What if my child is very young?

Children's rate of development and performance on tests are somewhat unstable in the earliest years, but parents of young children still need assistance in understanding and guiding their child. Some parents want ideas about how to support their children's curiosity and the maturity of their thinking; some are dealing with behavioural issues (active, verbal young children often aren't the easiest kind to parent!), and some are looking ahead to school planning. In such instances, parents often find it helpful to schedule an appointment to talk with us about their questions, postponing formal assessment until a time when it may be needed for a more specific purpose, and when their children's pattern of development becomes more predictable. To be ready for an assessment, a young child must be verbally competent, and comfortable with being left for a period of 60 minutes with a stranger.

My child was tested a few months ago, but I'm uncertain about the validity of the results. Is it too soon to repeat the process?

A child cannot be assessed with the same test within two years of the previous assessment, and it is preferable to wait longer if possible. This is because of the possibility of memory or "practice effects" affecting the outcome, resulting in misleading scores. However, occasionally a child's performance has been negatively influenced by illness, fatigue, or limited rapport with an examiner in the past. Re-evaluation with a different test may be possible in these situations.

What kind of information do you obtain from the testing?

Children are typically given an intelligence test that measures verbal and non-verbal reasoning along with other aspects of cognition (such as working memory and processing speed). Commonly used tests are the latest versions of the Wechsler Intelligence Scale for Children (WISC-IV), the Wechsler Pre-School and Primary Scale of Intelligence (WPPSI-III) and the Stanford-Binet Intelligence Scale, Fifth Edition. There have been numerous controversies about the measurement of intelligence and the use of test scores to describe a child's performance. There is much more to a child, and to intelligence, than can be easily measured with any set of tasks. The tasks on intelligence tests have, however, been carefully selected to represent a range of abilities that are related to successful problem-solving and functioning in educational settings. In addition to providing scores that enable statistical comparison with children of the same age, the child's unique approach to the test offers invaluable information about responses to challenge, level of anxiety, impulse control, persistence, and enthusiasm for learning. Our experience with a wide variety of children enables us to place these behavioural aspects of a child's performance within a broad context, and to give parents feedback about their child's behavioural style in the face of challenge.

How do you know that the scores you obtain are a meaningful reflection of my child's abilities?

We use only tests that have been well standardised with a large sample of children representative of a wide range of geographical, socio-economic, racial and ethnic backgrounds, ability levels and ages. Those children were given the test through a standardised procedure, with trials conducted by test developers with extensive knowledge about child development and experience in developing accurate and useful testing materials. These norms enable us to compare your child's performance with the responses of other children of the same age. Occasionally, a child's test results may not be an accurate representation of ability levels. For example, for some children for whom English is their second language, their verbal performance may not reflect their conceptualisation abilities. For extremely shy or reticent children, or for children who are very active or distractible, test scores may not reflect the child's true level of understanding. Our experience with a wide variety of children enables us to put these factors into perspective in making recommendations. When we feel that test scores are affected by these factors, we are careful to qualify the results in order that the scores can be seen in the most accurate context.

What kind of information will you convey to us?

We write a thorough report of test scores, behavioural observations, and relevant background factors for each child we assess. This report is sent to parents in order that they may share it with teachers or counsellors as they desire. We also talk with parents about the results. The half-hour follow up session consists of a more thorough explanation of the results, greater opportunities to ask questions, and a broader exploration of the pros and cons of various courses of action. The results are helpful in educational planning in that they provide a comprehensive and objective picture of your child's intellectual abilities. We are unable to advise on programs offered by individual schools. We can, however, give guidelines for the most appropriate interventions for your child. We often recommend that parents contact their local schools regarding availability of programs and that they visit several schools in the process of making a choice for their child.

Are there advantages to having a child tested individually rather than in a group situation?

Group and individual testing are markedly different situations in that an individual tester can pay more attention to the child's needs for encouragement, pacing, and direction. There is a greater opportunity for the tester to observe particular aspects of the child's behaviour, such as the child's manner of expression, difficulty in solving particular types of problems and response as items become more difficult. For highly gifted children, tests administered to their classes have insufficient challenge to assess their advanced skills. Some children let their attention wander or have a somewhat cautious and deliberate style that prevents them from keeping pace in a group situation. Greater allowances can be made for these circumstances during an individual testing session.

Can I prepare my child for the test in order that the score is as high as possible?

There is really no way to prepare your child in order to boost the score. To try to do so may well create anxiety and/or confusion for your child, resulting in a "pressure to perform" that could be potentially detrimental to test performance. In any case, for the results to be most valid and useful, the child must be drawing on his or her own problem-solving abilities and knowledge developed over a period of time rather than on facts and strategies that have been coached by adults in the recent past.

What happens on the day of testing?

