Strictly Confidential

Suite 9 / 336 Churchill Avenue SUBIACO WA 6008

PO Box 502 SUBIACO WA 6904
(08) 9388 8044
www.registeredpsychologist.com.au

Example Intellectual Developmental Disorder Report:

John Smith

This report was prepared for the purpose of the client's clinical and/or educational management.

The report is not intended for, and is unsuitable for, use in legal proceedings.

The information contained in this report is sensitive and confidential and must be treated accordingly.

The results should only be interpreted by an appropriately trained professional.

 CONTENTS

(1) Biographical Details

(2) Referral Information
(3) Informed Consent
(4) Relevant Background and Clinical Presentation Information
(5) Cognitive Assessment
(6) Adaptive Behaviour Assessment
(7) Conclusion and Summary of Intellectual Developmental Disorder DSM-5-TR Criteria
(8) Recommendations
(9) Appendix 1: ABAS-3 Skill Areas and Composites
(10) Appendix 2: WAIS Subtest Descriptions
(11) Appendix 3: Adaptative Behaviour Severity Summary Table
(12) Appendix 4: Brief Biography of the Author

BIOGRAPHICAL DETAILS

Name: John Smith

Date of Birth: 15/01/1999
Age: 23
Gender: Male

REFERRAL INFORMATION

John was referred to Psychological and Educational Consultancy Services (PECS) by his parents for a
Cognitive and Adaptive Behaviour Assessment to assess for an Intellectual Disability.

INFORMED CONSENT

John was informed of the reason for the assessment, the assessment components, and that the results would
be used to compile a report which would be provided to them and the referrer (if applicable).

John indicated that she understood all that was conveyed to him and signed a Consent Form acknowledging
that she consented to the administration of the assessment; and for the report to be generated and disseminated
accordingly.

At John’s request, his parents were also present during the Informed Consent stage.

2
 RELEVANT BACKGROUND INFORMATION AND CLINICAL PRESENTATION

1. Pregnancy, Birth, and Development:

John’s mother did not experience any significant illnesses during her pregnancy with John. John reported that
there were no concerns in relation to maternal consumption of alcohol and/or substances during his mother’s
pregnancy. John was born with no apparent complications and did not require assistance with breathing nor
time in the neonatal intensive care unit. John reached all the major developmental milestones (e.g., walking,
speaking, toileting) after the expected age ranges.

2. Speech and Language:

John has a history of speech sound problems and underwent years of speech therapy when younger. John
continues to demonstrate speech sound errors with /th/ sounds (e.g “fwee” for three, “bofe” for both, and
“fing” for thing). Past reports demonstrate difficulties with both expressive and receptive language ability,
however, John has never been formally diagnosed with a Language Disorder. John struggles to convey his
thoughts, often speaking in short simple sentences that people report are difficult to understand.

3. Handedness and Coordination:

John is a mix of right and left-handed/footed. John has both fine motor movement problems and gross motor
movement problems. When younger, John received occupational therapy to develop his coordination,
however, this was described as “not effective”. John’s parents report that he is quite clumsy and has never
been good at sport.

4. Sight and Hearing:

John requires the assistance of glasses / contact lenses. John’s parents report that he has normal auditory acuity,
however, the most recent testing was more than 3 years ago. When younger, John had Glue Ear requiring
grommets. John’s parents report that he does not respond when being spoken to, however, John believes his
hearing is normal.

5. Sleep Quality:
John has difficulty falling asleep and staying asleep during the night. John’s parents reported that he often
wakes up feeling tired even after a good night’s sleep. John’s parents have to give him reminders to go to sleep
and to set his alarm for the morning.

6. Peer Relations:
John’s parents reported that he has difficulty forming and maintaining good friendships. John had difficulties
with peer relations when at school and was the victim of bullying during Primary School. John’s parents
reported that he had a few friends in Primary School, however, he struggled to relate to other peers in High
School and tended to avoid social situations due to this. John’s parents reported that he struggles to make
conversation which impacts his ability to form relationships with others.

3
7. Academic / Educational/Occupational:
John’s parents reported that he experienced severe difficulties with both literacy and numeracy at school. John
received extensive support throughout Primary and High School from an Education Assistant. John’s parents
also reported that he was on an Individual Education Plan/Documented Plan which commenced in Year 3.
John received accommodations during Primary and High School. Previous NAPLAN results demonstrate that
John was significantly below the national average across all academic areas. John’s handwriting has always
been illegible and messy.

