Feeling overwhelmed by concerns about your child’s behaviour or your own struggles?
A psychological assessment might have been suggested, but that term can sound intimidating. In reality, a psychological assessment is simply a structured way for a psychologist to understand what’s going on and figure out how to help. Think of it like getting an X-ray or blood test when you have a physical issue – it helps pinpoint the cause of the “symptoms” and guide the proper treatment. In this article, we’ll demystify psychological assessments, explain what happens during one, and show how they can lead to effective support (including meeting requirements for Australia’s National Disability Insurance Scheme). By the end, you’ll see how an assessment can be a positive first step toward getting the help you or your family need.
What Actually Happens in a Psychological Assessment?
Every psychological assessment is a bit different (because everyone is different!), but most follow a similar process. Here’s what you can typically expect:
- Initial Interview: The psychologist will begin by engaging in a relaxed conversation with you (and/or your child). They’ll ask about the concerns that brought you in, your personal or family history, and daily life. This isn’t an interrogation – it’s more like a guided chat to understand the situation. For a child, the psychologist may also speak with the parents, as well as teachers or other caregivers, to obtain a comprehensive picture.
- Tests and Activities: Depending on the issue, the psychologist may administer standardised tests or conduct specific activities. Don’t worry – these aren’t like school exams you pass or fail. They could be puzzle-like tasks, questionnaires, or play-based activities. For example, a child might be asked to solve age-appropriate puzzles or answer questions to check their development. An adult might complete tasks that look at memory or attention. These tests are designed to measure things like cognitive abilities (thinking, memory, problem-solving), academic skills, or specific traits. They are always done in a supportive, low-pressure way. Practical example: If an 8-year-old is getting an autism assessment, she might play with some toys and discuss her favourite topic (dinosaurs). At the same time, the psychologist observes how she communicates and interacts. The child wouldn’t even feel like she’s “being tested” – it feels more like a conversation and playtime tailored to her.
- Rating Scales and Questionnaires: You will likely be asked to complete one or more questionnaires about symptoms or behaviours. These are often called rating scales. They are essentially checklists or forms with questions like “I often feel restless” or “My child has trouble making friends,” where you rate how much each statement applies to you. They help quantify things that are otherwise hard to measure. For kids, parents and sometimes teachers fill these out; for adults, you might have a self-questionnaire, and you could even have a partner or close friend provide their perspective. These questionnaires cover areas such as mood, behaviour, attention, strengths, and difficulties. One typical example for adults is the Kessler Psychological Distress Scale (K-10)—a short questionnaire that assesses levels of anxiety and depression symptoms over the past four weeks. It provides a quick snapshot of psychological distress and helps guide whether further support or assessment is needed. For children and adolescents, a common tool is the Strengths and Difficulties Questionnaire (SDQ)—a brief checklist that assesses emotional symptoms, conduct, hyperactivity, peer relationships, and prosocial behaviours. It provides insight into where challenges and strengths lie and can be used to inform both diagnosis and treatment planning.
- Feedback and Report: After all the interviews, tests, and questionnaires are completed, the psychologist takes the time to score and interpret the results. They then write a report summarising the findings – this will include any diagnoses (if applicable) and recommendations. Finally, you’ll have a feedback session (either in person, via a call, or via telehealth) where the psychologist explains the results in plain language. They’ll tell you what the assessment shows. For example, whether it indicates ADHD, autism, a learning disorder, or something else, or maybe rules out certain conditions. They will also discuss the next steps, which could include therapy strategies, activities to do at home, school support, or referrals to other services. You can ask any questions you have. This feedback is intended to be supportive and helpful rather than a mere review of scores. Practical example: After completing an adult ADHD assessment, the psychologist explains that the results are consistent with an ADHD diagnosis. A written summary is provided along with tailored recommendations – such as strategies for managing daily routines, helpful information to discuss with a GP, and guidance for loved ones on offering support. The person leaves the session feeling more confident and clear about their next steps.
