Cognitive & Learning Assessments

Assessment Services Only
Belong Health provides Psychological Assessment Services to support understanding of learning, cognitive ability, and adaptive functioning.
We do not provide ongoing therapy or intervention as part of these services.
Our assessments are designed to help clarify strengths, challenges, and support needs across a wide range of presentations, using standardised, evidence-based tools and careful clinical interpretation.

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What Our Assessments Are For
Belong Health welcomes clients with or without existing diagnoses.
We regularly assess individuals who may already have diagnoses such as:

• Autism Spectrum Disorder (ASD)
• ADHD
• Other neurodevelopmental or genetic conditions

Learning and cognitive assessments can be particularly valuable for neurodivergent individuals, helping to better understand learning profiles, strengths, and areas where support may be helpful.
Having an existing diagnosis does not exclude someone from being assessed.

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Intellectual Assessment
(Assessment for Intellectual Disability or Giftedness)
Ages 6–16 years

What is an Intellectual Assessment?
An intellectual assessment explores general cognitive ability, including how a child or adolescent:

• Reasons and problem-solves
• Understands and uses language
• Processes information
• Manages memory and learning demands

This assessment helps build an understanding of cognitive functioning at a particular point in time and how this relates to everyday learning and participation.

What diagnoses may this assessment support?
An intellectual assessment may be used to determine whether a child meets criteria for:

• Intellectual Disability
• Giftedness

Diagnosis is only made when all diagnostic criteria are met, considering test results, developmental history, and adaptive functioning.​

Assessments for individuals with very low functioning
In some cases, individuals with severe or profound intellectual disability may not be able to complete formal cognitive testing.
A psychologist is still required to assess these individuals to:​

• Determine whether criteria for intellectual disability are met
• Assess adaptive functioning
• Provide a formal diagnostic report

Belong Health is experienced in assessing individuals with very low adaptive functioning, using flexible, respectful approaches tailored to the individual.​

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Specific Learning Disorder Assessment
(Reading, Writing, Mathematics)
Ages 6+ (Children, Adolescents & Adults)

What is a Specific Learning Disorder assessment?
A Specific Learning Disorder (SLD) assessment explores academic skill development and whether learning difficulties are consistent with a specific learning disorder.
These assessments focus on how a person learns, rather than motivation, behaviour, or emotional wellbeing.

What diagnoses is this assessment looking for?
This assessment may be used to determine whether an individual meets criteria for:

• Specific Learning Disorder with impairment in reading (dyslexia)
• Specific Learning Disorder with impairment in written expression (dysgraphia)
• Specific Learning Disorder with impairment in mathematics (dyscalculia)

Results are interpreted cautiously and within context. A diagnosis is not guaranteed.​

Assessment Tool Used
Wechsler Individual Achievement Test – Third Edition (WIAT-III)
The WIAT-III is a widely used, standardised assessment of academic achievement.
​It is commonly used alongside cognitive assessments (such as the WISC-V) to understand the relationship between intellectual ability and academic performance.
The WIAT-III assesses skills across areas such as:

Reading

• Word reading accuracy
• Reading comprehension
• Reading fluence

Written Language

• Spelling
• Sentence construction
• Written expression skills
• Mathematics
• Numerical operations
• Mathematical reasoning
• Problem-solving skills

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​The WIAT-III allows the psychologist to identify patterns of strengths and difficulties and determine whether academic challenges are consistent with a specific learning disorder.

Who is this assessment for?
This assessment is suitable for:

• Children aged 6 years and over
• Adolescents
• Adults seeking clarification of longstanding learning difficulties
  
  

It may be recommended when there are:

• Persistent difficulties with reading, writing, or mathematics
• Learning challenges despite appropriate instruction
• Concerns about academic performance relative to ability

Requests for clearer understanding to support education, training, or workplace planning


Important Clarifications

• These assessments do not diagnose autism or ADHD
• However, they can be completed for individuals who already have autism or ADHD
• The purpose is to understand learning and cognitive functioning, not social communication, attention regulation, or behaviour

Assessments are also suitable for individuals who are:

• Colour-blind
• Neurodivergent
• Presenting with complex learning profiles​

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Important Information for Families and Referrers

• These assessments do not diagnose autism or ADHD
• However, they can be completed for individuals who already have autism or ADHD
• The purpose is to understand learning and cognitive functioning, not social communication, attention regulation, or behaviour

​Assessments are also suitable for individuals who are:

• Colour-blind
• Neurodivergent
• Presenting with complex learning profiles

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Our Approach
Belong Health is committed to:

• Respectful, flexible assessment
• Working with complex and neurodivergent presentations
• Clear communication with families and schools
• Ethical, evidence-based practice

Our goal is not to label, but to support understanding and informed planning.