John currently works two days per week at a supermarket. John’s manager reported that John tries really hard,
however, he does require supervision for nearly all tasks and requires constant instructions/reminders.

8. Behaviour:
John’s parents reported that he has issues with attention, concentration, following instructions, oppositional
behaviour, and sensory sensitivity. John’s parents also reported that he has some difficulty controlling his
anger. John is easily distracted and struggles to engage in any kind of task/activity. When out in the
community, John’s parents reported that he becomes easily overwhelmed and overstimulated which often
results in outbursts. John’s parents also believe he is disorganised and is often late to appointments. John
requires assistance with personal care, hygiene, diet, and exercise. John’s parents reported that other people
tend to order for him at restaurants and buy his food for him.

9. Health/Mental Health/Medical/Medication:
John’s parents reported that he has no major medical conditions. John is not currently taking any prescription
medication. John’s parents reported concerns in relation to poor short-term and long-term memory. There are
no concerns over anxiety, however, depression was reported to be a current concern for John. John’s parents
reported that he has no previous history of self-harm and that he is not currently at risk of engaging in any
self-harming behaviours.

10. Family History of Mental Health Conditions:

There is a family history of Specific Learning Disorder (SLD), Intellectual Disability, Anxiety, and
Depression. John’s parents reported that his sister was diagnosed with Global Developmental Delay as a child
and then with an Intellectual Developmental Disorder as an adult. John and his sister demonstrate very similar
behaviours and traits.

4
 COGNITIVE ASSESSMENT

Cognitive Tests Administered:

Test Date of Administration
Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV, 2008) 17/01/2022

WAIS-IV Overview:
The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) is a test designed to measure intelligence
in older adolescents and adults (aged 16 years and above). It is composed of 10 core subtests and five
supplemental subtests, with the 10 core subtests comprising the Full-Scale IQ. The WAIS-IV has been
language adapted for Australia and New Zealand. Please see Appendix for Index and Subtest descriptions.

Examiner’s Details:
TEST ADMINISTRATOR: Dr Shane Langsford
QUALIFICATIONS: Bachelor of Psychology (1994, UWA)
Bachelor of Education with First Class Honours (1996, UWA)
Doctor of Philosophy in Educational Psychology (1999, UWA)
REGISTRATION: AHPRA/PBA Fully Registered Psychologist (PSY0001578191)

Test Behaviour:
Speech sound difficulties were observed during the testing (e.g., difficulties successfully producing the ‘th’
sound)

John seemed to have difficulty understanding the instructions of many subtests, which resulted in the
instructions having to be repeated more often than the standard.

John often also had difficulty remembering to adhere to the completion instructions of various subtests (e.g.,
would repeatedly give two selections when three were required despite numerous reminders, etc).

John had a tendency to respond with “Don’t Know”, however, was able to provide a correct response if
encouraged to provide an answer.

It is my opinion that the scores that John achieved on the WAIS-IV are indicative of his general cognitive
ability at this particular time.

5
Psychological Test Results:
Age at Testing: 23 years

Table 1: WAIS-IV Composite Score Summary

95%
WAIS-IV Scale Composite Percentile Confidence Qualitative
Score Rank Interval Description
Verbal Comprehension Index (VCI) 66 1 62-73 Extremely Low
Perceptual Reasoning Index (PRI) 77 6 72-84 Borderline
Working Memory Index (WMI) 69 2 64-78 Extremely Low
Processing Speed Index (PSI) 79 8 73-89 Borderline
Full Scale IQ (FSIQ) 67 1 64-72 Extremely Low
General Ability Index (GAI) 69 2 65-75 Extremely Low
Index scores have a mean Composite Score of 100 (50th percentile) and a standard deviation of 15.
Percentile Rank refers to individual’s standing among 100 individuals of a similar age.
Therefore, a Percentile Rank of 50 indicates that they performed exactly at the average level for their age.
If there is a one standard deviation or more difference between any of the Index Composite Scores, often an Index rather than the
FSIQ (e.g., GAI, FRI, etc) is deemed to provide a better estimate of the individual’s true underlying natural cognitive ability.
Composite Scores are intentionally removed from client copies of the report as per APS policy

