Age 0 –12 months
Zurich play behaviour (Zürcher Spielentwicklung, ZSE)
Zurich Play Development is an observation
instrument that can be used in a playful way to determine developmental age in
the first three years of life. The test material was developed by the
Department of Developmental Paediatrics at the University Children's Hospital
Zurich.
Age 12–36 months
Bayley Scales of Infant and Toddler
Development, Third Edition (Bayley III)
Duration: Implementation approx. 50–90
min.
Author: Bayley, N. (2006)
Publisher: San Antonio: Psychological
Corporation
Age 3–6 years
Snijders-Omen (SON-R)
The SON-R is an intelligence test
independent of language. It records the total intelligence, the scale of
thinking, and the scale of action. The result is an overall and a specific IQ
value. The test is carried out between 2.5 and 7 years of age.
- Duration: Approx. 50–80 min.
- Authors: Tellegen, P.J., Laros, J.A.
Petermann, F. (2007) (2nd edition, German standard)
Age 4–6 years
Wechsler Preschool and Primary Scala of
Intelligence-III (WPPSI-III)
WPPSI-III is used to measure the cognitive
performance of children aged 3–7 years.
- Duration: Approx. 20–50 min.
- Authors: Changer, D. (2009). German
version Petermann F.
- Publisher: Frankfurt/Main, Pearson
Assessment
Age 4–6 years
Kaufmann Assessment Battery for
Children-II (K-ABC)
The K-ABC is a method of measuring
intelligence and specific skills for children aged 3–18 years.
- Duration: Implementation approx. 30–60
min.
- Authors: Melchers, P. Preuss, U. (2009)
- Publisher: Frankfurt/Main, Pearson
Assessment
Age from 7 years
Wechsler Intelligence Scale for
Children, Fourth Edition (WISC-IV)
The WISC-IV is the best-known intelligence
test for children and adolescents. It is used at the ages of 6–16 years.
- Duration: Approx. 60–80 min.
-
Author: German version Petermann, F. Petermann, U. (2011)
- Publisher: Frankfurt/Main, Pearson
Assessment
Personal advice
If a partial performance disorder such as
dyslexia and/or dyscalculia is suspected, standardized recording of school
skills such as reading, writing, and/or arithmetic can be used instead.
Difficulties that arise in perception,
learning and memory, attention, and executive functions (e.g. action planning,
problem solving, flexibility, etc.) can be assessed professionally in a
neuropsychological examination. The results provide the basis for an individual
consultation, if necessary with recommendations for therapeutic measures.
If you wish, your child’s case can also be
discussed with teachers and other specialists involved.
