Latest articles on psychology, clinical applications and platform usage
Drawing is the most misread area of child assessment. Here is what each drawing task can support, what it cannot, and where interpretation has to stop.
"He has no friends" is an interpretation, not an observation. Here is how to record classroom social behaviour systematically and which biases quietly reshape the result.
A brief verbal screen gives a quick impression, not an ability assessment. Here is when Kent E.G.Y. is a reasonable choice, why short tests carry large measurement error, and what completes them.
Behind a complaint about visual memory there may be no memory problem at all. Here is how a recognition-based task separates perception, memory and production, and what it must be read alongside.
Attention tests do not answer "is this child attentive?" They answer how attention behaves under time and load. Here is how Burdon and D2 differ and what their output actually supports.
Readiness is not a function of age. It is four developmental domains maturing together. Here is what each tool measures and how the decision to wait a year should actually be made.
Between 36 and 60 months development is tracked socially as much as individually. Here is what the two years differ on, why domain profiles beat totals, and when to refer.
Between 24 and 36 months language and independent movement accelerate together. Here is what an observation-based checklist tracks in that window and how to read the result as a plan rather than a label.
A good battery is not a long one. It is a small set of instruments where every tool has a reason to be there, arranged so that fatigue does not become the finding.