Table 2: WAIS-IV Subtest Scaled Scores

Subtests Scaled Percentile

Score Rank
Verbal Comprehension Index
Similarities 4 2
Vocabulary 4 2
Information 4 2
Perceptual Reasoning Index
Block Design 6 9
Matrix Reasoning 7 16
Visual Puzzles 5 5
Working Memory Index
Digit Span 5 5
Arithmetic 4 2
Processing Speed Index
Symbol Search 8 25
Coding 4 2
*Cancellation 7 16
See Appendix for complete subtest descriptions *Non-core subtest

Table 3: Differences Between VCI Subtest Scores and Mean of VCI Subtest Scores

Scaled VCI Difference .05 Strength or

VCI Subtests Score Mean From Mean Critical Value Weakness
Similarities 4 4.0 0.0 2.5
Vocabulary 4 4.0 0.0 2.5
Information 4 4.0 0.0 2.5
"High" or "Low" is indicated when the score falls close to the critical value required for reaching statistical significance
Statistical Significance (Critical Values) at the .05 level *Non-core subtest
6
 Table 4: Differences Between PRI Subtest Scores and Mean of PRI Subtest Scores

Scaled PRI Difference .05 Strength or

PRI Subtests Score Mean From Mean Critical Value Weakness
Block Design 6 6.0 0.0 2.5
Matrix Reasoning 7 6.0 1.0 2.5
Visual Puzzles 5 6.0 -1.0 2.5
"High" or "Low" is indicated when the score falls close to the critical value required for reaching statistical significance
Statistical Significance (Critical Values) at the .05 level *Non-core subtest

Table 5: WMI and PSI Subtest Discrepancies From FSIQ Index Subtest Mean

Please note, the statistics provided in this table are not standard WAIS-IV analyses and are provided as a guide only

Subtest FSIQ Difference Nominal Strength

Scaled Mean From FSIQ Critical Cut- or
Subtest Score Score Mean off Weakness
Working Memory
Digit Span 5 6.7 -1.7 2.5
Arithmetic 4 6.7 -2.7 2.5 Weakness
Processing Speed
Symbol Search 8 6.7 1.3 2.5
Coding 4 6.7 -2.7 2.5 Weakness
*Cancellation 7 6.7 -0.3 2.5
Scores referred to as ‘High’ or ‘Low’ falls close to the critical value for statistical significance *Non-core subtest.

7
 ADAPTIVE BEHAVIOUR ASSESSMENT

Adaptive Behaviour Tests Administered:

Test Date of Administration
Adaptive Behaviour Assessment System–Third Edition (ABAS-3, 2015) 17/01/2022

ABAS-3 Overview:
The Adaptive Behaviour Assessment System – Third Edition provides a comprehensive, norm-referenced
assessment of adaptive skills for individuals ages birth to 89 years. The ABAS-3 may be used to assess an
individual’s adaptive skills for diagnosis and classification of disabilities and disorders, identification of
strengths and limitations, and to document and monitor an individual’s progress over time. Please see
Appendix for Skill Area and Composite score definitions.

ABAS-3 Test Results: Completed by John’s Mother

Age at Testing: 23 years

Table 1: Composite Score Results

95%
Standard Percentile Confidence Qualitative
Composite Score Rank Interval Range
General Adaptive Composite (GAC) 63 1 60-66 Extremely Low
Conceptual 72 3 68-76 Low
Social 78 7 70-86 Below Average
Practical 61 0.5 57-65 Extremely Low
Adaptive Domain scores have a mean of 100 (50th percentile) and a standard deviation of 15.
Percentile Rank refers to John’s standing among 100 individuals of a similar age.

Table 2: Raw Score to Scaled Score Conversions

Skill Areas Scaled Score Qualitative Range
Communication 5 Low
Community Use 4 Low
Functional Academics 5 Low
Home Living 3 Extremely Low
Health and Safety 3 Extremely Low
Leisure 6 Below Average
Self-Care 3 Extremely Low
Self-Direction 5 Low
Social 5 Low

8
ABAS-3 Test Results: Completed by John’s Manager

Table 1: Composite Score Results

95%
Standard Percentile Confidence Qualitative
Composite Score Rank Interval Range
General Adaptive Composite (GAC) 54 0.1 51-57 Extremely Low
Conceptual 54 0.1 48-60 Extremely Low
Social 72 3 68-76 Low
Practical 54 0.1 49-59 Extremely Low
Adaptive Domain scores have a mean of 100 (50th percentile) and a standard deviation of 15.
Percentile Rank refers to John’s standing among 100 individuals of a similar age.

