Learning difficulties

Learning difficulties can be defined as problems people encounter in learning that affect achievement and daily life skills. It is where one or more of the basic psychological processes involved in understanding, remembering or expressing information are affected. The most common forms of learning difficulties are in reading, spelling, spoken language or mathematics.

Why complete a cognitive assessment?

Cognitive assessments are commonly used to help understand a variety of mental abilities and attributes including; achievement, intellectual giftedness, intelligence strengths, learning difficulties and aspects of neurological functioning. Results from an IQ assessment can help identify and therefore improve areas of learning difficulty.

The valid and reliable results that represent your unique strengths and weaknesses can help you reach your full potential, by guiding educational support plans and future academic decisions.

Cognitive Assessments - IQ tests

Psychologists use intelligence tests to assess an individual’s cognitive functioning and general intelligence. The results are scored and interpreted into a written report, for your psychologist to discuss with you and answer any questions you may have.

There are a variety of IQ assessments that can be used, depending on the age of the individual.

 ·        Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV) is intended for use with children aged 2 to 7 years.

·        Wechsler Intelligence Scale for Children (WISC-V) is intended for use with children aged 6 to 16 years.

·        Wechsler Adult Intelligence Scale (WAIS-IV) is intended for use with adults aged 16 to 90 years.

Achievement Ability

Psychologists may also assess an individual’s achievement ability. This assessment measures academic achievement in the areas of reading, writing, and mathematics. The achievement test is utilised when conducting an educational assessment to measure academic performance, and identify any underlying discrepancies with IQ results, which may indicate a learning challenge.

 ·        Wechsler Individual Achievement Test (WIAT-III) is intended for use with individuals aged 4 to 50 years.

Assessments may be daunting and it is normal to feel apprehensive when you are unsure about the results. If you are feeling anxious prior to, or during testing, you can speak with your psychologist and/or use breathing or mindfulness exercises to reduce nervousness. You may find it helpful to view the testing process as a challenge and remind yourself to give it your best effort.

Further information regarding support, following a cognitive assessment;

Children
We may make recommendations to help children develop the skills necessary to participate more effectively in school and home settings. These recommendations may be considered when developing an individualised learning plan to meet your child’s educational needs and strengthen the “weak links” in your child’s learning process. Working on identified areas of difficulty with your child at home can also be very helpful. This might include tutoring in specific areas like math or reading or more general areas such as improving organisational or study skills.

 School support

We may suggest specific recommendations and strategies for the child’s teacher and school, that will help to facilitate learning and behaviour management. This is to promote an environment that will allow the child to integrate successfully in the school community and improve academic outcomes.

 Parent support

Parents may be encouraged to apply strategies for addressing learning difficulties and supporting strengths and interests at home and in the community. These recommendations aim to assist parents to effectively support their children and/or teenagers, and promote positive coping strategies and a growth mindset to challenges.

Adults
We may make recommendations to help adults to develop skills to improve daily living, further education or in occupational settings. This may include strategies to utilise areas of identified strength and to limit the impact of your learning difficulty.

Psychological support is also recommended for non-academic difficulties that may accompany learning difficulties. This may include intervention for behavioural problems, social difficulties and/ or emotional problems such as anxiety, depression and low self-esteem.

Counselling may be beneficial for family members to learn skills necessary for optimum family interactions, such as improving communication, interpersonal relations, and conflict resolution.

MDP Team