A psychoeducational assessment is used to identify strengths and weaknesses, diagnose Specific Learning Disorder (e.g., in reading, often called Dyslexia) (based on the DSM-5-TR criteria) if appropriate, and make evidence-based recommendations to improve learning outcomes.
A psychologist will conduct the assessment and write a detailed report with recommendations to support learning.
At Speld Qld we offer assessments to explore people’s learning and provide a report and recommendations on how to support their learning.
Our scope is focused on supporting people’s learning rather than applications for other services. However, you are able to provide our reports to any other services that you may be working with.
Background Questionaire
A background questionnaire will be sent to you prior to the assessment with a consent form and an optional questionnaire for you to pass onto a teacher and/or tutor to complete. Send through any other previous assessment reports (e.g., psychology, speech language, hearing tests), school reports, work samples, or other information you may have to speld@speld.org.au.
Interview
An initial interview will be completed on the day or prior to the assessment if needed to gather additional information.
IQ/Cognitive Assessment
An IQ/Cognitive assessment will be completed as part of the assessment to investigate cognitive strengths and weaknesses.
Academic Achievement Assessment
An academic achievement assessment will be completed to investigate literacy and numeracy skills.
Comprehensive Report
A report will be provided to you within 6 weeks of the assessment. If for any reason this is not possible, the psychologist will discuss this with you. Occasionally, complexities with a report or time waiting for additional information can cause delays outside this 6-week timeframe. The report will include the findings and recommendations, including relevant resources, strategies, and accommodations.
Feedback Session
You will be offered a 20-minute feedback session via a phone call or video conference to discuss the report. You can invite other people to join this feedback session (e.g., teacher). Any requests for extra feedback sessions for other stakeholders (e.g., school) can be discussed with the psychologist and may incur an extra fee.
Prior to your appointment
The psychologist will gather important background information through a background questionnaire and may also request school reports, work samples and teacher feedback. The week before the assessment Speld Qld or the psychologist will contact you by text, email, or phone to confirm your appointment and discuss any key questions they have prior to the assessment day.
Arrival
We recommend that you arrive 15 minutes prior to your appointment time at the Speld Qld office. The psychologist will meet you in the waiting room at the time of your appointment.
Initial Interview
The psychologist will have an initial interview with you to gather further information and explain what the assessment session will look like. This typically takes 5 – 15 minutes.
Assessment
The assessment session can often take 2-4 hours in total. The psychologist will talk to you about the assessment and offer breaks during the assessment as needed. You can bring water and snacks for the assessment and breaks.
After the assessment
The psychologist may wish to speak to you about the assessment session and gather additional information. They will also discuss when the assessment report will likely be completed.
Speld Qld psychologists will use a range of tools as part of the psychoeducational assessment including standardised assessments, direct observation, and history. Assessments and tools that may be used include:
IQ cognitive
Academic achievement
Questionaires
Other assessments
Observations
Background information and reports from parents, teachers and specialists
What does the assessment diagnose?
Psychoeducational assessments can be used to diagnose a Specific Learning Disorder. Speld Qld uses the DSM-5-TR diagnostic criteria (Diagnostic and Statistical Manual of Mental Disorders) when investigating Specific Learning Disorder. There are specific criteria that need to be met, which means not everyone that experiences difficulties with literacy or numeracy meets criteria for a Specific Learning Disorder. However, recommendations will always be provided to support areas of strength and areas of difficulty. Someone can have a Specific Learning Disorder with impairment in reading, written expression, or mathematics (or a combination of all three). There are also specific patterns of difficulties that are often referred to as Dyslexia or Dyscalculia.
The other disorder that may be diagnosed following an assessment is Intellectual Developmental Disorder (Intellectual Disability). The psychologist will discuss this with you and additional questionnaires may need to be completed if it is required.
At Speld Qld our psychoeducational assessments do not provide diagnoses of other mental or neurodevelopmental disorders (e.g., Generalised Anxiety Disorder, ADHD, Autism Spectrum Disorder, Developmental Coordination Disorder, etc.). If symptoms associated with other disorders are indicated, the psychologist will give recommendations to investigate it further with the relevant health professional.
