Cognitive Assessment

The Wechsler Intelligence Scale for Children, Fifth Edition (W.I.S.C.-V) will be used for children and adolescent from 6-16 years old.

The W.I.S.C.-V is a widely used tool to assess intelligence and cognitive abilities in children aged 6 through 16 years. It provides scores that reflect a child's intellectual ability in specific areas, as well as an overall measure of general intellectual ability.

Here are the primary domains and what they measure:

Verbal Comprehension Index (V.C.I.): This evaluates a child's verbal concept formation and verbal reasoning through tasks such as defining words or understanding similarities between words.

Visual Spatial Index (V.S.I.): This assesses a child's ability to evaluate visual details and understand visual spatial relationships. Tasks might involve puzzles or identifying missing pieces in pictures.

Fluid Reasoning Index (F.R.I.): This measures a child's ability to think on the spot and solve nonverbal problems. It assesses tasks like recognizing patterns or sequences.

Working Memory Index (W.M.I.): This gauges a child's ability to temporarily retain and manipulate information. Tasks might involve arithmetic problems or repeating a sequence of numbers in reverse.

Processing Speed Index (P.S.I.): This measures the speed at which a child can process simple or routine visual information, such as matching symbols or coding.

In addition to these five primary index scores, the W.I.S.C.-V also provides a Full Scale I.Q. (F.S.I.Q.) score that gives an overall measure of a child's intellectual ability.

The Wechsler Adult Intelligence Scale, Fourth Edition (W.A.I.S.-IV) will be used for adolescents from 16-18 years old.

The W.A.I.S.-IV is an individually administered assessment designed to measure the cognitive abilities and intelligence of adults, typically aged 16 to 90 years.

Here are the primary domains and what they measure:

Verbal Comprehension Index (V.C.I.):

This assesses verbal concept formation and verbal reasoning. It taps into abilities related to vocabulary knowledge, understanding similarities between different concepts, and comprehension of verbal information.

Perceptual Reasoning Index (P.R.I.):

This gauges non-verbal and fluid reasoning, spatial processing, and visual-motor integration. Tasks might include block design, matrix reasoning, and visual puzzles.

Working Memory Index (W.M.I.):

This evaluates the capacity to hold and manipulate information temporarily. Components include tasks that test arithmetic skills and sequence repetitions.

Processing Speed Index (P.S.I.):

This measures how quickly and accurately a person can process simple or routine visual information. It includes tasks like symbol search and coding.

If needed, the Adaptive Behaviour Assessment System (A.B.A.S.-3) will be used. This is used alongside a cognitive assessment in the assessment of an intellectual disability (I.Q.).

The A.B.A.S.-3 measures adaptive abilities and needs. Adaptive behaviour refers to the practical, everyday skills that a person needs to meet the demands of their environment. These skills encompass a broad range of domains related to personal independence and social responsibility.

Here are the domains and what they measures:

Conceptual Domain

Communication: Includes expressive and receptive language skills.

Functional Academics: Relates to skills like reading, writing, and arithmetic.

Self-Direction: Measures skills like setting and achieving personal goals, making choices, and following schedules.

Social Domain

Leisure: Assesses the ability to engage in recreational activities.

Social: Focuses on interpersonal skills, understanding social cues, and the ability to engage in friendships and group activities.

Practical Domain

Community Use: Evaluates the ability to navigate and use community resources, such as using public transportation or shopping.

Home or School Living: Assesses daily living skills such as personal care, chores, and following routines.

Health and Safety: Focuses on skills and behaviors related to personal health, safety, and responding to illnesses or emergencies.

Self-Care: Involves skills like dressing, grooming, and feeding oneself.

Work: Assesses job-related skills, maintaining a job environment, and job responsibilities.

The A.B.A.S.-3 can be used for a variety of purposes, including assessment of intellectual disabilities, etc. It's applicable to individuals across the lifespan, from early childhood to adulthood.

One of the significant benefits of the A.B.A.S.-3 is its provision for multiple raters.

I.Q. Score Classification

130 and above: Extremely High Range; 2.2% of the population score in this range.

120 – 129: Very High Range; 6.7% of the population scores in this range.

110 – 119: High Average Range; 16.1% of the population scores in this range.

90 – 109: Average Range; 50% of the population scores in this range.

80-89: Low Average Range; 16.1% of the population scores in this range.

70 – 79: Very Low Range; 6.7% of the population scores in this range.

69 and below: Extremely Low Range; 2.2% of the population scores in this range. Individuals who score in this range with commensurate adaptive functioning scores meet criteria for an Intellectual Disability (I.D.).

Using the Wechsler Intelligence Scale for Children, Fifth Edition (W.I.S.C.-V) as an example, here are some limitations to be aware of when assessing cognitive ability:

Culture and language bias: The W.I.S.C.-V is primarily designed for use in Western cultures and may not fully account for the diverse linguistic and cultural backgrounds of children from other regions. This can introduce biases and affect the accuracy of results.

Narrow focus: The W.I.S.C.-V primarily measures cognitive abilities related to intelligence but may not capture other important aspects of a child's overall development, such as creativity, social skills, or emotional intelligence.

Test administration and environment: The quality of test administration and the testing environment can significantly impact a child's performance. Factors like illness, fatigue, test anxiety, inattention, distraction, or inadequate instructions may affect the test results—and this can result in an inaccurate assessment of a child's abilities.

Limited assessment domains: Although the W.I.S.C.-V covers a wide range of cognitive abilities, it may not capture specific talents or skills that fall outside its test domains. For example, artistic or athletic abilities are not adequately measured by this assessment.

