Thinking, learning and academic skills
Cognitive and Academic Assessment
This assessment looks at how a person thinks, reasons and processes information, and how that profile translates into reading, writing and mathematics.
Who it may help
Questions this pathway can explore.
- 01
Children or adolescents with learning or academic concerns
- 02
Adults seeking clarity about cognitive strengths and learning needs
- 03
People needing evidence to guide educational or workplace support
What is involved
A thorough, tailored assessment.
The exact battery is confirmed after intake so that assessment remains relevant to the person and the reason for referral.
- A clinical interview covering relevant history, current concerns and the purpose of assessment
- Standardised cognitive testing: WISC-V for children aged 6–16 or WAIS-V for adults
- Standardised WIAT-III academic testing across age-appropriate reading, writing and mathematics skills
- Scoring, interpretation, a written report and a feedback session
Clinical context
Understanding a Specific Learning Disorder
A Specific Learning Disorder describes a persistent difficulty in an academic area such as reading, writing or mathematics. It is not a reflection of effort, intelligence or motivation.
A cognitive and academic assessment is one of the main ways to identify whether a person’s profile is consistent with a learning disorder, including dyslexia or dyscalculia, while also documenting areas of strength.
What you receive
Findings made useful.
A report comparing cognitive and academic results with same-age peers, explaining the pattern of strengths and difficulties, and providing tailored recommendations for school, home and/or work.
Potential benefits
- An objective profile of cognitive and academic strengths and areas of difficulty
- Practical, individualised recommendations for school, tutoring, home or work
- A shared evidence base for families, educators and other professionals
- Clarity about whether the profile is consistent with a Specific Learning Disorder or intellectual giftedness
Important to know
A balanced view before you proceed.
- 01
Testing sessions can be tiring, particularly for younger children, and performance can be affected by fatigue, illness or anxiety.
- 02
Results reflect functioning at a point in time and may need to be revisited as a child develops.
- 03
If WISC, WAIS or WIAT testing has previously been completed, we cannot administer the same assessment again within six months of its completion date.
- 04
This pathway does not on its own assess ADHD or autism; your clinician may recommend another or a combined pathway if those questions are also present.
- 05
A lower score in one area is not a fixed limitation. Appropriate support and intervention can change outcomes over time.
- 06
An assessment does not guarantee a diagnosis, funding or accommodations.
Using the report
Designed to support practical next steps.
Reports can assist different conversations depending on the findings, the person’s circumstances and the requirements of the receiving organisation.
Speak with Harmony
Unsure which assessment is appropriate?
That is exactly what the initial consultation is designed to clarify.