Assessments are usually carried out in the morning. Both parent and child spend a few minutes with the psychologist, during which time the child is introduced to the adult who will be assessing him/her, and becomes familiar with the environment. After this period, the parent leaves the room. An assessment usually takes between 1 and 2 hours, depending on the child. You will receive your child's report approximately 4-6 weeks after the assessment. The follow-up appointment for the parents is scheduled 2 weeks after the report.

What should I tell my child about the visit to GERRIC?

You know best how to tell your child what to expect of the visit so that it will be a pleasant and comfortable time. Some children need reassurance, while others do not. Most children like to know where they are going, and why. Gifted children usually know something is "going on", so it is wise to think through what you are going to tell them. We suggest, however, that you neither tell your child that the object of the visit is to "play" or, on the other hand, that it is to "take tests". Your child should expect to be working with a person who likes children, who has interesting activities to do (mostly at a table), some of which will involve talking and some of which will be more like puzzles and drawing. Your child should also know that some of the tasks are for children who are a little older, but they are worth a good try to see how many things he or she can figure out. Older children and adolescents, particularly those who have had previous experience with testing, can be approached with more straightforward information. As children grow older they are often more concerned about performance, and they might need a bit more reassurance about the fact that they are not expected to know all of the answers. When possible, it is usually best not to suggest to a child that the results of the test will make the difference in acceptance or non-acceptance into an educational program, as this can create undue pressure on the child and lead to a sense of failure if the scores do not meet the cut-off criteria.

How do children react to being tested?

Parents often tell us that their children leave our Centre with a real boost in self-esteem, having been praised and encouraged for their hard work and persistence. Most children who come to the Centre thrive on the completion of these challenging tasks, which range from problems they can solve easily to more difficult activities. Children also enjoy the interaction with an attentive and encouraging adult. We always tell children that they are not expected to "know all of the answers" since some of the questions are designed for older children. They readily understand that we ask these questions in order to see "how you can try something new". Some children do experience frustration with the more difficult tasks; some give up without a good try. We encourage children to tackle these more difficult items, but try to keep them from becoming overly frustrated. When we are able to see how children respond to the challenge of the situation, it gives us valuable information about what type of educational program would be most appropriate to meet their needs, and perhaps some hints about how to help them enjoy challenges in the future.

Why use the GERRIC service?

Our psychologists have, or are undertaking, post-graduate qualifications in gifted education or clinical psychology and are specialists in gifted assessment. Working within the University of New South Wales, they liaise regularly with experts in gifted education both locally and internationally, and are kept up to date on the latest research in this area. The GERRIC psychologists have the unique experience of working predominantly with gifted children and their parents. They spend much of their time catering to the special needs of children of all levels of giftedness. They are aware of possible vulnerabilities inherent in being gifted and take traits such as perfectionism, high-level sensitivity and intensity into account during their session with the child.

I don't think that my child is a 'genius' especially not in all subjects. Would GERRIC be the best place to go?

Gifted children publicised by the media tend to be extremely gifted - or child prodigies who excel in one specific field. Children like these appear only very rarely. More typically, we see children who display a high level of curiosity and advanced problem-solving abilities. We specialise in working with children who are thought by their parents and/or teachers to be functioning toward the upper end of the intellectual continuum, because we feel that we have an understanding of the unique needs these children bring to a classroom. We also understand that these children can sometimes pose a challenge for parents in terms of knowing how to provide adequate stimulation or how to manage their child's behaviour. Many children who come to GERRIC display different levels of abilities in different areas. For example, some children have very strong verbal abilities, but more age-typical non-verbal problem-solving abilities (or vice-versa). Understanding the pattern of abilities can guide parents in educational planning and in helping their child develop appropriately. We are often contacted by the parents of a child who displays significant learning or behavioural difficulties. On these occasions, we may recommend longer term follow-up in the form of individual cognitive behavioural therapy, family therapy or a group programme with our clinical psychologists.

What other psychological services does GERRIC provide?

GERRIC provides a clinical and counselling service with our psychologists and clinical psychologists. Families in need of advice and support regarding: managing fears and anxieties (including perfectionism), parent management issues, motivational issues, underachievement, acceleration, and decisions about schooling, may request these services. After an initial assessment session, recommendations regarding treatment are made. This may entail individual treatment with the child, parent consultation only, family therapy, group treatment, or referral to another service. The cost of counselling and clinical services is $120 per hour. In addition, at various times throughout the year we run groups for parents and children covering: positive parenting strategies for gifted children, managing anxiety and perfectionism, and social skills training. Parents may request that they and their child be placed on the waiting list for such programmes. Our psychologists are available to speak at parent seminars or teacher inservice days and to parent support groups. They are also available in a consulting capacity with other psychologists and school counsellors.