Assessment

At Singhania Clinic and Therapy Center (SCTC), we specialize in providing comprehensive assessments for children with social and communication difficulties, behavior problems, and other emotional and educational concerns. Our team of experienced professionals are dedicated to providing the highest level of care for your child, and we don’t give up on them.

Our assessments include:

  • Psychoeducational and medical evaluation of social and communication difficulties in younger and older children (autism and related disorders)
  • Evaluation of behavior problems in preschool children
  • Evaluation of emotion and behavior problems (for low self-esteem, depression, anxiety, and psychiatric concerns)
  • Psychoeducational and medical evaluation of education and behavior problems (ADHD and related disorders)
  • 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 behavior problems and follow-up

We use a variety of standardized tests and structured interviews to gather information about your child. Our team will work with you to determine which tests are appropriate for your child during the initial consultation.

Test Description

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.

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 symptoms.

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.

The VB-MAPP

It 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).

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

At SCTC, we understand the unique challenges that children and families face when dealing with social and communication difficulties, behavior problems, and other emotional and educational concerns. We are here to provide you with the support and resources you need to help your child succeed. Contact us today to schedule an assessment.

Gowtham Kumar Chennupati

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