Developmental, Learning & Behavioural assessments
When learning, behaviour, attention, emotions, development or everyday life feel harder than they should, knowing where to start can be overwhelming.
We offer two types of assessment, and we'll help you work out which one (or both) is right for you.
Developmental & Behavioural Assessments
For people ages 5 years to adults
Looking at attention, emotional wellbeing, behaviour and social communication.
They help identify symptoms of:
Autism Spectrum Disorder (ASD)
Attention-Deficit Hyperactivity Disorder (ADHD)
Perfectionistic, Obsessive or Compulsive Traits
Disruptive Behaviour and Conduct Problems
Generalised and Social Anxiety
Depression
Trauma-related symptoms
Educational & Learning Assessments
For children aged 5-17.
Delivered by our educational therapists
Looking at how your child learns, processes and retains information.
They help identify:
Specific Learning Difficulties (Dyslexia, Dyscalculia, Dysgraphia)
Cognitive processing difficulties
Giftedness
Both pathways bring together developmental history, family and teacher or partner insights, and validated assessment tools, and both result in a detailed written report with practical recommendations for home and school, work, and life in general.
Paediatrician and Psychiatrist wait lists can be long, and a formal diagnosis often depends on those first few appointments. Our assessment gives you a structured report you can bring to those appointments, so the time you do get can go straight to diagnosis and next steps rather than starting from scratch.
Every report includes practical strategies for home, school, work and everyday life, so support doesn't have to wait on a formal diagnosis. These recommendations can be put in place straight away, alongside any further assessment or referral that may follow.
What to Expect
Every person is different, so the exact process will be tailored to the questions we're exploring. Generally, it happens across three stages:
Stage 1 — History Taking & Information Gathering
We take time to understand your (or your child's) development, strengths, challenges and what you've been noticing. This may include a detailed conversation with you or your child's parents or carers, developmental and family history, previous reports or assessments, and information from school, work or other professionals where appropriate.
Stage 2 — Assessment & Screening
Based on the information gathered in Stage 1, we'll select validated screening and assessment tools suited to the pathway you're pursuing. Our psychology team explores areas such as attention, behaviour, social communication, emotional wellbeing and everyday functioning. Our educational therapists explore learning, cognitive processing and academic skills.
Stage 3 — Reporting & Recommendations
You'll receive a detailed written report bringing together the history gathered, identified strengths and challenges, and our recommendations for what may come next.
We'll also help you identify practical strategies and supports that can begin now, including while you're waiting for further assessment or a formal diagnostic process.
Assessment is so much more than a label
It's about building a clearer picture of what you (or your child) may need.
Throughout the process, we look at strengths, challenges, development and symptoms, bringing together information from you, your child where appropriate, their school or workplace, and recognised screening tools.
Depending on individual needs, we may use current, validated questionnaires completed by you, your child, a teacher, or a member of our team, covering areas such as attention, behaviour, social communication, mood, anxiety and everyday functioning.
These tools don't provide a diagnosis on their own. Instead, they help us gather structured information about different areas of development, behaviour and everyday functioning, and identify areas that may benefit from further exploration or support.
What happens after screening?
At the end of the screening and assessment process, you'll receive a detailed written report bringing together the information gathered, screening and assessment results, identified strengths and challenges, and recommendations for next steps.
Your report can help you:
Talk with your psychiatrist, paediatrician, GP or other health professional.
This service has been developed in consultation with local paediatricians, and your report can provide structured information for them to consider when determining whether further assessment or formal diagnosis may be appropriate.
Advocate for yourself or your child.
Relevant information can be shared with teachers, school wellbeing teams, family members, or workplace supports to provide a clearer picture of strengths, challenges and support needs.
We can help you understand the findings and communicate what's needed at school, at home, at work and when working with other professionals.
Put support in place now.
A formal diagnostic process can take time. We can help you, your family or your school implement practical strategies and supports based on identified needs while further assessment is being considered or awaited.
Work out what comes next.
Recommendations may include further assessment, referral to another professional, therapeutic or educational support, strategies for home, school or work, or monitoring over time.
You will leave without a diagnosis. But you won't leave without a clearer picture of what may help you or your child move forward.
Is an assessment Right for You or Your Family?
Assessment may be helpful if you've found yourself wondering:
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Why does learning, attention or regulation seem so much harder than it should be?
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Is this anxiety, attention, behaviour, development, or something else?
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Why are they coping at school or work, but falling apart at home?
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Why do everyday tasks, transitions or demands seem so difficult?
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Could ADHD, autism, or another developmental difference be worth exploring?
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The school, family or workplace has raised concerns, but what do we do next?
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I know something's going on, but I don't know what kind of help is needed.
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We're waiting to see a paediatrician or psychiatrist. Is there anything we can do in the meantime?
Not every difficulty with attention, behaviour or regulation points to ADHD or autism.
Different challenges can look remarkably similar on the surface, which is why we start by understanding the whole person, not chasing a label. Sometimes, identifying and supporting what's underneath is enough to create meaningful change without further diagnostic assessment.
This process is for those who want to better understand their own (or their child's) strengths, challenges, symptoms and support needs, and have clearer information to help decide what comes next.
Whatever comes next, the goal is the same: to move from "something isn't quite right, but I don't know what" to a clearer understanding of what's going on and how we can help.
