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Children develop at different rates. A developmental assessment may be helpful when parents, educators or health professionals have ongoing questions about a child’s progress, an uneven pattern of skills, or difficulty managing everyday tasks.
Depending on the referral question, an assessment may explore communication, thinking and learning, social and emotional development, self-care, independence, and fine or gross motor skills. The psychologist selects appropriate measures for the child’s age and needs, then considers the results alongside developmental history and information about daily life.
An assessment does not assume that a child has a diagnosis. Its purpose is to build a clearer picture of strengths, areas requiring support and suitable next steps. If the main question concerns reasoning and learning, a cognitive assessment for children may also be considered.
If you are unsure which service fits your concerns, an initial consultation can help clarify the most appropriate pathway.
What does a developmental assessment look at?
The areas considered depend on the referral question and the child’s age. They may include communication, thinking and learning, social and emotional skills, movement, self-care and participation in everyday activities. Results are interpreted as a profile rather than as a single score.
How is assessment different from developmental screening?
Screening is usually a brief check that identifies whether further review may be useful. A developmental assessment is more detailed and can combine interviews, observations, questionnaires and standardised measures. Screening alone does not provide the same depth of information or automatically establish a diagnosis.
Will an assessment confirm a diagnosis or funding?
Not necessarily. Findings depend on the referral question, the information available and the child’s individual presentation. An assessment can inform clinical recommendations, but it does not guarantee a diagnosis, NDIS access, school adjustments, funding or eligibility for another service.
The process begins by understanding your concerns and what you hope to learn. Relevant developmental, health, family and educational history may be discussed, and information from childcare, preschool or school may be requested when appropriate.
The psychologist may use standardised measures, observation and questionnaires selected for your child’s age and the questions being explored. Not every child completes the same assessment battery. If concerns relate mainly to hearing, vision, speech, movement or physical health, referral to another qualified professional may also be recommended.
Results are considered together with background information and everyday functioning. Feedback should explain the child’s strengths, areas requiring support and any recommended next steps. Written reporting and follow-up depend on the assessment agreed with the clinic.
Parents can book an initial consultation to discuss whether developmental assessment, early intervention support or another referral pathway may be appropriate.
Developmental assessments involve a detailed process. To help formulate an accurate diagnosis, they typically require parent interviews to obtain:
With this knowledge, children and parents can start to better understand the underlying causes of challenging behaviour and formulate treatment plans to modify both the behaviour itself and its impact on everyday life.
We commonly use the following tools for a variety of purposes and age groups when completing this kind of assessment.
Griffiths III is a play-based developmental assessment for children from birth to 5 years 11 months. It provides an overall developmental profile and information across five areas. Results require interpretation alongside the child’s history, health, communication, everyday functioning and other relevant information.
Vineland-3 is a standardised measure of adaptive behaviour for people from birth to 90+ years, with teacher forms for ages 3 to 21. It explores everyday communication, daily living and socialisation skills. Results may contribute to a broader assessment but do not establish a diagnosis on their own.
ABAS-3 is a standardised rating scale of everyday adaptive skills for people from birth to 89 years. Parent, educator, self-report and adult-rated forms are available for different ages. Results describe current functioning and may contribute to a broader assessment, but do not establish a diagnosis alone.
Raven’s 2 is a nonverbal cognitive assessment for people aged 4 to 90. It uses visual matrix tasks to examine general reasoning ability with less reliance on spoken language. Results require careful interpretation alongside the child’s history, observations and the assessment question.
Quirky Kid® would not be the company it is today without our talented, inspring and highly professional team that is as equally committed to the mental health and wellbeing of children as we are.
Our clinic provides psychological assessments and personalised treatment plans to support your child's needs. Our experienced psychologists gather detailed information to explore diagnoses and deliver effective interventions.
Each assessment results in a comprehensive report with background information, medical history, observations, and practical recommendations.
Our treatment plans address specific challenges and promote overall well-being.
Complete the form to schedule an assessment or treatment plan for your child.
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