Cognitive assumptions
(IQ testing)
We assess cognitive functions with assessment of intellectual abilities in children and adolescents from 2 years age until 16 years and 11 months age.
Language and communication Multilingualism
Language is important in play and social interaction with other children. Having developed a rich language is very important for people in general and therefore we see the importance of giving children good stimulation as early as possible.
We use different language mapping tools based on individual differences between bilingual and monolingual children.
Pervasive developmental disorders
The term pervasive developmental disorders is synonymous with autism spectrum disorders and describes various conditions of developmental disorder of the nervous system, characterized by persistent difficulties in initiating or maintaining mutual social interaction and communication, combined with limited areas of interest.
Mathematical difficulties
Mathematical difficulties can have different causes and expressions and occur in a spectrum from light challenges to large and complex difficulties. The common feature is that the students perform low in mathematics.
Mathematical difficulties should therefore be understood as an umbrella term that encompasses many different challenges and diagnoses. Specific mathematical difficulties are characterised as significant and persistent difficulties with mathematical skills such as numeracy, automated numeracy skills, accurate calculations, and mathematical reasoning. Mathematics and numeracy skills are significantly weaker than expected based on the person’s age and level of development, and lead to significant challenges with academic training and/or professional practice. The mathematical difficulties cannot be explained as a result of general learning difficulties, loss of sense (sight or hearing), neurological disorders, inadequate training, lack of language skills in the language of instruction or psychosocial stress.
Attention and concentration
The ability to maintain attention, concentration and bodily calm is something one develops gradually throughout childhood and adolescence. There is also a great deal of variation between people in terms of these abilities. There can be many causes of attention difficulties and anxiety in children and adolescents.
Some children and adolescents have greater difficulty concentrating and more bodily agitation than others. In cases of mild attention/concentration difficulties and physical agitation, adaptation in kindergarten or school may be sufficient.
Delayed development
Developmental delay is a term used when a child is not developing as expected based on age. For example, the child may be slow to talk, walk or have difficulty learning to dress and eat on their own.
We use the tests to examine, for example: the child’s intellectual capacity/skills, such as the ability to learn, reason, remember messages and solve problems.
Sensory profile
Many children struggle to adequately take in and interpret sensory impressions. It affects how they meet their surroundings and m
Several studies have found that at least 20% of children in school have sensory modulation difficulties. Finding the right sensory balance can improve concentration, learning and well-being.aster various activities in, for example, kindergarten and school.
Socio – emotional and behavioral difficulties
Behavioural difficulties are described as social and/or emotional difficulties. Children with such difficulties often have poorly regulated impulse control, and the difficulties are expressed through acting-out behaviour. Kids may have great difficulty waiting their turn and sharing toys and attention. Other children may react to social situations by trying to avoid the situation.
The children may appear anxious and insecure and show evasive and withdrawn behaviour.
All these ways of reacting show up in interaction with others and tell us about the child`s functioning.
Reading and writing difficulties
There are various reasons why children may struggle with reading and writing. Inadequate training, poor general abilities, language difficulties or concentration and attention difficulties are examples of conditions that can adversely affect reading and writing development.
Through an assessment, we try to determine how far a student has come in reading and writing development, uncover the reasons why the student is struggling and find out which measures can ensure the best possible development.
During a dyslexia assessment, we carry out a thorough assessment of the pupil’s reading and writing skills.
We also examine other skills that we know are related to reading and collect relevant background information about the student.
What we do in the report will vary depending on age and skill level.