We offer comprehensive assessments in Reading (Dyslexia), Written Expression (Dysgraphia) and Mathematics (Dyscalculia).

Specific Learning Disorder (SLD) Assessment

Assessment Fee: $2,800

A comprehensive assessment investigating Specific Learning Disorders in reading (dyslexia), written expression (including dysgraphia) and/or mathematics (dyscalculia).

What's included:

• Two individual assessment sessions: Each lasting approximately 1.5–2 hours, involving standardised cognitive and academic achievement testing. Assessments are administered using iPads and secure digital assessment platforms.

• Parent Background Questionnaire: Completion of a comprehensive developmental, educational and background questionnaire to inform the assessment.

• Comprehensive Assessment Report: Detailed analysis and interpretation of assessment findings, with an individualised written report (12+ pages), including practical recommendations and strategies.

• Parent Feedback Session: A one-hour appointment to discuss assessment findings, explain results and recommendations, and answer questions.

• Printed Reports: Two printed copies of the comprehensive assessment report and recommendations.

• Digital Report: An electronic copy of the report, if requested.

• School Summary Report: A separate, abbreviated report (usually approximately 4 pages) outlining key findings, recommendations and suggested educational adjustments for school staff.

• School Feedback: Feedback can also be provided to the school via telehealth to assist with understanding assessment findings and implementing recommendations. In-person school visits can be arranged by appointment and may incur additional fees.

Total Fee: $2,800 AUD

The fee includes assessment administration, background information gathering, scoring, interpretation, report preparation, parent and school feedback and the reports outlined above.

Behavioural and ADHD Assessment

Assessment Fee: $3,100

For children and adolescents aged 6–17 years

Vantage provides comprehensive behavioural assessments for children and adolescents experiencing difficulties with attention, concentration, impulsivity, hyperactivity, emotional regulation and executive functioning.

Specific Learning Disorders (SLDs) can sometimes present with difficulties similar to ADHD, including inattention, task avoidance and difficulties completing schoolwork. ADHD and learning disorders can also co-occur.

At Vantage, we take a comprehensive, best-practice approach to ADHD assessment by investigating potential underlying learning difficulties alongside behavioural and attentional concerns. This helps develop a clearer understanding of the young person's individual strengths, challenges and support needs.

What's included:

• Cognitive Assessment (1.5–2 hours): Comprehensive assessment of cognitive abilities, including verbal comprehension, visual-spatial reasoning, fluid reasoning, working memory and processing speed, using standardised assessment tools administered via iPad on secure digital platforms.

• Academic Achievement Assessment (1.5–2 hours): Standardised assessment of academic skills, including reading, written expression and mathematics, to investigate potential Specific Learning Disorders or other learning difficulties.

• Conners 4 Behavioural Questionnaires: Electronic administration of standardised parent and teacher rating scales examining ADHD symptoms, executive functioning and associated behavioural, emotional and functional difficulties.

• Background Information Questionnaire: Comprehensive developmental, educational, behavioural and family background information provided by parents or caregivers.

• Review of Previous Reports: Review of relevant previous psychological, educational, medical or allied health assessments and reports.

• Scoring and Analysis: Comprehensive scoring, interpretation and integration of cognitive, academic, behavioural and background information.

• Comprehensive Assessment Report: An individualised written report (12+ pages) outlining assessment findings, diagnostic considerations where appropriate, and practical recommendations for home and school.

• Parent Feedback Session (1 hour): A dedicated appointment to explain assessment findings, discuss recommendations and educational adjustments, and answer questions.

• Printed Reports: Two printed copies of the comprehensive assessment report and recommendations.

• School Summary Report: A separate, abbreviated report (approximately 4 pages) outlining key findings, recommended classroom strategies and educational adjustments.

• Digital Report: An electronic copy of the comprehensive report, if requested.

• School Feedback: Feedback can be provided to teachers and relevant school staff via telehealth by appointment to assist with understanding findings and implementing recommendations. In-person school visits can also be arranged by appointment and may incur additional fees.