If the psychologist suspects attention difficulties are impacting on learning they may suggest completing the Conners 4 Rating Scales. They may also recommend to see a paediatrician (or psychiatrist) to investigate ADHD and provide a diagnosis if appropriate.
What happens if we are sick on the day of the assessment?
Call Speld Qldas soon as possible so that we can reschedule your appointment.
What happens if the psychologist is sick on the day of the assessment?
Speld Qld will let you know as soon as possible and reschedule or reassign your appointment to a different psychologist.
What happens if the assessment is unable to be completed on the day?
There can be a range of reasons why an assessment may not be able to be completed, such as illness, engagement, behaviour, or social-emotional responses (e.g., high anxiety). If this happens, the psychologist will speak with you about what the most appropriate next steps will be. This could include taking a break, a trusted person (e.g., parent) sitting in, rescheduling to another day, or adjusting the appointment to a consultation with recommendations on how to access support until an assessment is able to be completed.
CALL Scotland (Communication, Access, Literacy and Learning) help children and young people to overcome disability and barriers to learning created by their environment, and to fulfil their potential. They offer free resources for all to download, including their popular 'Wheel of Apps' posters which provide useful apps across multiple devices for those who have a learning difficulty: https://www.callscotland.org.uk/downloads/posters-and-leaflets/
iPad Apps for Learners with Dyslexia: https://www.callscotland.org.uk/downloads/posters-and-leaflets/ipad-apps-for-learners-with-dyslexia/
iPad Apps for Learners with Dyscalculia/Numeracy Difficulties: https://www.callscotland.org.uk/downloads/posters-and-leaflets/ipad-apps-for-learners-with-dyscalculianumeracy-difficulties/
Android Apps for Learners with Dyslexia: https://www.callscotland.org.uk/downloads/posters-and-leaflets/android-apps-for-learners-with-dyslexia/
ChromeBook Tools for Learners with Dyslexia / Reading and Writing Difficulties: https://www.callscotland.org.uk/downloads/posters-and-leaflets/chromebook-apps-and-extensions-for-learners-with-dyslexia/
(adapted from Emma Derbyshire’s blog: https://www.bera.ac.uk/blog/dyslexia-and-artificial-intelligence)
Most readers are likely familiar with ChatGPT by now. For some, this term evokes hope and excitement, while others may feel apprehensive.
Before discussing ChatGPT's potential applications for dyslexia, let's first define and clarify what ‘artificial intelligence’ (AI) means. According to Britannica (2023), AI is defined as ‘the ability of a digital computer or computer-controlled robot to perform tasks typically associated with intelligent beings.’ However, individuals with dyslexia often find tasks like searching for and extracting information from texts more challenging than neurotypical individuals.
AI has now entered what is referred to as the ‘stage of intelligent cognition’ (Wang et al., 2023), meaning it has the ability to replicate human-like cognitive processes. While this may seem daunting, we can also view it from a different perspective. Consider a classroom of 30 students, each with multiple questions about a topic. Can that one teacher effectively address all those inquiries? This is where AI systems like ChatGPT could be beneficial, allowing students to ask questions and receive responses that deepen their comprehension.
AI could serve as a valuable assistive tool for individuals with dyslexia. Assistive technology, now including AI, can improve the learning experience and create a more supportive environment for those facing dyslexia (Pontikas et al., 2022). When applied correctly, such technology has the potential to offer an added layer of reinforcement, positively impacting learning outcomes (Barua et al., 2022).
Gavin Reid (2009) characterizes dyslexia as: ‘a processing difference, typically evident in challenges with literacy acquisition affecting reading, writing, and spelling. It can also influence cognitive functions such as memory, processing speed, time management, coordination, and automaticity. Individuals may experience visual and/or phonological difficulties, alongside variations in educational achievement. Recognizing these individual differences and learning styles is crucial when planning interventions and accommodations.’
