC
- Psychoeducational and medical evaluation of Social and Communication difficulties in younger Children (Autism & related disorders)
- Psychoeducational and medical evaluation of Social and Communication difficulties in Older Children (Autism & related disorders)
- Psychoeducational and medical evaluation of Behaviour problems in Preschool Children.
- Evaluation of Emotion and Behaviour problems (for low self-esteem/depression/anxiety problems/psychiatric)
- Psychoeducational and medical evaluation of Education and Behaviour problems (ADHD & related disorder)
- Evaluation of Infant Development
- Developmental Assessment of Visually impaired children
- School visits for teacher conferences.
- DAN! (Defeat Autism Now!) Biomedical evaluation
- Evaluation for selection of appropriate medication for behaviour problems and follow up.
Below are descriptions of tests used for the above assessments. Dr Singhania will decide which tests are appropriate during the initial consultation.
Child Structured Interview:The student is asked a structured set of questions to get an insight into his views about school and home
Parent Structured Interview: The parents are asked a structured set of questions to get an insight into their child's development history, birth history,school history and family history including disciplining strategies and environmental stresses
Beck Youth: Beck Youth Inventories contain five scales that may be used separately or in combination to assess a child’s experience of Depression, anxiety, anger, disruptive behavior and self-concept. The scales measure stress that children experience in association with mental health problems.
WISC-IV: The Wechsler’s intelligence test is for children from 6 to 16.11 years. It has been well standardised and tests children’s language-related (verbal) intelligence and performance or non-verbal intelligence. The test was standardized in America and has US norms. Test items are not always culturally appropriate. Results are recorded as standard scores and percentiles. Scaled Scores are the most reliable with 10 being average. Age Equivalent and Grade Equivalents are not very reliable
WIPPSI-R: The Wechsler’s intelligence test is for children from 3 to 7 years. It has been well standardised and tests children’s language related (verbal) intelligence and performance or non-verbal intelligence. The average scaled score is 10
WAIS-R: The Wechsler Adult Intelligence Scale-Revised (WAIS-R) is a general test of intelligence, which Wechsler defined as, "... the global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment." In keeping with this definition of intelligence as an aggregate of mental aptitudes or abilities, the WAIS-R consists of 11 subtests divided into two parts, verbal and performance.
WIAT-III:The Wechsler’s Achievement test is an achievement test that looks at the student’s ability in basic academic areas of reading, language, writing and math. It has subtests for each academic area:
Reading: early reading skill, reading comprehension, oral reading fluency, word reading, Pseudoword reading.
Language: listening comprehension – Receptive Vocabulary and Oral Discourse Comprehension and oral expression – expressive vocabulary, oral word fluency, sentence repetition.
Writing: spellings, written expression – Alphabet Writing Fluency, Essay Competition, Sentence Composition, (for above 8 years or third grade). Maths: Math Problem Solving, Numerical Operations, Math Fluency – addition, subtraction and multiplication
CELF Language: The Clinical Evaluation of Language Fundamentals, was designed to assess a student’s language and communication skills in a variety of contexts, determine the presence of a language disorder, describe the nature of the language disorder and plan for intervention or treatment
Brown ADD: This is a behaviour rating scale devised by Brown that looks at the 6 areas of executive function and helps assess for the likelihood of Attention Deficit Disorder.
CBQ: The CBQ measures the presence of the 65 symptoms that most frequently occur in children who are at risk for, or who have received a diagnosis of, bipolar disorder.
CBCL: This is a behaviour rating scale devised by Achenbach. The scale has been standardised on an American population. The interpretations have to be viewed with caution, as the scores are not valid for a child from a different culture. However the parents’ input becomes more structured with the use of the CBCL rating forms and hence is more useful. It analyses different behaviours to make 8 broader categories.
CTRF: This is a behaviour rating scale devised by Achenbach. The scale has been standardised on an American population. The interpretations have to be viewed with caution, as the scores are not valid for a child from a different culture. However the teacher’s input becomes more structured with the use of the TRF rating forms and hence is more useful. It analyses different behaviours to make 7 broader categories.