Total Fee: $3,100 AUD

The fee includes assessment administration, behavioural questionnaires, scoring, analysis, interpretation, report preparation, parent feedback and the reports outlined above.

Please note: Vantage currently offers behavioural and ADHD assessments for children and adolescents aged 6–17 years only. Adult ADHD assessments are not offered at this stage.

Intellectual Developmental Disorder (IDD) Assessment

Assessment Fee: $2,450

An Intellectual Developmental Disorder (IDD) assessment examines both an individual's cognitive abilities and their adaptive functioning (everyday living skills).

At Vantage, assessments involve a comprehensive evaluation of cognitive capacity using the WISC-V or WAIS-V, combined with standardised adaptive behaviour questionnaires to examine how an individual manages everyday activities, communication, social interactions and practical life skills.

Assessing both cognitive ability and adaptive functioning is essential when investigating a possible Intellectual Developmental Disorder.

What is included?

• Parent/carer background interview (1 hour): A detailed discussion of developmental history, educational experiences, current functioning and areas of concern.

• Cognitive assessment (1.5–2 hours): Individual administration of the WISC-V or WAIS-V, using secure digital assessment platforms.

• Adaptive behaviour assessment (ABAS-3): Administration of standardised questionnaires to evaluate conceptual, social and practical adaptive skills.

• Review of previous assessments: Consideration of relevant previous psychological, educational and developmental reports.

• Scoring and analysis: Comprehensive interpretation and integration of cognitive and adaptive functioning results.

• Comprehensive psychological report: A detailed written report outlining assessment findings, diagnostic considerations and individualised recommendations.

• Parent/carer feedback session (1 hour): Discussion of findings, recommendations, appropriate adjustments and an opportunity to ask questions.

Assessment Fees

Comprehensive IDD Assessment: $2,450

Includes cognitive and adaptive behaviour assessment, background interview, analysis, comprehensive report and feedback session.

Cognitive Assessment Only: $2,000

For individuals requiring an assessment of cognitive abilities without a comprehensive evaluation of adaptive functioning.

An Assessment to identify Giftedness, cognitive strengths and guide extension opportunities.

Assessment Fee: $2,000

A giftedness assessment examines an individual's cognitive abilities, identifying areas of exceptional intellectual strength as well as relative strengths and difficulties.

At Vantage Assessment and Psychological Services, cognitive abilities are assessed using standardised Wechsler intelligence tests, such as the WISC-V or WAIS-V. These assessments provide standardised measures of intellectual functioning (IQ), alongside a detailed profile of cognitive abilities.

Scores of 130 or above on relevant measures of intellectual ability are commonly considered indicative of intellectual giftedness. Giftedness may be evident in specific areas of cognitive functioning and does not necessarily require a Full Scale IQ (FSIQ) of 130 or above.

Assessment results are interpreted in the context of the individual's overall cognitive profile, recognising that gifted individuals may demonstrate considerable variation across different areas of cognitive ability.

What is included?

• Parent/carer background questionnaire: Completion of a questionnaire outlining developmental history, educational experiences, strengths and any areas of concern.

• Cognitive assessment (1.5–2 hours): Individual administration of the WISC-V or WAIS-V using secure digital assessment platforms.

• Scoring and analysis: Comprehensive interpretation of cognitive assessment results, including overall intellectual ability, areas of exceptional strength and relative cognitive difficulties.

• Comprehensive psychological report: A detailed written report outlining assessment findings, interpretation of results and recommendations for appropriate educational adjustments and enrichment opportunities.

• Feedback session (1 hour): Discussion of assessment findings, cognitive strengths and difficulties, suggested adjustments and an opportunity to ask questions.

• Assessment report: A printed copy of the comprehensive report, with a digital copy available upon request.

Important Information

A cognitive assessment alone provides information about an individual's intellectual abilities, cognitive strengths and relative difficulties.