Tools and Tests for Different Needs
Psychologists have a range of assessment tools, and they choose the ones that fit the questions at hand. Here are some tools commonly used for different purposes:
- ADHD Assessments: To evaluate Attention-Deficit/Hyperactivity Disorder (ADHD), psychologists often use structured interviews and questionnaires. For example, they might use a guided interview based on ADHD criteria (such as the DIVA-5 interview for adults) and ADHD rating scales that the person (and possibly their parent or partner) complete. These cover symptoms like inattention, impulsivity, and hyperactivity in various settings. The goal is to see whether the pattern of difficulties matches ADHD and how severe it is, which in turn guides interventions and support. Tool example: You might fill out a questionnaire where you rate how often you forget appointments or act on impulse, while a parent/partner rates what they observe – this helps ensure the assessment captures different perspectives.
- Autism Assessments (MIGDAS-2): For autism evaluations, a specialised tool called MIGDAS-2 is often used. MIGDAS-2 (the Monteiro Interview Guidelines for Diagnosing the Autism Spectrum) is a conversation-based, play-based assessment. It’s very neuroaffirmative – meaning it respects the individual’s unique communication style and interests. Instead of a rigid Q&A, the psychologist engages the person (child or adult) in a comfortable conversation, often incorporating the person’s favourite topics and sensory interests. This approach yields rich insights into how the person communicates, socialises, and experiences the sensory world in a way standard tests might miss. Parents and teachers might also complete questionnaires about social and communication skills. Tool example: During a MIGDAS session for a 5-year-old who loves trains, the psychologist might play with a toy train set alongside the child, watching how the child interacts and communicates. This may reveal signs of autism (such as unique communication patterns or a focus on details) in a natural setting. The end result is a detailed profile that can confirm an autism diagnosis and highlight the child’s unique strengths and needs.
- Cognitive Assessments (Child Development and IQ Tests): If concerns arise about a child’s development, learning ability, or intellectual functioning, psychologists will administer cognitive testing. This often involves an IQ test or developmental test, where the child is asked to complete a variety of tasks – such as solving puzzles, answering questions, remembering sequences, and identifying patterns. These tests are typically conducted one-on-one in a game-like setting for children. They measure various aspects of thinking, including language skills, problem-solving, memory, attention, and processing speed. Cognitive assessments help identify areas where a child is ahead or behind their age peers. For instance, it can indicate whether a child has an intellectual disability or perhaps just specific learning difficulties. The results can be beneficial for schools (to tailor learning support) and for making diagnoses. In fact, knowing a child’s cognitive strengths and weaknesses helps ensure they get the right help – whether it’s extra support in school or enrichment. Tool example: A 7-year-old might be given a block design task (replicating patterns with blocks) to test visual-spatial skills or asked to define words to test verbal knowledge. If the child struggles significantly more in one area than in others, the psychologist notes this pattern in the report and explains what it means for their learning.
- Adaptive Functioning/Functional Capacity Assessments: For some individuals, especially when applying for support services, it’s essential to measure daily living skills – basically, how well someone can handle everyday tasks for their age. These assessments are called adaptive functioning assessments, and they often involve questionnaires for parents or caregivers (or the individual, if an adult) about how the person manages tasks such as communication, self-care, finances, household chores, personal hygiene, social skills, and other daily activities. The psychologist might use tools like the ABAS or Vineland (which are standardised questionnaires) to quantify these skills. The purpose is to determine if an individual has deficits in practical life skills due to a developmental condition. These assessments show where someone is excelling and where they need support in daily life. They are particularly important for conditions like autism or intellectual disability, where support needs can vary widely. Tool example: The parents of a 10-year-old might be asked questions about whether their child can get dressed independently, engage in conversations with friends, or prepare a simple snack. If the child has significant difficulties in many daily skills compared to peers, this might indicate an adaptive functioning delay that is part of an intellectual disability diagnosis. Knowing this helps in creating a practical support plan (for example, teaching specific self-care skills or providing an aide).
- Questionnaires for Emotions and Behaviour (e.g., SDQ, K-10, DASS-21): In addition to the above, psychologists use short questionnaires to screen and track issues such as anxiety, depression, or behavioural problems. These tools help form a clearer picture of a person’s mental health and are often used alongside interviews and observations. For adults, commonly used tools include the Kessler Psychological Distress Scale (K-10) and the Depression, Anxiety and Stress Scales (DASS-21). Both provide insight into how often someone has experienced symptoms of distress, low mood, or overwhelm over the past few weeks, and can help guide whether further support or assessment is needed. For children and adolescents, the Strengths and Difficulties Questionnaire (SDQ) is widely used. It’s a brief 25-item questionnaire that assesses emotional symptoms, conduct problems, hyperactivity, peer problems, and prosocial behaviour. There are versions for parents, teachers, or young people themselves to complete. Tools like the K-10, DASS-21, and SDQ are simple yet powerful: they provide a snapshot of someone’s mental health profile and are often administered at the start of therapy or an assessment to identify key areas of concern. They can also be repeated later to see whether symptoms have improved over time.