Normative sample and updates: The W.I.S.C.-V normative sample used for comparison and interpretation was collected up until 2014. As a result, it may not fully represent the current population, and new insights or changes in children's intellectual abilities may not be adequately captured.

All Kinds of Minds will interpret the W.I.S.C.-V or W.A.I.S.-IV results in conjunction with other information, such as observation and bio-psycho-social information, to reach a comprehensive understanding of a child's abilities and challenges.

The All Kinds of Minds Practice is appropriate if a Mild I.D. is queried. To make this diagnosis of a Mild I.D., an assessment of adaptive ability will also be needed for an additional fee. This would involve an assessment to consider how an individual copes with everyday tasks and the degree of support needed across three domains: conceptual (e.g., academic skills), social (e.g., interpersonal skills), and practical (e.g., daily living skills).

However, if a child needs an assessment for a Moderate, Severe, or Profound Intellectual Disability (I.D.), then the Children’s Disability Network Team (C.D.N.T.) is best placed to assess the child, as well as provide support. Additionally, if the child has a formal diagnosis of an I.D. and needs an assessment of a co-occurring neurodivergent presentation, such as autism, then the C.D.N.T. best placed to assess your child and provide support.

Intellectual disability (I.D.) is characterised by differences in intellectual functioning (i.e., reasoning, learning, problem-solving) and in adaptive ability (i.e., a range of everyday social and practical skills).

The D.S.M.-5 categorises intellectual disability into four categories: mild, moderate, severe, and profound. These categories reflect the degree of difference and difficulty in intellectual and adaptive functioning, and they guide the type of supports that are needed.

When considering the D.S.M.-5 categories, it is essential to acknowledge the distinctiveness of each person, as these categories do not fully encompass the diversity of experiences and skills present across individuals.

Mild Intellectual Disability

Mild Intellectual Disability is usually noticed during the early schooling years, as this is when academic and social demands increase. It may initially be perceived as a specific learning difficulty (e.g., dyslexia).

Individuals often acquire social and daily skills that enable them to live with a high degree of independence. They may take longer to learn language, self-care, and social skills but can usually achieve these with appropriate guidance and support.

Individuals may have a rich social life, although they might need extra support in complex social situations. They often form meaningful relationships and contribute actively to their communities.

Individuals often benefit from supportive education programs and may need guidance in vocational training to help them gain and maintain in employment.

Parents might notice their child experiences a broad range of emotions and has developed coping strategies, although they may occasionally need support to navigate complex emotional situations.

Approximately 85% of individuals with an intellectual disability fall within the mild range.

Moderate Intellectual Disability

Moderate I.D. are typically identified during the preschool years, as developmental milestones and social interactions present challenges.

For moderate I.D., more noticeable delays in learning and intellectual development are present, with children acquiring basic communication skills and requiring more guidance in daily activities.

Individuals with moderate I.D. may need support in learning basic literacy and numeracy skills, along with developing self-care and independent living skills. Progress in these areas can be made with patience and persistent encouragement.

Individuals may enjoy social interactions and can form strong family and friendship bonds, although they will need support to navigate some social nuances and expectations.

They typically require more regular support in daily life and may need a more structured environment. With ongoing support, individuals can participate in community life and engage in activities that are personally meaningful.

For those with moderate I.D., emotional expression may be more pronounced, and understanding nuanced social cues can be challenging. Parents may observe that their child expresses emotions vividly and might require guidance in identifying and managing feelings, especially in social contexts.

Approximately 10 percent of individuals with a intellectual disability are classified within the moderate range.

Severe Intellectual Disability

Severe I.D. often becomes apparent during the infant or toddler years due to significant delays in developmental milestones and the need for assistance with basic life functions.

Individuals with severe I.D. will need more significant support in developing self-care skills. They may learn some routines and basic tasks, especially if taught from a very young age and with consistent support.

They may have a clear preference for familiar people and environments and can experience joy and satisfaction in their social relationships, even if they communicate and interact in non-traditional ways.

They generally require consistent support from family or caregivers in most aspects of daily living, but with this support, they can participate in community life and engage in activities that are meaningful to them.

Individuals with severe I.D. might show considerable difficulties in communicating their emotional needs and experiences. They may have a basic understanding of emotion but struggle with regulation, requiring close support and patience from caregivers to ensure they feel understood and supported.

Approximately 3 to 4 percent of individuals diagnosed with intellectual disability are categorised as having severe intellectual disability.

Profound Intellectual Disability

Profound Intellectual Disability is typically recognised in the first year of life, as infants may present with considerable delays in developmental milestones and may require support for physical functions as there may also be coexisting motor and sensory disabilities.

Profound I.D. involves extensive support for learning and daily life, with children showing considerable developmental delays and requiring intensive assistance.

Individuals with profound ID will need a high level of assistance with all aspects of daily life, including self-care. They may communicate their preferences and feelings in unique ways and often respond positively to familiar people and routines.

Individuals can experience and express affection and respond to social interaction, although they may do so in ways that are not based on typical social cues.

Individuals require close and constant support. The focus is on ensuring that the individual can engage in life experiences in a manner that is respectful, dignified, and tailored to their forms of interaction and communication.

Emotional expression may be primarily through non-verbal cues, and understanding complex emotions can be significantly challenging. Parents are often deeply attuned to their child's unique ways of expressing needs and emotions, providing continuous support.

Approximately 1 to 2 percent of those with intellectual disabilities are in this profound category.

Yes, a cognitive assessment—also know as an I.Q. assessment—is required to determine whether a child is eligible for the Centre for Talented Youth Ireland (C.T.Y.I.). Children that qualify typically score in the 95th percentile or above.