Interestingly, this definition highlights the importance of learning styles, interventions, and accommodations. In our rapidly advancing technological era, AI could act as a vital tool for accommodation and intervention to bolster learning.
‘Providing access to AI for individuals with dyslexia could offer broader benefits, such as enhanced mental well-being, lower anxiety levels, and improved academic engagement.’ Studies from the University of California involving children and adolescents (ages 7–14) with dyslexia indicate that this condition is associated with heightened anxiety, which can negatively affect academic performance (Hossain et al., 2021). Therefore, offering AI tools to those with dyslexia could logically result in improved mental health, reduced anxiety, and greater engagement with education. Although further research is necessary to confirm these outcomes, their plausibility remains strong.
Here are additional considerations:
Viewpoint 1: The Promise of AI for Individuals with Dyslexia
• Serves as a foundational resource for cross-checking and expanding upon information.
• Acts as a basis for revision that fosters deeper understanding.
• Allows for personalized responses to specific inquiries.
• Offers an individualized learning approach, especially beneficial for those who struggle with reading information.
• Simplifies complex concepts, making explanations more accessible for areas where confusion exists, or information is not yet fully grasped.
Viewpoint 2: The Risks of AI for Individuals with Dyslexia
• Users should avoid directly copying AI-generated text and presenting it as their own work.
• AI should not be treated as the sole source for information.
• AI text generation cannot replace established educational strategies that underpin reading and writing.
Guidance is now needed on how to effectively integrate AI within educational environments. Recently, the Joint Council for Qualifications issued guidelines regarding AI use in assessments (JCQ, 2023). They emphasize that, similar to traditional literature, sources generated by AI must be appropriately cited to prevent plagiarism, using examples like: ChatGPT 3.5 (https://openai.com/blog/chatgpt/), date.
While there is currently a lack of comprehensive studies and publications on the intersection of AI and dyslexia, this area is expected to evolve. In the interim, AI may be regarded as another form of assistive technology, providing a supplementary foundation for learning and comprehension. When used and cited correctly, AI could greatly benefit individuals with dyslexia and be advantageous for other students as well.
References
Barua, P. D., Vicnesh, J., Gururajan, R., Oh, S. L., Palmer, E., Azizan, M. M., Kadri, N. A., & Acharya, U. R. (2022). Artificial intelligence enabled personalised assistive tools to enhance education of children with neurodevelopmental disorders: A review. International Journal of Environmental Research and Public Health, 19(3), 1192.
Britannica. (2023). Artificial intelligence. Retrieved June 6, 2023, from https://www.britannica.com/technology/artificial-intelligence
Hossain, B., Bent, S., & Hendren, R. (2021). The association between anxiety and academic performance in children with reading disorder: A longitudinal cohort study. Dyslexia, 27(3), 342–354.
Joint Council for Qualifications [JCQ]. (2023). AI use in assessments: Protecting the integrity of qualifications. Retrieved September 7, 2023, from https://www.jcq.org.uk/exams-office/malpractice/artificial-intelligence
Pontikas, C. M., Tsoukalas, E., & Serdari, A. (2022). A map of assistive technology educative instruments in neurodevelopmental disorders. Disability and Rehabilitation: Assistive Technology, 17(7), 738–746.
Reid, G. (2009). Dyslexia: A practitioner’s handbook (4th ed.). Wiley Blackwell.
Wang, X., He, X., Wei, J., Liu, J., Li, Y., & Liu, X. (2023). Application of artificial intelligence to the public health education. Frontiers in Public Health, 10, 1087174.
Assistive Technology (AT) in the classroom can be extremely helpful for students with specific learning disorders and enable equity of access to the curriculum for all students.
Here are some great resources for understanding how AT can be integrated into standard classroom practice and the benefits for all students, but particularly students with specific learning disorders.
https://www.understood.org/en/search-results?query=assistive%20technology
https://education.qld.gov.au/students/inclusive-education/assistive-technology
https://www.ldrfa.org/exploring-benefits-assistive-technology/