While cognitive assessment can identify indicators of intellectual giftedness, it does not independently assess academic achievement, Specific Learning Disorders, attention difficulties, executive functioning or adaptive behaviour.

Some gifted individuals may also experience learning, attentional or other neurodevelopmental difficulties, sometimes referred to as twice-exceptionality (2e).

Where concerns exist in these areas, additional assessment may be recommended to develop a more comprehensive understanding of the individual's learning profile and support needs.

At this stage Vantage does not offer comprehensive Autism Spectrum Disorder assessment. We are able to use screening tools and observation to indicate whether referral is recommended to investigate an ASD diagnosis through a multidisciplinary team.

How can I recognise if a young person has a learning disorder?

Every young person has their own unique learning profile, with individual strengths and areas where they may need additional support. It is common for young people to experience difficulties with certain aspects of learning at different stages of their education. However, when these difficulties are persistent, unexpected or significantly affect their confidence and progress at school, it may be helpful to explore the underlying reasons.

A Specific Learning Disorder (SLD) is a neurodevelopmental disorder that affects the way the brain processes and learns particular academic skills, such as reading, writing or mathematics. It is not a reflection of intelligence, motivation or effort. Learning disorders can occur in young people of all intellectual abilities, including those who are gifted or have above-average cognitive abilities.

The following signs do not necessarily indicate that a young person has a learning disorder. Learning difficulties can arise for many reasons, including differences in attention, emotional wellbeing, educational experiences or opportunities to learn. However, recognising patterns of difficulty can help determine whether further assessment may be beneficial.

Common signs of learning difficulties

Reading (Dyslexia)

• Difficulty recognising words or sounding out unfamiliar words

• Slow, effortful or inaccurate reading

• Difficulty with spelling

• Difficulty understanding or remembering what has been read

• Avoidance of reading tasks or frustration when reading

Writing (Dysgraphia / Written Expression Difficulties)

• Difficulty with spelling, punctuation or grammar

• Slow or effortful handwriting

• Difficulty organising thoughts into written sentences or paragraphs

• Oral language skills that are significantly more advanced than what the young person can express in writing

• Written work that does not reflect the young person's verbal knowledge, ideas or abilities

• Difficulty completing written tasks within expected timeframes

Mathematics (Dyscalculia)

• Difficulty understanding numbers and mathematical concepts

• Trouble recalling basic number facts

• Difficulty with calculations, sequencing or mathematical reasoning

• Difficulty applying mathematical concepts to new situations

• Ongoing difficulty with mathematics despite additional instruction

When should I consider an assessment?

All young people learn at different rates, and experiencing difficulty in one or more academic areas does not automatically mean a learning disorder is present.

However, when difficulties persist despite appropriate teaching, targeted intervention and additional support, a comprehensive psychoeducational assessment may help identify the underlying reasons.

Some young people develop effective strategies to compensate for their difficulties, meaning their learning challenges may not become apparent until academic demands increase. This can be particularly common among young people with strong verbal reasoning skills or high intellectual ability.

At Vantage Assessment and Psychological Services, assessments aim to develop a comprehensive understanding of a young person's cognitive and academic strengths and challenges. This helps determine whether a specific learning disorder is present and provides practical, individualised recommendations to support learning, confidence and educational progress.

The goal of assessment is not simply to identify a diagnosis, but to understand how a young person learns and what support will help them reach their potential.

At this stage Vantage only offers ADHD assessments for people aged 6-17 years.

Why Do Psychological Assessments Cost So Much?

A comprehensive psychological assessment involves considerably more than the time spent completing testing sessions.

While the assessment sessions are the most visible part of the process, substantial professional time is also dedicated to gathering background information, reviewing previous reports, scoring and interpreting assessment results, analysing patterns of strengths and difficulties, and preparing a detailed, individualised psychological report.

Standardised psychological assessment tools are also expensive to purchase, administer and maintain, with additional costs associated with secure digital testing platforms and scoring systems.

