Services

As a registered Educational and Developmental psychologist, Eliza offers services in the following areas:

 

Assessments

  • Cognitive Assessment
    A cognitive assessment is also known as a “Psychometric” or “IQ” assessment. The two most common measures used are the: Wechsler Preschool and Primary Scale of Intelligence (WPPSI), which is administered for children between the ages of 2 years and 6 months to 7 years and 7 months; Wechsler Intelligence Scale for Children (WISC), which is administered for children and adolescents between the ages of 6 and 16 years old. The cognitive assessment includes a number of subtests assessing the individual’s performance on verbal, non-verbal, working memory and processing speed.A cognitive assessment is usually administered to assist with the following areas:

    • Identifying whether a child may be ‘intellectually gifted”
    • Identifying the presence of any weakness or strengths in cognitive ability / learning
    • Providing information for children with behavioural difficulties
    • Determining the level/ severity of children with possible developmental issues (e.g., Intellectual disability, Autism spectrum disorders).
  • Learning Difficulties
    Assessment of learning difficulties (educational assessment) involves a combination of a measure that assesses the child’s cognitive ability and academic achievement. The most common measure used for this is the Wechsler Individual Achievement Test (WIAT), which includes a number of subtests assessing the individual’s performance on Reading, Maths, Writing and Oral Language.An educational assessment can be performed to identify:

    • Evidence of poor academic results
    • Evidence of behavioural difficulties (e.g. restlessness, poor listening, aggressive behaviour)
    • Evidence of poor attention and concentration when attempting school work
    • Evidence of disengagement in tasks, or poor performance but high ability
    • Specific Learning Disorders such as a Reading Disorder (or Dyslexia)
    • Discrepancy between intelligence and academic abilities
    • Individual’s strengths and weaknesses in academic areas to assist in formulating specific educational support plans.
  • Neuropsychological assessment (NEPSY-II) – Refined tests of attention language & executive functioning
  • Giftedness and early entry programs (to preschool and primary school)
  • School readiness
  • Autism Spectrum Disorders
    The diagnostic assessment process includes:

    • comprehensive parent interview using the Autism Diagnostic Interview-Revised (ADI-R)
    • formal observation using the Autism Diagnostic Observation Schedule – second edition (ADOS2)
    • information from preschool or school staff via questionnaire or phone interview
    • a cognitive assessment, if required (additional fees apply)
    • informal observation in natural settings such as preschool and school, if required (additional fees apply)
    • a feedback session outlining the assessment outcomes
    • recommendations for intervention and follow-up
    • comprehensive written report.
  • Functional Skills (Adaptive Behaviour Assessment System: ABAS-II)
    The Adaptive Behaviour Assessment System (ABAS-II) is multidimensional and standardised assessment tool used to assess the functional skills necessary for daily living of individuals between 0 to 89 years of age. ABAS-II assesses the following skill areas:

    • Communication: speech language and communication skills needed for communication with others
    • Community use: skills needed for functioning in the community
    • Functional academics: functional pre-academics and academics
    • School/home living: skills needed for basic care of a home/living or school/classroom setting
    • Health and safety: skills needed for protection of health and to respond to illness and injury
    • Leisure: skills needed for engaging in and planning leisure and recreational activities
    • Self-care: skills needed for personal care
    • Self-direction: skills needed for independence, responsibility and self-control
    • Social: skills needed to interact socially and get along with other people
    • Motor: basic fine and gross motor skills needed for locomotion, manipulation of the environment and development of more complex activities
    • Work: skills needed for successful functioning and holding a part- or full-time job in a work setting.

    Information obtained from the ABAS-II are used to assist with the diagnosis of disabilities and disorders, identify strengths and weaknesses, and document as well as monitor an individual’s progress over time.

