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Project Details

Wechsler Intelligence Scale for Children® Fifth Edition (WISC®-V) is an intelligence test that measures a child’s intellectual ability and 5 cognitive domains that impact performance.
The WISC-V gives school psychologists, clinical psychologists and neuropsychologists flexibility and interpretive power to get a broader view of a child’s cognitive abilities.
The WISC-V is used to measure the general thinking and reasoning skills of children aged 6 to 16 years.

This assessment provides a composite score that represents the child’s overall intellectual ability (FSIQ), as well as primary index scores that measure the following areas of cognitive functioning: verbal comprehension, visual spatial processing, fluid reasoning, working memory, and processing speed. Subtests contributing to ancillary index scores that provide additional information about learning styles can be applied.

Project Name
Wechsler Intelligence Scale for Children Assessment (WISC-V)
Children aged 6:0–16:11


The Verbal Comprehension Index (VCI) measures ability to access and apply acquired word knowledge. Specifically, this reflects ability to verbalize meaningful concepts, think about verbal information, and express herself using words.

The Visual Spatial Index (VSI) measured Sample’s ability to evaluate visual details and understand visual spatial relationships in order to construct geometric designs from a model. This skill requires visual spatial reasoning, integration and synthesis of part-whole relationships, attentiveness to visual detail, and visual-motor integration.

The Fluid Reasoning Index (FRI) measures ability to detect the underlying conceptual relationship among visual objects and use reasoning to identify and apply rules. Identification and application of conceptual relationships in the FRI requires inductive and quantitative reasoning, broad visual intelligence, simultaneous processing, and abstract thinking.

The Working Memory Index (WMI) measures ability to register, maintain, and manipulate visual and auditory information in conscious awareness, which requires attention and concentration, as well as visual and auditory discrimination.

The Processing Speed Index (PSI) measures speed and accuracy of visual identification, decision making, and decision implementation. Performance on the PSI is related to visual scanning, visual discrimination, short-term visual memory, visuomotor coordination, and concentration.


Verbal (Expanded Crystallized) Index (VECI), an ancillary index score that provides a broad measure of the child’s ability to access and apply acquired word knowledge and general knowledge. The application of this knowledge involves verbal concept formation and expression; abstract verbal reasoning; and long-term retrieval.

Expanded Fluid Index (EFI), an ancillary index score that provides a broad measure of the child’s ability to detect underlying conceptual relationships, extract important information, and use reasoning to identify and apply rules. Identification and application of conceptual relationships in the EFI requires inductive and quantitative fluid reasoning, simultaneous and sequential processing, and abstract thinking.

Quantitative Reasoning Index (QRI), which measures quantitative reasoning skills. Quantitative reasoning is closely related to general intelligence and can indicate a child’s capacity to perform mental math operations and comprehend abstract relationships.

Auditory Working Memory Index (AWMI) measures the ability to register, maintain, and manipulate verbally-presented information.

Nonverbal Index (NVI) is derived from six subtests that do not require verbal responses. This index score can provide a measure of general intellectual functioning that minimizes expressive language demands for children with special circumstances or clinical needs.

General Ability Index (GAI), an ancillary index score that provides an estimate of general intelligence that is less impacted by working memory and processing speed, relative to the FSIQ.

Cognitive Proficiency Index (CPI) score suggests how efficiently processes cognitive information in the service of learning, problem solving, and higher-order reasoning.

Storage and Retrieval Index (SRI) provides a broad estimate of long-term storage and retrieval accuracy and fluency.

Naming Speed Index (NSI) provides a broad estimate of the automaticity of basic naming ability. Interpretation of the NSI enhances the assessment of children with suspected learning disabilities, but is not intended to assess intellectual ability.

Symbol Translation Index (STI) provides a broad estimate of visual-verbal associative memory.


  • Increase construct coverage without increasing test time.
  • Identify and diagnose intellectual and learning disabilities.
  • Evaluate cognitive processing strengths and weaknesses.
  • Assess giftedness and the impact of brain injuries.
  • Significantly reduce testing time to obtain FSIQ.
  • Supports more flexible evaluation of specific learning disabilities and two major approaches to specific learning disability identification: (1) pattern of strengths and weaknesses analyses and (2) ability-achievement discrepancy analyses.


WISC-V delivers more flexibility, more content and more interpretive power.

  • Three new primary subtests — Visual Puzzles, Figure Weights, and Picture Span — measure the ability to analyze and synthesize information, quantitative reasoning and induction, and visual working memory.
  • Five new complementary subtests assess cognitive processes important to academic achievement in reading, math, and writing.
  • Simplified instructions with reduced vocabulary level, shorter discontinue rules and refined scoring criteria.
  • Full scoring reports and interpretive reports include narrative interpretation scores.
  • Updated normative sample standardized on 2,200 children aged 6:0–16:11.