Table 2: Raw Score to Scaled Score Conversions

Skill Areas Scaled Score Qualitative Range
Communication 1 Extremely Low
Community Use 2 Extremely Low
Functional Academics 1 Extremely Low
Home Living 2 Extremely Low
Health and Safety 1 Extremely Low
Leisure 5 Low
Self-Care 1 Extremely Low
Self-Direction 1 Extremely Low
Social 3 Extremely Low

Adaptive Behaviour Summary:

John’s overall level of adaptive behaviour is best described by his Observers’ ABAS-III General Adaptive
Composite scores, both of which fell in the Extremely Low category (Mother = 1st percentile; Manager =
.01st percentile).

9
 DSM-5-TR INTELLECTUAL DEVELOPMENTAL DISORDER: STATEMENT OF DIAGNOSIS
“Intellectual Developmental Disorder (Intellectual Disability) is a disorder with onset during the
developmental period that includes both intellectual and adaptive functioning deficits in conceptual, social,
and practical domains.” (DSM-5-TR, p.37).

“The essential features of intellectual developmental disorder (intellectual disability) are deficits in general
mental abilities (Criterion A) and impairment in everyday adaptive functioning, in comparison to an
individual’s age-, gender-, and socioculturally matched peers (Criterion B). Onset is during the
developmental period (Criterion C). The diagnosis of intellectual developmental disorder is based on both
clinical assessment and standardised testing of intellectual functions, standardised neuropsychological tests,
and standardised tests of adaptive functioning.” (DSM-5-TR, p.38).

Therefore, as per the DSM-5-TR (p.37), the following three (3) diagnostic criteria must be met:
Criterion A.
Deficits in intellectual functions, such as reasoning, problem solving, planning, abstract thinking,
judgement, academic learning, and learning from experience, confirmed by both clinical assessment
and individualised, standardised intelligence testing.
A. Criterion Met
Clinical Assessment. (see Background Information, Clinical Presentation, and Test Behaviour
sections)
1 (as per FSIQ/Index/ Subtest scores in Cognitive Assessment section)
Intellectual Assessment
DSM-5-TR cut-off = 70 +/- 5
Criterion B.
Deficits in adaptive functioning that result in failure to meet developmental and sociocultural
standards for personal independence and social responsibility. Without ongoing support, the
adaptive deficits limit functioning in one or more activities of daily life, such as communication,
social participation, and independent living, across multiple environments, such as home, school,
work, and community.
B. Criterion Met
Adaptive Functioning2 (see Background and Clinical Presentation Information and Adaptive
Behaviour section)
Criterion C.
Onset of intellectual and adaptive deficits during the developmental period.
C. Criterion Met
Onset prior to age 18 (see Background and Clinical Presentation Information section)
Specifier: Severity:
The various levels of severity are defined on the basis of adaptive functioning, and not IQ scores,
because it is adaptive functioning that determines the level of supports required. Levels of severity
are: Mild, Moderate, Severe, and Profound.
Severity. Mild
(see Background and Clinical Presentation Information, Adaptive Behaviour
section, and Severity information in Appendix 3)
1
As per the DSM-5-TR, page 38, “Individuals with intellectual developmental disorder have scores of approximately
two standard deviations or more below the population mean, including a margin for measurement error (generally + 5
points). On tests with a standard deviation of 15 and a mean of 100, this involves a score of 65-75 (70+/-5).
2
. As per the DSM-5-TR, page 42, “Criterion B is met when at least one domain of adaptive functioning-conceptual,
social, or practical-is sufficiently impaired that ongoing support is needed in order for the person to perform adequately
across multiple environments, such as home, school, work, and community.”

DIAGNOSTIC CONCLUSION:
As indicated in the summary table above, John meets the criteria for a diagnosis of an Intellectual
Developmental Disorder, which can be described as being of a “Mild” nature.
10
 RECOMMENDATIONS

DEPARTMENT OF HUMAN SERVICES / CENTRELINK INVOLVEMENT

(1) A copy of this report should be provided to DHS/Centrelink for Disability Support Pension and
employment assistance purposes.

NDIS/NDIA INVOLVEMENT:
(1) A copy of this report should be sent to NDIS/NDIA.

