We have an appointment with an educational psychologist to have his cognitive ability tested
If you were going to see an EP anyway, then - time and money permitting - I would have thought it might be worth testing more than cognitive ability. I am just speculating that the results might throw up something of interest.
Most EPs use WISC-IV, which, in addition to verbal comprehension and perceptual reasoning, test processing speed and working memory.
WISC IV Working Memory Subtests
Digit Span measures auditory short-term memory, sequencing skills, attention, and concentration. The Digit Span Forward task requires the child to repeat numbers in the same order as read aloud by the examiner. Digit Span Backward requires the child to repeat the numbers in the reverse order of that presented by the examiner.
Letter-Number Sequencing measures sequencing, mental manipulation, attention, short-term auditory memory, visuospatial imaging, and processing speed. It requires the child to read a sequence of letters and numbers and recall the numbers in ascending order and the letters in alphabetical order.
Arithmetic measures mental manipulation, concentration, attention, short- and long-term memory, numerical reasoning ability, and mental alertness. It requires the child to mentally solve a series of orally presented arithmetic problems within a specified time limit.
WISC IV Processing Speed Subtests
Coding measures the childâ€™s short-term memory, learning ability, visual perception, visual-motor coordination, visual scanning ability, cognitive flexibility, attention, and motivation. It requires the child to copy symbols that are paired with simple geometric shapes or numbers.
Symbol Search measures processing speed, short-term visual memory, visual-motor coordination, cognitive flexibility, visual discrimination, and concentration. This test requires the child to scan a search group and indicate whether the target symbol(s) matches any of the symbols in the search group within a specified time limit.
Cancellation measures processing speed, visual selective attention, vigilance, and visual neglect. It requires the child to scan both a random and structured arrangement of pictures and mark target pictures within a specified time limit.