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Assessment Process

Step 1: Initial Contact
Parents or caregivers contact Belong Health via referral or self-referral. B
ased on the information provided, an intellectual assessment and/or Specific Learning Disorder assessment may be considered.

Step 2: Parent Questionnaire
Families are sent a Learning and Behaviour Questionnaire – Parent Form to gather background information and clarify goals.
If parents prefer not to complete the form, the free screening video call can be used instead.

Step 3: Referral Triage
Once the questionnaire is returned, it is reviewed by the psychologist.

• If accepted:
  • The psychologist contacts the family
  • A Parent ABAS-3 form is sent
  • With consent, the school is contacted for:
    • Learning and Behaviour Questionnaire – Teacher Form
    • Teacher ABAS-3 form
• If declined:
  • Families are informed
  • Alternative recommendations or referral pathways are provided

Step 4: Face-to-Face Assessment
The assessment is usually conducted in-clinic, though school or home assessments may be considered in certain circumstances.

• Assessment time varies depending on the individual
• Typically ranges from 30–90 minutes
• A parent, caregiver, or support person may remain present if preferred

Step 5: Scoring & Interpretation
Results are scored and interpreted by the psychologist.
Approximate time: ~1 hour

Step 6: Report Writing
A comprehensive written report is prepared.
Approximate time: ~2 hours
Please note: reports cannot be finalised until teacher forms are returned.

Step 7: Feedback Session
Feedback is provided to parents and/or the client via:

• Face-to-face (preferred)
• Telehealth
• Phone

This session focuses on:

• Explaining results clearly
• Highlighting strengths
• Discussing functional implications

Approximate time: ~1 hour

Please Note Forms & Paperwork
The psychologist does not complete:

• NDIS forms
• WA NDIS / Wanslea paperwork

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Frequently Asked Questions (FAQs)

Will my child definitely receive a diagnosis?
Not necessarily. Some assessments result in a diagnosis; others clarify learning needs without meeting diagnostic thresholds. Both outcomes can be valuable.
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Do we need a GP referral?
Not always. Some families choose to involve their GP, particularly if multiple concerns are present. Our admin team can advise.

Can adults have a learning assessment?
Yes. Specific Learning Disorder assessments are available for people aged 6+, including children, adolescents and adults.
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Can the report be shared with schools or workplaces?
Yes, with consent. Reports are written to support collaboration and planning.
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What if we’re not sure which assessment we need?
That’s very common. Our team can help clarify which assessment, if any, may be appropriate before booking.

Can my child be assessed if they already have an autism or ADHD diagnosis?
Yes. Existing diagnoses do not exclude someone from assessment.
Children, adolescents, and adults with existing diagnoses such as autism and/or ADHD are very welcome to access intellectual and/or specific learning disorder assessments.
These assessments can be particularly helpful for neurodivergent individuals, as they:

• Clarify learning strengths and challenges
• Identify specific learning disorders that may exist alongside autism or ADHD
• Support educational planning and accommodations

While we do not diagnose autism or ADHD, existing diagnoses do not exclude someone from assessment.

Do these assessments diagnose autism or ADHD?No. These assessments focus on learning and cognition, not autism or ADHD diagnosis.


Why would a child with autism or ADHD benefit from a learning or cognitive assessment?
Learning and cognitive assessments can help:

• Explain why learning feels harder in certain areas
• Distinguish between attention-related difficulties and learning disorders
• Identify strengths that can be built on
• Guide more appropriate school supports

Many neurodivergent children have uneven learning profiles, and assessment can help make sense of this.