DISABILITY GATEWAY:
(1) John would benefit from accessing the Disability Gateway for information and services to support him
and his family.

www.disabilitygateway.gov.au
National Helpline – 1800 643 787

The Disability Gateway can provide support in various areas including income and finance, employment, housing,
transport, health, everyday living, education, and leisure.

DEVELOPMENTAL DISABILITY WA:

(1) John may wish to contact Developmental Disability WA for support and resources relating to
Intellectual Developmental Disorder.

9420 7203
www.ddwa.org.au
[email protected]

BIZLINK QUALITY EMPLOYMENT:

(1) John would benefit from contacting BizLink for assistance with employment opportunities.

BizLink is a West Australian not-for-profit organisation providing disability employment support. BizLink matches
candidates with job vacancies and provides on-site training, support, and advice.

Dr Shane Langsford Date of Report

Managing Director -PECS
Registered Psychologist

APS College of Educational & Developmental Psychologists Academic Member

11
 APPENDIX 1: ABAS-3 SKILL AREAS AND COMPOSITES

ABAS-3 Skill Areas:

Communication Speech, language, and listening skills needed for communication with other
people, including vocabulary, responding to questions, conversation skills etc
Community Use Skills needed for functioning in the community, including use of community
resources, shopping skills, getting around in the community etc
Functional Academics Basic reading, writing, mathematics and other academic skills needed for daily,
independent functioning, including telling time, measurement, writing notes and
letters etc
School/Home Living Skills needed for basic care of a home or living setting (or for the Teacher Form,
school and classroom setting), including cleaning, straightening, property
maintenance and repairs, food preparation, performing chores etc
Health and Safety Skills needed for protection of health and to respond to illness and injury,
including following safety rules, using medicines, showing caution etc
Leisure Skills needed for engaging in and planning leisure and recreational activities,
including playing with others, engaging in recreation at home, following rules in
games etc
Self-Care Skills needed for personal care including eating, dressing, bathing, toileting,
grooming, hygiene etc
Self-Direction Skills needed for independence, responsibility and self-control, including starting
and completing tasks, keeping a schedule. following time limits, following
directions, making choices etc
Social Skills needed to interact socially and get along with other people, including
having friends, showing and recognising emotions, assisting others, using
manners etc
Work Skills needed for successful functioning and holding a part or full-time job in a
work setting, including completing work tasks, working with supervisors, and
following a work schedule

ABAS-3 Composites:
The Conceptual Domain Composite score is derived from the sum of scaled scores from the Communication,
Functional Academics and Self-Direction Skill Areas. Conceptual skills include receptive and expressive
language, reading and writing, money concepts and self-direction.

The Social Domain Composite score is derived from the sum of scaled scores from the Social and Leisure
Skill Areas. Social skills include interpersonal relationships, responsibility, self-esteem, gullibility, naiveté,
following rules, obeying laws and avoiding victimisation.

The Practical Domain Composite score is derived from the sum of scaled scores from the Self-Care,
Home/School Living, Community Use, Health and Safety and Work Skill Areas. Practical skills include basic
maintenance activities of daily living (e.g., eating, mobility, toileting, dressing), instrumental activities of daily
living (e.g., meal preparation, housekeeping, transportation, taking medications, money management,
telephone use) together with occupational skills and maintenance of safe environments.

The General Ability Composite (GAC) score is derived from the sum of scaled scores from seven, nine or
ten skill areas, depending on the age of the individual and the type of rating form. The GAC represents a
comprehensive and global estimate of an individual’s adaptive functioning. The GAC describes the degree to
which an individual’s adaptive skills generally compare to the adaptive skills of other individuals within the
same age group.

