TP Assessments

Cognitive and Learning Assessments

Cognitive and learning assessments gather information about an individual’s cognitive and academic strengths, weaknesses, and overall functioning. These assessments provide a comprehensive evaluation of an individual’s intellectual abilities, academic skills, and, if necessary, adaptive and socio-emotional functioning. This can help inform educational planning and intervention strategies for caregivers and educators.

These assessments are used to identify learning difficulties, developmental delays, intellectual disability/giftedness, or other conditions that may impact an individual’s educational or functional performance.

The results of the assessment help in the development of tailored educational plans, interventions, and accommodations specific to the individual.

What is a Specific Learning Disorder?

A Specific Learning Disorder (SLD) is a neurodevelopmental difference characterized by persistent difficulties in learning and using academic skills in one or more areas. These difficulties typically manifest during formal schooling and can significantly impact academic performance. To meet the Diagnostic and Statistical Manual of Mental Disorders, Text Revision (DSM-5-TR) an individual must have significant deficits in their learning (typically performing 1.5 standard deviations below their peers) and must have undergone at least 6 months of targeted intervention addressing their learning needs.

There are three primary types of SLD’s recognized in the DSM-5-TR:

Impairment in reading (also referred to as Dyslexia)

Impairment in mathematics (also referred to as Dyscalculia)

An SLD with impairment in reading refers to individuals who may have difficulty with accurate and fluent word recognition, decoding, spelling, and reading comprehension. It can result in slow and laborious reading, difficulty understanding written text, and correspondingly, challenges with spelling and writing.

Impairment in mathematics (also referred to as Dyscalculia)

An SLD with impairment in mathematics refers to individuals who have difficulty understanding numerical concepts, performing mathematical task, and solving mathematical problems. Dyscalculia primarily affects mathematical abilities. Individuals with dyscalculia may struggle with understanding numerical concepts, performing mathematical operations, and solving mathematical problems. They may have difficulty with basic arithmetic, such as addition, subtraction, multiplication, and division, as well as with more complex mathematical tasks. .

Impairment in writing (also referred to as Dysgraphia)

Impairment in mathematics (also referred to as Dyscalculia)

Impairment in writing (also referred to as Dysgraphia)

An SLD with impairment in writing refers to individuals who difficulty with legible handwriting, spelling, grammar, and communicating through writing. They may also struggle to organise written work.

SLD’s are not due to intellectual disabilities, inadequate instruction, or environmental factors alone. They arise from underlying difficulties in the way the brain processes and represents language, numbers and written symbols. The exact causes of SLD’s are not completely understood but most likely involve a combination of genetic, neurological, and environmental factors.

Early identification and intervention of learning difficulties is crucial to help affected individuals succeed academically. It can further assist in individual’s confidence and social functioning within a school environment. Interventions typically involve specialized educational interventions tailored to the individual's specific learning needs. These may be structured literacy instruction, math interventions, and strategies to support writing skills. Additionally, accommodations and support services in the school setting, such as extended time on tests or assistive technology, can help mitigate the impact of specific learning disorders on academic performance.

What is an Intellectual Disability?

Intellectual disability (ID) is a neurodevelopmental difference characterised by significant limitations in intellectual functioning and adaptive behaviour. These limitations manifest during childhood development and can significantly impact an individual's everyday functioning in areas such as communication, self-care, social skills, and academic or occupational abilities.

There are two primary features required to meet the DSM-5-TR diagnostic criteria for an intellectual disability:

Intellectual Functioing

Individuals with intellectual disability have below-average intellectual abilities when compared to their peers. This is typically measured using standardised intelligence tests (WISC-V). To meet the criteria for an intellectual disability, scores on a standardised test need to fall below a certain threshold (usually two standard deviations below the mean).

Adaptive Functioning

Intellectual Functioing

Individuals with an intellectual disability exhibit deficits in adaptive behaviour in relation to their peers as well as cultural expectations. Adaptive behaviour is the practical skills necessary for everyday functioning. This includes communication, self-care, social interaction, and problem solving.

When receiving a diagnosis of an intellectual disability a severity level will be assigned. The severity of an intellectual disability can vary widely and ranges from mild to profound under the DSM-5-TR classification. This severity level is based on the individuals adaptive functioning across conceptual, social, and practical domains.

Mild intellectual disability: Individuals typically have mild impairments in their adaptive behaviour. They may be able to live independently with minimal support, however, would benefit from vocational training or supported employment.
Moderate intellectual disability: Individuals often require more extensive support with developing daily living skills and benefit from supervised living arrangements and structured environments.
Severe intellectual disability: Individuals have limited communications abilities and require significant supervision and assistance in all aspects of daily living.
Profound intellectual disability: Individuals have severe impairments in intellectual functioning and adaptive behaviour. This typically requires intensive, specialized support. Individuals may have significant physical and medical needs as well.

Intellectual disability can result from a variety of factors. Genetic conditions such as Down Syndrome or fragile X syndrome, prenatal exposure to toxins or infections, complications throughout pregnancy or childbirth, and environmental factors all may lead to an intellectual disability.

Early identification and intervention can help individuals with an intellectual disability reach their fullest potential. Intervention may include educational, therapeutic, or supportive services from family members and others surrounding them.

Cognitive and Learning Assessments

Cognitive and Learning Assessments

What is a Specific Learning Disorder?

Impairment in reading (also referred to as Dyslexia)

Impairment in mathematics (also referred to as Dyscalculia)

Impairment in mathematics (also referred to as Dyscalculia)

Impairment in mathematics (also referred to as Dyscalculia)

Impairment in mathematics (also referred to as Dyscalculia)

Impairment in mathematics (also referred to as Dyscalculia)

Impairment in writing (also referred to as Dysgraphia)

Impairment in mathematics (also referred to as Dyscalculia)

Impairment in writing (also referred to as Dysgraphia)

What is an Intellectual Disability?

Intellectual Functioing

Intellectual Functioing

Intellectual Functioing

Adaptive Functioning

Intellectual Functioing

Intellectual Functioing

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