  • Behavioural Assessment (ie ADHD, Conduct Disorder, Oppositional Defiant Disorder)
    Behavioural assessments are used to examine whether a child exhibits challenging behaviour which falls outside the range of expected age-appropriate behaviour. Such behavioural concerns may include difficulties around hyperactivity, impulsivity, defiance, sustaining attention and/or disruptions to peer relations or learning.Behavioural assessments involve a detailed process. To help formulate an accurate diagnosis they typically require parent interviews to attain a developmental history, coupled with diagnostic questionnaires, teacher interviews and/or school observations and a clinical session with the child.A behavioural assessment is useful for the following reasons:

    • Identifying and diagnosing behavioural disorders: Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiance Disorder (ODD), and Conduct Disorder.
    • Develop individualised treatment plans to manage a child’s challenging behaviour at home and in the school setting.
    • Evaluating the effectiveness of an intervention to improve the severity and impact of a child’s challenging behaviour.
    • Behavioural assessments may need to be administered in conjunction with cognitive assessments to determine if challenging behaviours can be explained by the presence of an intellectual disability, learning disorder etc.
  • Psychological Assessments (ie Anxiety Disorders, Selective Mutism, Post-Traumatic Stress Disorder).

Note: Reports prepared from some of these assessments can inform Individual Learning Plan (ILP).

 

Therapeutic Intervention

  • Challenging Behaviour
  • Emotional and Psychological Difficulties (ie Fear, Anxiety, Selective Mutism, Depression, Post-Traumatic Stress)
  • Separation Anxiety, particularly when going into a new setting or situation (e.g., starting child care / school, going to bed, sleepovers, camps, staying home when a parent/loved one goes out, moving house/school).
  • Social and Friendship issues
  • Parenting Concerns.

Eliza also offers the following programmes at individual sessions.

Anxiety Treatment programmes
(Ideal for children and teenagers experiencing high levels of stress, anxiety and OCD).

  • Cool Little Kids (children 3-6 yrs of age)
  • Cool Kids® (children 7-12 yrs of age)
  • Cool Kids Autism Spectrum Disorders (Year 2-6 students with ASD)
  • Chilled® (teens 13-17 yrs of age)
  • Study without Stress Program (Year 10-12 students)
  • Cognitive Behavioural Treatment program for OCD for helping children and adolescents with OCD.

The Secret Agent Society (SAS – Version 2)

The SAS is a breakthrough program for children aged between 8 and 12 years that teaches social skills in a fun, engaging way using animated technology, spy gadgets and games. Children learn how to recognise and manage their own feelings, cope with change, detect other people’s emotions, talk and play with others and deal with bullying. It features an animated ‘secret agent’ computer game as well as parent and teacher resources and information sessions to encourage children to use their new skills at home and at school. 

For further information about the program, and the research behind it, visit the Social Skills Training Institute website, http://www.sst-institute.net/ or watch this video http://www.youtube.com/watch?v=jEJuvqMgbI0&noredirect=1

The SAS program aims to help children learn:

  • How to recognise simple and complex emotions in themselves and others.
  • How to express feelings in appropriate ways.
  • How to cope with feelings of anger and anxiety.
  • How to start, continue, and end conversations and play activities with others.
  • How to tell the difference between friendly joking and mean teasing.
  • How to manage bullying.
  • How to cope with making mistakes.
  • How to handle new situations and ask for help when needed.
  • How to make friends.

Who for? The SAS program is aimed at children in upper Primary School who need to improve their social and emotional skills, including those with Asperger’s Syndrome/High Functioning Autism.
Eliza is an accredited Secret Agent Society program facilitator: http://www.sst-institute.net/au/documents/pdfs/group-facilitators/AUSTRALIA%20-%20SAS%20Facilitators.pdf 

Cogmed

  • Cogmed Working Memory Training is an evidence-based intervention for improving focus and attention via training working memory.
  • Delivered by computer at home or at a designated healthcare facility, the software adjusts complexity level for each exercise, in real time for maximised training effect.
  • Visit www.cogmed.com/research for further information.
  • Download Cogmed Information Sheet.

 

Tuning in to Kids

  • Tuning in to Kids ™ is an evidence-based parenting programme that focuses on the emotional connection between parents and children.
  • The programme assists parents to develop skills to recognise, understand and respond to children’s emotions in an accepting, supportive way. This approach helps the child to understand and regulate their emotions.
  • Visit http://www.tuningintokids.org.au for further information.