12
 APPENDIX 2: WAIS-IV SUBTEST DESCRIPTIONS
VERBAL COMPREHENSION
Vocabulary The Vocabulary subtest required John to explain the meaning of words
presented in isolation, both visually and orally. As a direct assessment of word
knowledge, the subtest is one indication of his overall verbal comprehension
and fund of knowledge. Performance on this subtest also requires abilities to
verbalise meaningful concepts as well as to retrieve information from long-term
memory.
Similarities On the Similarities subtest John was required to respond orally to a series of
word pairs by explaining the similarity of the common objects or concepts they
represent. This subtest examines his ability to abstract meaningful concepts and
relationships from verbally presented material. As well as involving crystallised
intelligence, abstract reasoning, auditory comprehension, memory, associative
and categorical thinking, distinction between nonessential and essential features
and verbal expression.
Information The Information subtest required John to respond verbally to a series of orally
presented questions that assess the individual’s knowledge about common
events, objects, places, and people. The subtest is primarily a measure of his
fund of general knowledge. Performance on this subtest also may be influenced
by his cultural experience, as well as his ability to retrieve information from
long-term memory.
Comprehension The Comprehension subtest required John to provide oral solutions to
everyday problems and to explain the underlying reasons for certain social
rules or concepts. This subtest provides a general measure of verbal reasoning
and conceptualisation, verbal comprehension and expression. In particular, this
subtest assesses his comprehension of social situations and social judgment, as
well as his knowledge of conventional standards of social behaviour.
PERCEPTUAL REASONING
Block Design The Block Design subtest required John to use two-colour cubes to construct
replicas of two-dimensional, geometric patterns. This subtest assesses ability to
mentally organize visual information. More specifically, this subtest assesses
his ability to analyse part-whole relationships when information is presented
spatially. Performance on this task also may be influenced by visual-spatial
perception and visual perception-fine motor coordination, as well as planning
ability.
Matrix Reasoning The Matrix Reasoning subtest involves a series of incomplete gridded patterns
that John completes by pointing to or saying the number of the correct response
from 5 possible choices. This subtest assesses fluid intelligence, broad visual
intelligence, classification and spatial ability, as well as John’s knowledge of
part-whole relationships and perceptual organisation abilities.
Visual Puzzles The Visual Puzzles subtest requires John to view a completed puzzle and to
then select three response options, which when combined will form the
completed puzzle. This is a measure of an individual’s non-verbal reasoning
ability and their ability to both analyse and synthesise abstract visual stimuli.
Picture Completion * The Picture Completion subtest required John to identify the important missing
part in each of a series of pictures of common objects, events, or scenes. An
indication of his ability in visual discrimination, the Picture Completion subtest
assesses the abilities to detect essential details in visually presented material
and to differentiate them from nonessential details. Performance on this task
also may be influenced by an individual's general level of alertness to the world
around his and long-term visual memory.
Figure Weights The Figure Weights subtest involves John viewing a scale, which is missing
weight(s) and then he has to select the response option which balances that
scale. This is a measure of quantitative and analogical reasoning, which
involves reasoning processes that can be expressed mathematically. The task
emphasises the use of deductive and inductive logic.

13
WORKING MEMORY
Arithmetic John was required to mentally solve a series of orally presented arithmetic
problems on the Arithmetic subtest. A direct measure of his numerical reasoning
abilities, the subtest requires attention, concentration, short-term memory, and
mental control. The Arithmetic subtest also measures logical reasoning,
quantitative knowledge and sequential processing.
Digit Span The Digit Span subtest is a series of orally presented number sequences that John
must repeat verbatim (Digit Span Forward), in reverse order (Digit Span
Backwards) or recall the numbers in ascending order (Digit Span Sequencing). A
direct assessment of John's short-term auditory memory, the Digit Span subtest
requires attention, concentration, and mental control and can be influenced by the
ability to correctly sequence information. The Digit Span Sequencing task
increases the working memory demands of the task.
Letter-Number Sequencing The Letter-Number Sequencing subtest involves a series of orally presented
sequences of letters and numbers that John simultaneously tracks and orally
completes, with the numbers in ascending order and the letters in alphabetical
order. This task is a measure of sequential processing ability, short term auditory
memory span, mental manipulation, attention, and concentration. Letter-Number
Sequencing also assesses an individual’s underlying information processing
abilities, cognitive flexibility and fluid intelligence.
PROCESSING SPEED
Symbol Search On the Symbol Search subtest John was required to inspect several sets of
symbols and indicate if special target symbols appeared in each set. A direct test
of speed and accuracy, the subtest assesses scanning speed and sequential
tracking of simple visual information. Performance on this subtest also may be
influenced by visual discrimination and visual-motor coordination.
Coding The Coding subtest required John to use a key to associate a series of symbols
with a series of shapes and to use a pencil to draw the symbols next to the shapes.
A direct test of speed and accuracy, the Coding subtest assesses ability in quickly
and correctly scanning and sequencing simple visual information. Performance
on this subtest also may be influenced by short-term visual memory, attention, or
visual-motor coordination.
Cancellation The Cancellation subtest asks John to scan a structured arrangement of shapes,
for a specified target shape, which he will mark. The Cancellation subtest is a
direct measure of processing speed, as well as visual selective attention,
vigilance, perceptual speed and visual motor ability. The inclusion of a decision-
making component (selection is based on both shape and colour) places more
complex demands upon John.