Can you assess someone with very low adaptive functioning?
Yes.
Psychologists play a key role in assessing individuals with very low adaptive functioning, including those who may not be able to complete formal cognitive testing.
In these cases, assessment focuses on:

• Adaptive functioning
• Developmental history
• Clinical observation
• Appropriate use of standardised tools where possible

This information is necessary for determining whether criteria for intellectual disability are met.

Can you assess someone with very low functioning?
Yes. A psychologist is required to assess adaptive functioning and provide a formal intellectual disability diagnosis when appropriate.

What if my child cannot cope with long testing sessions?
Assessment sessions are flexible and adjusted to the individual.

• Sessions may be shorter (as little as 30 minutes)
• Breaks are offered as needed
• Testing can occur over more than one session
• A parent or support person may remain present if preferred

The psychologist prioritises comfort, engagement, and dignity throughout the process.

Can assessments be completed at school or at home?
Assessments are usually completed in the clinic, however school or home-based assessments may be considered in certain circumstances.
This is discussed on a case-by-case basis and depends on the client’s needs and presentation.

Are assessments suitable for colour-blind clients?
Yes.
Assessments remain valid for individuals who are colour-blind, and results are interpreted accordingly.

Is the meet and greet compulsory?
No.
Some families prefer to complete the parent questionnaire instead. Others value the opportunity to speak directly with the psychologist first. Either option is available.

Why are questionnaires used before the assessment?
Parent and teacher questionnaires help:

• Clarify the referral question
• Understand learning and behaviour across settings
• Inform assessment planning
• Ensure results are interpreted within context

They are a critical part of ethical and accurate assessment.

Why do you ask for teacher input?
Teacher input provides valuable information about:

• Classroom learning demands
• Academic skills in a structured setting
• Functional impact of learning difficulties

Reports cannot be finalised until teacher forms are returned, as this information is essential for interpretation.

How long does the full assessment process take from start to finish?
Timeframes vary depending on:

• Questionnaire return
• Assessment scheduling
• Teacher response times

Once assessment sessions are completed and forms are returned, reports are generally prepared promptly. Our team can discuss expected timeframes when booking.

Will my child receive feedback about their strengths?
Yes.
Feedback sessions focus strongly on:

• Strengths
• Learning preferences
• Positive reframing of challenges

Where appropriate, children are included in part of the feedback session to support understanding and self-esteem.

Can feedback be provided via telehealth or phone?
Yes.
Feedback sessions can be:

• Face-to-face (preferred)
• Video
• Telephone

Families can choose what works best for them.

Do you complete NDIS, Wanslea, or funding application forms?
No.
The psychologist does not complete:

• NDIS access requests
• Wanslea paperwork
• Other funding application forms

Reports may still be used by families to support discussions with relevant organisations.

What if the psychologist decides the assessment is not appropriate?
If a referral is declined after triage:

• Admin will be informed
• Families will be advised
• Alternative recommendations or referral pathways will be suggested

This ensures families are guided toward the most appropriate support.

Is an assessment still helpful if no diagnosis is made?
Yes.
Even when diagnostic criteria are not met, assessments can:

• Clarify learning profiles
• Reduce uncertainty
• Support school planning
• Help families understand how their child learns

Not all valuable assessments result in a diagnosis.

What is the main goal of your assessments?
The goal is understanding — not labelling.
Assessments are designed to help families, schools, and individuals better understand:

• How someone learns
• Where challenges may arise
• What supports may be helpful

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 To secure your spot, please fill out the our enquiry form or phone us ​

Enquire Now

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Belong Health's Resource Hub
To further support your child's development, visit our Resource Hub for additional activities, tips, and tools tailored for various needs and diagnoses.
Below are our Child Psychology Free Resources

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Home Therapy Packs
At Belong Health, we are dedicated to providing tailored support that meets the unique needs of each child. Developed by our Paediatric Occupational Therapists, our Home Therapy Packs are specifically designed to align with NDIS goals, offering flexible, practical, and engaging activities for children at home.
To further enhance your approach, consider our Home Therapy Packs, specifically designed to support communication development at home.

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Have a question? or need more information

Our friendly team are happy to help call us on 08 9586 3634 or send us a message