  • Price: 600 RON
  • Appointment time: 2 hours
  • Assessment is avaible only for foreign children (English speaking fluently). If a child is not fluent in English and his native language is Spanish, the assessment will be completed in Spanish, but the long report will be written in English. A short summary report in Romanian will be added if needed for medical appointments.
  • Assessment is not available for Romanian children even if they are fluent in English as a second language. WISC-V is not adapted to Romanian population
  • An electronic report is written in 3-5 working days after the appointment
  • To reserve a place for assessment please send an e-mail with the child’s name, birthday, language assessment needed (EN or ES) and a proof of payment to (bank account RO83BREL0002002501290100 opened at Libra Bank under private practice name “Simion Madalina – Cabinet Individual de Psihologie”)

Project Details

The Carolina Curriculum is an assessment and intervention program designed for use with young children from birth to five who have mild to severe disabilities. Professionals in home-, school-, or center-based environments will improve children’s outcomes by systematically using this easy-to-use, criterion-referenced system that clearly links assessment with intervention and lets them work closely with the child’s teachers, family members, and other service providers.

Project Name
Carolina Curriculum Assessment
Infants, Toddlers, Prechoolers

The Carolina Curriculum for Infants & Toddlers with Special Needs (CCITSN), Third Edition, is designed for use with children who are functioning in the birth to 36-month developmental range.

The Carolina Curriculum for Preschoolers with Special Needs (CCPSN), Second Edition, is designed for use with children in the 24–60-month range.

In each of the age-specific volumes, all the areas to be assessed are clearly laid out in logical sequences in an Assessment Log. Each item on the assessment tool is linked directly to a curriculum item that describes procedures for teaching the assessed skill. Assessment is linked to intervention through hierarchies of developmental tasks that are both relevant to typical routines and pertinent to long-term adaptation—thus integrating the intervention in a meaningful way into the child’s life.

The Carolina Curriculum

  • provides a comprehensive picture of a child’s development
  • includes suggestions for modifications of the items to accommodate children’s sensory or motor limitations
  • directly links assessment and intervention
  • is easy to use and flexible
  • helps providers track children’s progress clearly

Project Details

Celebrate milestones. Every family looks forward to seeing a child’s first smile, first step, and first words. Regular screenings with the support of early childhood providers help raise awareness of a child’s development, making it easier to expect and celebrate developmental milestones.

All of our children need support in the early years to make sure they stay healthy and happy. Just like hearing and vision screenings assure that children can hear and see clearly, developmental and behavioral screenings assure that children are making developmental progress, in areas such as language, social, or motor development. Screening is a regular part of growing up.

Project Name
Ages and Stages Developmental Screening (ASQ-3; ASQ:SE-2)
Infants, Toddlers, Preschoolers ( 2 to 60 months)
Bucharest, Romania

Screenings can help kids succeed in and beyond their school years. With regular screenings, families, teachers, and other professionals can assure that young children get the services and supports they need, as early as possible to help them thrive alongside their peers.

Families are children’s first and most important teachers. Combining the love and knowledge families have of their children with tools, guidance, and tips recommended by experts, can help optimize the developmental support children receive.

What is the Purpose of Developmental Screening?

Screening provides a quick snapshot of a child’s health and developmental status and indicates whether further evaluation is needed to identify potential difficulties that might necessitate interventions or special education services.

Important considerations regarding developmental screenings that parents should be aware of include:

  • Screenings are designed to be brief
  • Screenings cannot capture the full range of development, skill, or capacity among children. Because screenings are designed to identify risk or potential developmental issues, they tend to focus on distinguishing developmental skills and abilities in the lower range of performance and are not useful for capturing skills and abilities in the higher range of performance.
  • Screening only indicates the possible presence of developmental delay or difference and cannot definitively identify or describe the nature or extent of a disability.
  • Screening must be followed by a more comprehensive and formal evaluation process in order to confirm or disconfirm any red flags raised by the screening procedure.

Ages and Stages (ASQ-3)

The Ages and Stages Questionnaires-3rd Edition (ASQ-3) is a developmental screening system made up of 21 age-specific questionnaires completed by parents or primary caregivers of young children. The questionnaires can identify children who are in need of further assessment to determine whether they are eligible for early intervention or early childhood special education services.

Developmental domains addressed in the developmental screener, as stated by the publisher:
• Gross motor
• Fine motor
• Problem solving
• Personal-social
• An overall section addresses general parental concerns.

Ages and Stages Questionnaires-Social-Emotional (ASQ:SE)

The Ages and Stages Questionnaires-Social Emotional (ASQ:SE) is a developmental screener designed to complement the Ages and Stages Questionnaires by providing information specifically addressing the social and emotional behavior of children.1 The ASQ:SE identifies infants and young children whose social or emotional development requires further evaluation to determine if a referral for intervention services is necessary

The ASQ:SE is intended for use at six month intervals between 6 months and 3 years of age, and then at one year intervals through age 5.

Developmental domains addressed in the developmental screener, as stated by the publisher:
• Self-regulation
• Compliance
• Communication
• Adaptive functioning
• Autonomy
• Affect
• Interaction with people


The Assessment is done by Psih. Madalina Simion

Price: 200 RON

Duration: 60 minutes