Keep in mind that psychologists will choose the tools that best fit your needs. If you’re going in because you suspect ADHD, the focus will be on attention and impulse control measures. If it’s for autism, the focus will be on social communication and behaviour observations. Often, multiple tools are combined to provide a comprehensive picture. For example, an autism assessment may also include a cognitive test and an adaptive skills questionnaire because diagnosing something like autism or intellectual disability requires looking at both a person’s test performance and how they function day-to-day.
From Diagnosis to Plan: How Does an Assessment Help?
You might wonder, after all this testing and interviewing, what the payoff is. A psychological assessment isn’t just about giving something a name or label – it’s about paving the way forward. Here are the key benefits:
- Getting a Clear Diagnosis (or Rule-Out): If you’ve been grappling with uncertainty – “Does my child have autism?” or “Do I have ADHD or is it anxiety?” – an assessment provides clarity. Psychologists use the data from tests and interviews to determine if specific diagnostic criteria are met. This can confirm a suspected condition, or sometimes reveal something unexpected, or even conclude that there isn’t a diagnosable condition but rather a different issue. This clarity can bring relief. Many people feel validated to finally understand why they or their children struggle in specific ways. And if no diagnosis is made, the psychologist will still explain what else might be contributing to the issue. Either way, you come out of it with answers, not just question marks.
- Personalised Therapy and Support Plan: Diagnoses and detailed findings guide the next steps in treatment. For example, suppose an assessment shows your teenager has depression. In that case, therapy might focus on mood management, and the family might be educated on how to support them. If an adult is diagnosed with ADHD, they might pursue ADHD coaching, medication, or workplace accommodations. The assessment report will include recommendations tailored to the individual. This could include suggestions for therapy approaches, strategies for use at home or school, or interventions such as speech therapy or tutoring. It’s like a roadmap: because the psychologist now understands the person’s strengths and difficulties in detail, they can recommend the type of help that will make the most difference. Assessments can also establish a baseline – a starting point of current functioning – so that any future improvements can be measured against it.
- Meeting NDIS Evidence Standards (for Australians): If you’re in Australia and seeking support through the National Disability Insurance Scheme (NDIS), a psychological assessment can be crucial. The NDIS requires evidence of a disability and its impact on daily life. A comprehensive psychologist’s report is often precisely that. It provides a formal diagnosis and explains how the condition affects the person’s ability to manage everyday activities. This information helps NDIS planners determine the support or funding to which the individual is eligible. In fact, assessment reports are commonly used as supporting documentation for NDIS applications to ensure appropriate support is allocated. For example, a report might state that a 6-year-old’s autism significantly affects their communication and self-care skills, which justifies the need for an aide at preschool and therapy services – NDIS can then fund those supports. Without such an assessment, families might struggle to explain their needs. The assessment not only guides treatment but also opens doors to valuable resources and assistance.
- Peace of Mind and Validation: There’s also an emotional benefit. Going through an assessment and getting results often helps individuals and families feel heard and understood. You might realise, “It’s not that I’m lazy or dumb – I have ADHD, which makes things hard, and now I know how to cope better,” or a parent might feel relief that “It’s not our parenting causing these meltdowns – our child has a condition we can learn about and support.” This peace of mind is hard to quantify but very important. It reduces blame and uncertainty, replacing them with understanding and an action plan.
In short, an assessment gives you knowledge and a plan. It’s like turning on a light in a dark room – now you can see what’s inside and figure out how to arrange it.
Shaping Treatment and Showing Progress with Simple Questionnaires
One beneficial aspect of psychological assessments is their ability to be used not only at the start but also throughout therapy to track progress. Standardised questionnaires are often completed before treatment begins and then again later (for example, after six months of therapy) to assess how things have changed.