At Vantage, assessments are undertaken by an experienced, registered psychologist using evidence-based assessment tools and professional clinical judgement. Reports are carefully prepared to provide meaningful findings, practical recommendations and guidance for families, educators and other professionals.

Our aim is not simply to provide test scores, but to develop a comprehensive understanding of an individual's abilities and difficulties, and to translate those findings into recommendations that can make a meaningful difference.

We recognise that psychological assessments represent a significant financial investment for families and are committed to providing thorough, high-quality assessments that offer lasting value.

Financial Assistance and Rebates

We understand that psychological assessments can represent a significant financial commitment for families. While assessments are generally privately funded, some families may be eligible for financial assistance.

• NDIS: For individuals who are already NDIS participants, funding may be available in certain circumstances, depending on the purpose of the assessment and the participant's plan. We recommend discussing eligibility with your plan manager or support coordinator before booking.

• Private Health Insurance: Some private health funds may offer partial rebates for psychological assessments, depending on your level of cover. Please contact your health insurer directly to confirm eligibility.

• Independent Schools: Some independent schools may contribute towards the cost of assessments where these are relevant to a student's educational needs. Families are encouraged to enquire directly with their school.

• Medicare: Medicare generally does not provide rebates for comprehensive cognitive, educational or learning assessments. However, limited rebates may be available for certain eligible assessments under specific referral pathways. Your paediatrician may be able to advise whether any Medicare-funded options apply.

Please note: Eligibility for financial assistance or rebates should be confirmed directly with the relevant organisation before commencing an assessment.

Psychological assessments can provide valuable information to support students during their senior secondary education, examinations and transition to university.

For students with diagnosed learning disorders, ADHD, cognitive difficulties or other conditions that affect their educational performance, reasonable adjustments can be particularly important in levelling the playing field.

These adjustments are not about providing an unfair advantage. Rather, they aim to reduce barriers that may prevent students from demonstrating their true knowledge, abilities and academic potential.

A student may understand the subject material thoroughly but experience difficulties with processing speed, reading, written expression, attention or working memory. Without appropriate adjustments, examination results may reflect these difficulties rather than the student's actual understanding of the material.

TASC Reasonable Adjustments

In Tasmania, students with diagnosed conditions or documented functional difficulties may be eligible for reasonable adjustments through the Tasmanian Assessment, Standards and Certification (TASC) process.

Depending on the student's individual needs and supporting evidence, adjustments may include:

• Additional time during examinations

• Use of a computer for written responses

• Adjustments to the assessment of spelling and grammatical errors, where permitted

• Access to a separate or smaller examination room

• Use of approved assistive technologies

• Other adjustments appropriate to the student's documented needs

A comprehensive psychological assessment can provide supporting evidence to assist schools and TASC in determining appropriate adjustments.

ATAR Considerations and University Equity Schemes

Psychological assessments may also provide important supporting documentation for students applying to university through special consideration or educational access and equity schemes.

These schemes recognise that disability, learning difficulties, medical conditions or other circumstances may have affected a student's educational opportunities or academic performance.

Depending on the university and its admission policies, eligible students may receive adjustments to their selection rank or other forms of admission consideration. This does not necessarily change the student's actual ATAR.

Assessment reports can also assist students in accessing disability support services and reasonable adjustments once enrolled at university.

Why Does This Matter?

Equity is not about giving every student the same conditions. It is about ensuring that students have a fair opportunity to demonstrate what they know and what they are capable of achieving.

For students with diagnosed conditions, appropriate adjustments can reduce unnecessary barriers, support confidence and allow academic performance to more accurately reflect their abilities.

Identifying these needs through comprehensive psychological assessment can help ensure that students are not unfairly disadvantaged by difficulties that may otherwise go unrecognised.

Important Information

Eligibility for TASC reasonable adjustments, university equity schemes and admission consideration is determined by the relevant educational authority or institution. A psychological assessment can provide supporting evidence but does not guarantee approval.

Families are encouraged to discuss application requirements and deadlines with their school or prospective university.