14
 APPENDIX 3: ADAPTIVE BEHAVIOUR SEVERITY SUMMARY TABLE

Severity Conceptual domain Social domain Practical domain

Mild For preschool children, there Compared with typically The individual may function age-
may be no obvious developing age-mates, the appropriately in personal care.
conceptual differences. For individual is immature in social Individuals need some support with
school-age children and interaction. For example, there complex daily living tasks in comparison
adults, there are difficulties in may be difficulty in accurately to peers. In adulthood, supports typically
learning academic skills perceiving peers’ social cues. involve grocery shopping, transportation,
involving reading, writing, Communication, conversation, home and child-care organising,
arithmetic, time or money and language are more concrete nutritious food preparation, and banking
with support needed in one or or immature than expected for and money management. Recreational
more areas to meet age- age. There may be difficulties skills resemble those of age-mates,
related expectations. In regulating emotion and although judgement related to well-being
adults, abstract thinking, behaviour in age-appropriate and organisation around recreation
executive function (i.e., fashion; these difficulties are requires support. In adulthood,
planning, strategizing, noticed by peers in social competitive employment is often seen in
priority setting, and cognitive situations. There is limited jobs that do not emphasize conceptual
flexibility), and short-term understanding of risk in social skills. Individuals generally need support
memory, as well as functional situations; social judgement is to make health care decisions and legal
use of academic skills (e.g., immature for age, and the person decisions, and to learn to perform a skilled
reading, money is at risk of being manipulated by vocation competently. Support is
management), are impaired. others (gullibility). typically needed to raise a family.
This is a somewhat concrete
approach to problems and
solutions compared with age
mates.
Moderate All through development, the The individual shows marked The individual can care for personal needs
individual’s conceptual skills differences from peers in social involving eating, dressing, elimination,
lag markedly behind those of and communicative behaviour and hygiene as an adult, although an
across development. Spoken
peers. For pre-schoolers, extended period of teaching and time is
language is typically a primary
language and pre-academic tool for social communication needed for the individual to become
skills develop slowly. For but is much less complex than independent in these areas, and reminders
school-age children, progress that of peers. Capacity for may be needed. Similarly, participation
in reading, writing, relationships is evident in ties to in all household tasks can be achieved by
mathematics and family and friends, and the adulthood, although an extended period of
understanding of time and individual may have successful teaching is needed, and ongoing supports
friendships across life and
money occurs slowly across will typically occur for adult-level
sometimes romantic relations in
the school years and is adulthood. However, individuals performance. Independent employment
markedly limited compared may not perceive or interpret in jobs that require limited conceptual and
with that of peers. For adults, social cues accurately. Social communication skills can be achieved,
academic skills development judgement and decision-making but considerable support from co-worker,
is typically at an elementary abilities are limited, and supervisors, and others is needed to
level, and support is required caretakers must assist the person manage social expectations, job
with life decisions. Friendships
for all use of academic skills complexities, and ancillary
with typically developing peers
in work and personal life. are often affected by responsibilities such as scheduling,
Ongoing assistance on a daily communication or social transportation, health benefits and money
basis is needed to complete limitations. Significant social management. A variety of recreational
conceptual tasks of day-to- and communicative support is skills can be developed. These typically
day life, and others may take needed in work settings for require additional supports and learning
success.
over these responsibilities opportunities over an extended period of
fully for the individual. time. Maladaptive behaviour is present in
a significant minority and causes social
problems.