For example, imagine a child who begins therapy for anxiety and behaviour concerns. At intake, parents and teachers might complete a questionnaire like the Strengths and Difficulties Questionnaire (SDQ). The results might show elevated scores in “emotional symptoms” and “hyperactivity,” pointing to high anxiety and restlessness. These findings help the psychologist and family decide where to begin—perhaps focusing on anxiety management and providing more structure.
Six months later, the same questionnaire is completed again. This time, the emotional symptoms score is significantly lower, and hyperactivity has slightly improved. That measurable shift is encouraging—it shows therapy is having an impact, and also highlights areas where continued support may still be needed. Research shows that these types of pre- and post-measures are practical, sensitive to change, and often used in schools and clinics to monitor and guide treatment progress.
The same approach applies to adults. Common tools like the Kessler Psychological Distress Scale (K-10), DASS-21, PHQ-9 for depression, or GAD-7 for anxiety are frequently used at different stages of therapy. These questionnaires make it possible to track mental health over time and identify whether treatment is working or needs adjusting.
For example, someone might start therapy with a high distress score on the K-10. After several months, a repeat of the questionnaire may show a significant drop, reflecting improved coping or reduced symptoms. This creates a tangible reference point for both the client and clinician—especially when change can feel slow or invisible day-to-day.
Additionally, early questionnaire results can help shape the direction of therapy itself. If someone presents with general stress, but the DASS-21 indicates severe anxiety and mild depression, the clinician can tailor the approach to focus on what’s most pressing—even if it wasn’t the client’s initial concern.
The bottom line: psychological assessments aren’t just for diagnosis. Even brief tools—like the SDQ, K-10, PHQ-9, and others—play a powerful ongoing role in therapy. They help track progress, shape treatment plans, and ensure the work being done is actually moving things forward. They act as checkpoints to answer: Are we on the right track? and What’s improving—and what still needs support?
Ready to Take the Next Step?
A psychological assessment may seem daunting, but it’s a crucial step toward getting help and achieving peace of mind. It’s about answering the questions that have been keeping you up at night and finding the best ways to support you or your child. Many parents and adults report feeling relieved and empowered after undergoing an assessment, as they finally understood what was happening and had a clear plan for addressing the issue.
Don’t let uncertainty or overwhelm hold you back from getting support. Our friendly team of psychologists is here to make the assessment process as comfortable and practical as possible. Whether it’s for you or your child, we approach every assessment with compassion, professionalism, and a genuine desire to help.
Call or enquire online with ProActive Psychology today to ask any questions or to schedule an appointment. We’re happy to discuss the process further if you need to, too. Take that first step – reach out to us, and let’s work together to bring clarity and confidence to your life and that of your family. We’re here to help you thrive!
References
- Australian Government Department of Social Services (2023) Guidelines for the Evidence of Disability. Available at: https://www.ndis.gov.au/providers/working-provider/access-request-supporting-information (Accessed: 18 June 2025).
- Australian Psychological Society (APS) (2022) Understanding psychological assessments. Available at: https://psychology.org.au/for-the-public/about-psychology/what-is-a-psychological-assessment (Accessed: 18 June 2025).
- Hogrefe (2024) MIGDAS-2: Monteiro Interview Guidelines for Diagnosing the Autism Spectrum, Second Edition. Available at: https://www.hogrefe.com/au/shop/migdas-2.html (Accessed: 18 June 2025).
- Mind Matters Psychology (2023) What does a psychological assessment involve? Available at: https://mindmatterspsychology.com.au/psych-assessments/ (Accessed: 18 June 2025).
- National Disability Insurance Agency (NDIA) (2024) Evidence of psychosocial disability. Available at: https://www.ndis.gov.au/about-us/publications/guidelines/evidence-psychosocial-disability (Accessed: 18 June 2025).
- Pinnacle Behavioral Health Institute (2023) What is a psychological evaluation? Available at: https://pinnaclebehavioralhealth.com/psychological-evaluation/ (Accessed: 18 June 2025).
- Raising Children Network (2023) Autism assessments: What to expect. Available at: https://raisingchildren.net.au/autism/diagnosis-assessment/assessment-diagnosis/autism-assessment (Accessed: 18 June 2025).
- YouthinMind (2022) Strengths and Difficulties Questionnaire (SDQ). Available at: https://www.sdqinfo.org (Accessed: 18 June 2025).
