Psychoeducational

A psychoeducational evaluation is used to discover a child’s strengths and weaknesses as a learner. It can determine how a students brain functions and if it affects their ability to learn. They can help determine whether a student has a learning disability, is eligible for special education and in need of accommodations and or modifications in their learning environment. 

Children with learning disabilities generally have difficulty learning despite adequate cognitive ability and an appropriate academic environment. Learning disabilities include difficulties learning to read, write, compute and understand mathematics, and difficulties with oral or written language expression or understanding.  The most common type of learning disabilities are those affecting reading and generally include poor phonemic awareness, limited word knowledge, poor decoding/ fluency, and difficulties comprehending what has been read. Weak visual and/or auditory processing and memory, often contribute to learning difficulties. Therefore, a comprehensive learning disability evaluation may include tests of intellectual ability, academic achievement, behavioral, executive functioning and emotional functioning.

Behavior

A functional behavior assessment (FBA) is an approach to figuring out why your child acts a certain way. It uses a variety of techniques to understand what’s behind undesirable behaviors.

Knowing what’s behind inappropriate behavior can help you and the school find ways to change the behavior. The basic idea behind this approach is that your child’s behavior serves a purpose. Whether they are aware of it or not, your child acts a certain way to get to a desired outcome or goal.

Once the function of the behavior is identified we will work with the student, parents and school staff to create a Behavior Intervention Plan (BIP). A behavior intervention plan (BIP) is a plan that’s designed to replaced undesired behaviors with acceptable ones.

Do you have a child that gets into trouble in class? If so, you might be curious about new ways to address their behavior. It may be time to request a functional assessment, also known as a functional behavior assessment.

Speech and Language  

A Comprehensive Language Assessment is an assessment of communication functioning to determine if there is a speech-language disorder affecting an individual’s functioning for home, school, or the community.  The areas assessed include the following: expressive language, receptive language, and pragmatic language. Expressive language skills include: vocabulary, semantics (word/sentence meaning), morphology, and syntax (grammar rules). Areas of receptive language skills include: comprehension, following directions, and understanding questions. Pragmatic language involves how language is used within social situations (i.e., Autism Spectrum Disorder).

A Basic Language Assessment will focus on pragmatic language or other areas related to communication, such as articulation, fluency, and voice. 

Physical Therapy

School-based physical therapy is different from medical-based physical therapy and determining the need for each of these services is different. 

Intervention and goals in the school setting address the student's functional needs in accessing all areas of their education. Physical therapy interventions are designed to enable the student to travel throughout the school environment; participate in classroom activities; maintain and change positions in the classroom; as well as manage stairs, restrooms, and the cafeteria as appropriate for the student. School-based therapy is not intended to meet all of the therapeutic needs of a student; rather it is intended to ensure that a child can have physical access to his or her education.

PT in a school setting is individualized; as such, it can vary based on each student’s unique needs, and can include but is not limited to modifications to the environment in order to maximize participation, educating, and consulting with staff to enhance physical participation.