Cognitive and Academic

We offer tiered pathways, so you only pay for the depth you need right now without unnecessary time or cost.

• Initial Assessment Session (Triage-only assessment): A focused consultation to clarify concerns, guide next steps, and advise whether a cognitive and academic assessment is warranted with no formal report.
• Cognitive Assessment: This assessment is suitable for individuals who require an evaluation of their cognitive functioning. It includes a full standardised cognitive assessment (e.g., WISC-V or WAIS-V), followed by a feedback session, and a comprehensive written report.
• Academic Assessment: This assessment is suitable for individuals who have already completed a cognitive assessment and now require only the academic component. It may also be appropriate for individuals who have previously received a provisional diagnosis of a Specific Learning Disorder (SLD), have undertaken targeted intervention over a 6-to-12-month period, and require a review of their current academic abilities and progress. This assessment includes a full standardised academic assessment (i.e., WIAT-III) to evaluate reading, writing, spelling, and mathematics skills, followed by a feedback session and a comprehensive written report.
• Cognitive and Academic Assessment: This assessment is suitable for individuals who require a comprehensive evaluation of both their cognitive functioning and academic abilities. It includes a full standardised cognitive assessment (e.g., WISC-V or WAIS-V) and a full standardised academic assessment (i.e., WIAT-III) to evaluate reading, writing, spelling, and mathematics skills, followed by a feedback session, and a comprehensive written report.

Every assessment integrates the person’s context not just symptoms.

• Psychological: mood and anxiety patterns, trauma and attachment history, temperament, relationships, prior mental health care.
• Biological & neurodevelopmental: attention, memory, language, learning profile, sensory processing, physical health, medications, developmental history.
• Social: family dynamics, schooling and accommodations, peer relationships, cultural background, community supports and stressors.

We assess children (6+), adolescents, adults, and older adults. Pathways, tools, and communication style are age-appropriate, with caregiver and school input where relevant.

When extra clarity is helpful, we can integrate:

• Neurodevelopmental assessment to clarify if Autism or ADHD forms part of your profile.
• Speech & language screening or assessment to clarify communication or social-pragmatic needs.

We frequently work with co-occurring diagnoses, developmental or attachment trauma, medical comorbidities, and family/systemic factors. We’re skilled at differentiating neurodevelopmental conditions from look-alikes or masked presentations.

Expect in-depth analysis and plain-English reports that translate findings into practical steps at home, school, university, or work. We align recommendations with your values, capacity, and goals.

Every report includes a written clinical formulation to support self-understanding and treatment planning. Where relevant, we structure reports to support NDIS access or ongoing supports and liaise with key stakeholders (with consent).

Our clinic directors Drs Zimmerman, Turner & Walker bring over 35 years of combined experience and oversee all complex learning and educational cases. Complex assessments use a two-clinician model (lead + secondary) for second opinions, cross-validation, and quality control.

At Minds & Hearts, we work within a scientist–practitioner philosophy, which means that our assessment and therapeutic process involves receiving qualitative and quantitative information and engaging in hypothesis testing as part of an ongoing, iterative process. This approach helps us move towards approximating what might be true of the person’s experience and formulating helpful diagnostic conclusions and recommendations. We aim to explain the rationale for each conclusion so that it can be explored or scrutinised as necessary by clients or other professionals, so that inaccurate reasoning can be corrected and updated. We remain open to updating our clinical opinions as new information emerges during or after the assessment process.

Our clinicians engage in ongoing reflexivity through supervision and deliberate practice on a fortnightly basis, continually examining our own assumptions, biases, and impressions to reduce subjective bias as far as possible.

When diagnostic criteria are not fully met for a condition that a client had hoped to confirm, we provide clear, compassionate feedback, offering alternative explanations, recommendations, and practical next steps to improve quality of life and address presenting challenges. In some cases, we may recommend therapy first when the diagnostic picture is clouded by multiple factors, before forming a firm diagnostic conclusion.

Our guiding aim is to uphold professionalism, accuracy, and integrity​. Again if a client’s expectations are not confirmed we ensure that every client leaves with clarity, understanding, and a constructive direction forward.