TOVA: The TOVA is a standardised and computerised test, which evaluates a person’s ability to focus and concentrate on a task. It also tests impulsivity.
CAT Analysis: The CAT is an apperception test administered to know the dynamics of a child’s interpersonal relationships, his attitudes and needs. Ten pictures depicting animals in various situations are presented. It is believed that the child projects his feelings and needs on to the characters.
TAT Analysis: The TAT is an apperception test administered to know the dynamics of a child’s interpersonal relationships, his attitudes and needs. Ten pictures depicting people in various situations are presented. It is believed that the child projects his feelings and needs on to the characters.
SCHOOL PACK: A set of standardised forms are given to school to get information on the child’s behaviour, social interaction and academic achievement. The forms are selected based on the diagnosis and the child’s age.
WIAT - II: The Wechsler’s Achievement test is an achievement test that looks at a student’s ability in basic academic areas of reading, language, writing and maths.
Reynell Language: It is an oral expressive and receptive language evaluation. The test has been created in England and standardised on monolingual English speaking children. It was selected because it is a coloured and attractive toy based test that could be used to test languages other than English. The authors have used a non-standardised version in Mandarin, Portuguese and Swedish.
Symbolic Play Test: The Lowe Costello symbolic play test uses 4 situations to assess a child’s ability in symbolic play. The test age is from age 1 to 3 years and above. It is standardised on children from the UK
Munich Functional: It is an individually administered examination that assesses the developmental functioning of infants and children. It assesses a child’s gross motor, fine motor, perceptual cognitive, language expression, language comprehension, social skills and self-reliance abilities. It is used to determine if the child is developmentally delayed and is for children from 0 to 36 months. It is normed on German children and has age equivalents equal to when 75% and 90% of children achieve that ability.
(ADOS 2) Autism Diagnostic Observation Schedule: is an instrument for diagnosing and assessing autism. The protocol consists of a series of structured and semi-structured tasks that involve social interaction between the examiner and the subject. The examiner observes and identifies segments of the subject's behavior and assigns these to predetermined observational categories. Categorized observations are subsequently combined to produce quantitative scores for analysis. Research-determined cut-offs identify the potential diagnosis of autism allowing a standardized assessment of autistic symptom.
Autistic Continuum: This is based on an interview with the parents to assess the child’s social, play, activity level and other areas. It also includes clinic observations of the child’s behaviour.
Pragmatics Profile: An Interview to assess everyday communication skills in pre-school children – by Dewart and Summers:
Sally Anne: The Sally-Anne test is used in children of average intelligence and mental age of >= 4 years to detect evidence of theory of mind. It tests the ability of the child to understand false beliefs. It is a diagnostic indicator of High Functioning Autism.
SOHN’S: It helps determine if a child (ages 5 to 18 years) is likely to have the Asperger disorder. The final score indicates the probability of the child having Asperger Syndrome or High Functioning Autism and whether it is very low, low, and mild to moderate, moderate to high, high to very high or very high
BLLS: The Behaviour Language Assessment consists of 12 different sections that include a variety of early skills that cover a variety of early language skills and related areas. Each section is broken up into 5 levels. It is meant for children with limited verbal skills and is not a complete language assessment. The test is a brief evaluation to determine which areas need to be focused on in an intervention program.
VOJTA: Vojta's neurodevelopmental examination is a sensitive screening procedure for early detection of neurological abnormalities. It involves neurokinesiological, developmental milestones and neurological examination.
The VB-MAPP is based on B.F. Skinner’s (1975) analysis of verbal behavior, developmental milestones, and field-test data from developing children, children with autism, and children with other developmental disabilities. There are five components of the VB-MAPP. The first part is the VB-MAPP MIlestones Assessment, which constitutes the core of the program. It is designed to provide a representative sample of a child’s existing verbal and related skills. The Milestones Assessment contains 170 measurable Milestones that are balanced across 16 skill areas, and 3 developmental levels (0-18 months. 18-30 months, and 30-48 months).