In order to determine whether a child may meet a particularly diagnosis or present with multiple diagnoses, information gathered through clinical interviewing, standardised assessments and measures provided to multi informants is usually combined with the use of Diagnostic and Statistical Manual of Mental Disorders 5th Edition, (DSM-5) and/or International Statistical Classification of Diseases and Related Health Problems 10th Edition, (ICD-10).

BENEFITS OF OBTAINING A DIAGNOSIS

Obtaining a diagnosis is not usually the main aim of conducting a comprehensive assessment. The main goal of a comprehensive assessment is to allow an understanding of the child's strengths and the areas that require improvement. At times however, the outcomes of an assessment may support that the child meets a particular diagnosis or multiple diagnoses which can have some benefits including:

• Providing clarity on the underlying reasons behind a child's behaviour 
• Helping families view their child from 'different lenses' and be more readily open to change their approach
• Supporting intervention and management goals based on the individual profile and diagnosis.
• Assisting in application to funding which also enables the child and their family financial aid to access therapies required to support development. 

The assessing psychologist will be able to discuss with you during the initial clinical interview 'what' clinical and diagnostic assessments may be required to assist in information gathering for the purpose of treatment planning. 

COMMON DIAGNOSTIC PRESENTATIONS

ACPC Psychology offers diagnostic and clinical assessments for:

• Attention Deficit Disorders (ADHD/ ADD)
• Autism Spectrum Disorders (ASD, Asperger's, Social Communication Disorder)
• Intellectual Disability (ID)
• Specific Learning Disorders; Dyslexia, Dysgraphia, Dyscalculia
• Giftedness & 'Twice Exceptional'
• Oppositional Defiant Disorder
• Anxiety & Depression
• Avoidant Restrictive Eating Disorder 
• Intermitent Explosive Disorder 
• Disruptive Mood Disorder
• Selective Mutism 
• Other behavioural/ developmental issues

For further information about what type of standardised assessments we use, please click here.