15
 Severe Attainment of conceptual Spoken language is quite limited The individual requires support for all
skills is limited. The in terms of vocabulary and activities of daily living, including meals,
individual generally has little grammar. Speech may be single dressing, bathing, and elimination. The
understanding of written words or phrases and may be individual requires supervision at all
language or of concepts supplemented through times. The individual cannot make
involving numbers, quantity, augmentative means. Speech responsible decisions regarding well-
time, and money. Caretakers and communication are focused being of self or others. In adulthood,
provide extensive supports on the here and now within participation in tasks at home, recreation,
for problem solving everyday events. Language is ad work requires ongoing support and
throughout life. used for social communication assistance. Skills acquisition in all
more than for explication. domains involves long-term teaching and
Individuals understand simple ongoing support. Maladaptive behaviour,
speech and gestural including self-injury, is present in a
communication. Relationships significant minority.
with family members and
familiar others are a source of
pleasure and help
Profound Conceptual skills generally The individual has very limited The individual is dependent on others for
involve the physical world understanding of symbolic all aspects of daily physical care, health,
rather than symbolic communication in speech or and safety, although he or she may be able
processes. The individual gesture. He or she may to participate in some of these activities as
may use objects in goal- understand some simple well. Individuals without severe physical
directed fashion for self-care, instructions or gestures. The impairments may assist with some daily
work, and recreation. Certain individual expresses his or her work tasks at home, like carrying dishes
visuospatial skills, such as own desires and emotions to the table. Simple actions with objects
matching and sorting based largely through nonverbal, non- may be the basis of participation in some
on physical characteristics, symbolic communication. The vocational activities with high levels of
may be required. However, individual enjoys relationships ongoing support. Recreational activities
co-occurring motor and with well-known family may involve, for example, enjoyment in
sensory impairments may members, caretakers, and listening to music, watching movies,
prevent functional use of familiar others, and initiates and going out for walks, or participating in
objects. responds to social interaction water activities, all with the support of
through gestural and emotional others. Co-occurring physical and
cues. Co-occurring sensory and sensory impairments are frequent barriers
physical impairments may to participation (beyond watching) in
prevent many social activities. home, recreational, and vocational
activities. Maladaptive behaviour is
present in a significant minority.

16
 APPENDIX 4: BRIEF BIOGRAPHY OF THE AUTHOR
 Dr Shane Langsford is a highly qualified and very experienced psychologist who has conducted and
interpreted more than 7000 child and adult assessments since establishing Psychological & Educational
Consultancy Services in 1999.

 Dr Langsford’s qualifications include a Bachelor of Psychology, a Bachelor of Education with First Class
Honours, and a PhD in Educational Psychology.

 Dr Langsford is fully registered with the Psychology Board of Australia (PBA) and the Australian Health
Practitioners Regulation Agency (AHPRA).

 Dr Langsford is a full member of the Australian Psychological Society (APS), Australian Association of
Psychologists (AAPi), Australian ADHD Professionals Association (AADPA), and the School
Psychologist’s Association of Western Australia (SPAWA).

 Dr Langsford is also an APS College of Educational & Developmental Psychologists Full Academic
Member. To be awarded Full Academic Member status, an individual must have completed a PhD in
psychology, have at least two years’ experience as a researcher or educator in psychology in the College
specific area of practice, and have published a notable body of relevant research in the College-specific
area of practice.

 In 2015, Dr Langsford was personally selected from a shortlist by the then Federal Minister of Health (the
Hon Sussan Ley) to be part of the 13-member Mental Health Expert Reference Group (MHERG). The
group was formed to provide advice to the Commonwealth Department of Health in relation to the
government’s response to the National Review of Mental Health Programmes and Services. Dr Langsford
was the only practising psychologist in Australia appointed to the group, and the only member in the group
from Western Australia. (For more information, see https://www.pecs.net.au/pecs-profile)

 With regards to ADHD, Dr Langsford has conducted over 3000 ADHD assessments for various
Psychiatrists and Paediatricians, was asked in 2014 to be on the National Shire ADHD Expert Panel for the
“A Snapshot of ADHD: A Consumer and Community Discussion”, and in April 2018 was the only
Psychologist from Australia participating in the ADHD Institute’s “Meeting of the Minds” forum in Madrid
– which is an invite-only meeting “providing a forum for ADHD scientists and clinicians to discuss the
latest scientific evidence and share best practice in the management of ADHD”. Dr Langsford was for the
second year running once again the only Psychologist from Australia invited to the 2019 Forum, which
was held in Munich (Germany) in November 2019, and also again for the 2020 Forum in Stockholm
(Sweden).

 Dr Langsford’s extensive knowledge of a wide range of disorders led to the creation of the PsychProfiler,
which is a reliable and valid instrument oriented to the DSM-5 and has been the most widely used
Australian global psychiatric/psychological/educational assessment tool since 2004.
(For more information, see https://www.psychprofiler.com)

17