A cognitive assessment helps us understand how a person thinks, learns, remembers, solves problems, and processes information. It provides a clear picture of strengths and areas where support may be needed.

People may benefit from a cognitive assessment for several reasons:

1. Understanding Learning Differences

If a child or adult is struggling at school or work despite effort, a cognitive assessment can help identify learning differences, intellectual disability, or specific learning disorders. This information guides tailored educational and work support and reasonable adjustments.

2. Clarifying Neurodevelopmental Profiles

Cognitive testing is often part of a complex assessment for conditions such as:

• Autism Spectrum Disorder
• Attention-Deficit/Hyperactivity Disorder
• Intellectual Developmental Disorder
• Specific Learning Disorders

It helps clarify how thinking and processing patterns are impacting daily functioning.

An academic assessment helps identify how an individual is progressing in core academic areas such as reading, spelling, written expression, oral language and mathematics. It is recommended when an individual is:

• Falling behind peers academically.
• Working extremely hard but not making expected progress.
• Showing uneven skill development (e.g., strong verbal skills but weak reading).
• Experiencing frustration, school refusal, or reduced confidence.
• Struggling to meet current work expectation.

An academic assessment can identify conditions such as a Specific Learning Disorder (e.g., dyslexia, dysgraphia, dyscalculia) and provides practical recommendations for school-based or work adjustments and intervention planning.

A combined cognitive and academic assessment provides a comprehensive understanding of how an individual thinks (cognitive profile) and how they are performing academically (achievement profile).

This combination is considered best practice when:

• There are concerns about a Specific Learning Disorder.
• There is a significant gap between ability and academic performance.
• Funding, adjustments, or formal supports are being requested.
• A differential diagnosis is required (e.g., distinguishing between learning disorder, intellectual disability, attention difficulties, or gaps in schooling).

Cognitive assessment examines reasoning, processing speed, working memory and verbal and visual skills. Academic assessment examines actual academic achievement. Together, they clarify why difficulties are occurring and what supports are required.

Yes. Cognitive assessments are commonly used to determine eligibility for gifted and talented programs.

They can identify high intellectual ability, advanced reasoning skills, and exceptional verbal or non-verbal strengths. Schools may use this information when considering entry into enrichment programs, acceleration, or extension pathways.

Requirements vary between schools and education departments, so we recommend checking the specific eligibility criteria with your school.

Assessments are administered by a psychologist with training in psychometric and educational assessment.

Our clinicians are experienced in assessing children, adolescents, and adults, and ensure that assessment processes are conducted in accordance with professional and ethical standards set by the Psychology Board of Australia.

If you are reviewing or updating a diagnosis of Specific Learning Disorder, we recommend selecting the Academic Assessment.

A review typically requires:

• Updated cognitive data (if previous testing is older than 2 years or more).
• Current academic achievement testing.
• Clinical review of progress and intervention history.

This ensures that the diagnosis remains accurate and that recommendations reflect the individual’s current level of functioning.

NCCD refers to the Nationally Consistent Collection of Data on School Students with Disability. It is a national process that ensures students with disability receive appropriate educational adjustments.

ACARA refers to the Australian Curriculum, Assessment and Reporting Authority.
ACARA oversees Australia’s national curriculum and reporting standards. It is a national process that ensures students with disability receive appropriate educational adjustments.

Tier 1, Tier 2, and Tier 3 describe levels of educational support within a multi-tiered system of support:

• Tier 1: High-quality classroom instruction for all students.
• Tier 2: Targeted small-group intervention for students needing additional support.
• Tier 3: Intensive and individualised intervention for students with significant or persistent difficulties.

Assessment results help schools determine the appropriate level of support and required adjustments.

If you are seeking clarity around executive functioning (e.g., organisation, planning, impulse control, task initiation) or memory concerns, we recommend selecting a Cognitive Assessment.

This assessment examines areas such as:

• Working memory
• Processing speed
• Attention and concentration
• Planning and problem-solving
• Cognitive flexibility

The results provide targeted recommendations to support organisation, study strategies, memory techniques, and daily functioning.