ADOS (Autism Diagnostic Observation Schedule)

The ADOS is a standardized observational assessment used to evaluate communication, social interaction, and play skills. It helps identify whether a child may be on the autism spectrum.

Assistive & Alternative Communication (AAC)

An AAC evaluation determines whether a child requires specialized communication methods or devices to effectively express themselves. The assessment explores a range of tools, from picture-based systems to advanced speech-generating devices, and provides recommendations tailored to the child’s unique communication needs.

Audiological

Audiological evaluations are provided to assess whether a hearing impairment may be impeding a child’s development. Assessments are conducted at our Garden City and Islandia locations or at a facility in close proximity to your home.

Central Auditory Processing (CAP-D)

A Central Auditory Processing evaluation examines how the brain processes and interprets sounds. This assessment identifies whether a child’s listening or comprehension difficulties are related to auditory processing rather than hearing loss. A CAP-D evaluation must be paired with an Audiological Evaluation.

Educational

An educational evaluation focuses on a child’s academic skills, including reading, writing, and mathematics. Standardized tests and observations are used to determine strengths, challenges, and areas that require instructional support. Results guide individualized educational planning.

FBA/BIP Combo

This service includes both the Functional Behavioral Assessment and the creation of a Behavior Intervention Plan. The evaluation not only determines the cause of the child’s behavior but also provides individualized strategies and support designed to improve outcomes across school and home environments.

Feeding

A feeding evaluation is conducted by a speech-language pathologist to assess oral-motor coordination, swallowing safety, and overall feeding efficiency. The goal is to identify any difficulties that may interfere with nutrition, growth, or safe eating habits, and to develop recommendations that promote healthy mealtime experiences.

Functional Behavioral Assessment (FBA)

An FBA is a process of data collection to determine why a student engages in behaviors that impede learning. It assesses how the student’s behavior relates to the environment and probable consequences that serve to maintain it. If warranted, a Behavioral Intervention Plan (BIP) will be generated.

Guardianship

A Guardianship evaluation is conducted to help determine whether an individual requires legal guardianship. It assesses decision-making abilities, daily functioning, and support needs, with recommendations provided to guide families and the court system.

Observation

An Observation is conducted in the child’s natural environment (such as a classroom, home, or therapy setting) to assess behavior, attention, and social interactions. Observational data provides insight into how a child functions in real-world situations.

Occupational Therapy (OT)

An Occupational Therapy evaluation assesses a child’s fine motor, visual motor integration, visual perceptual, and sensory integration skills through the use of various standardized assessments and clinical observations.

• Fine Motor Development: Development of strength, postural control, and bilateral integration abilities, which support skills such as grasping, manipulating objects, and self-help tasks.
• Visual Motor/Visual Perceptual Skills: Involves spatial awareness and coordination of eye-hand movements for prewriting, cutting, and constructional tasks.
• Sensory Integration: The ability to register and integrate environmental input via the senses, necessary for attention, body awareness, motor planning, and alertness.

Orientation and Mobility

An Orientation and Mobility evaluation is designed for children with vision impairments. The assessment determines how the child navigates their environment and provides recommendations to enhance safety, independence, and access to educational settings and community spaces.

Physical Therapy (PT)

A Physical Therapy evaluation consists of the physical therapist analyzing the child’s muscle tone, overall muscle strength, range of motion, posture, and gait/running patterns. The child’s ability to navigate the gym and therapy equipment is observed. Standardized assessments provide a numerical comparison of the child’s gross motor skills when compared to same-age peers.

• Motor Planning: Planning and coordinating movements of the arms, legs, head, and trunk in the right sequence and force to achieve a motor goal.
• Motor Control: Involves control of the muscles and resultant movement of the limbs and trunk.

Psychological

Cognitive testing by a psychologist is a mandatory part of the assessment process for attaining services through the Committee on Preschool Special Education.

The goal of this assessment is to gain an overview of the child’s global development, as well as identify strengths and weaknesses to assist in treatment planning. The assessment is tailored to the child’s individual needs, and parents are encouraged to be an integral part of the evaluation. Conducted in a family-friendly environment, the psychologist selects testing methods that maximize comfort and accuracy.

Psychological & ADOS Combo

This assessment combines a psychological evaluation with the Autism Diagnostic Observation Schedule (ADOS). Together, they offer a comprehensive understanding of a child’s cognitive, behavioral, and social functioning.

Psychological with Social History and Observation

This evaluation combines cognitive and psychological testing with a full social history and direct observation of the child. It provides a more complete picture of development, behavior, and emotional functioning.

Reading

A reading evaluation provides a detailed assessment of a child’s literacy skills, including decoding, fluency, and comprehension. This evaluation helps determine whether difficulties are related to underlying learning challenges and guides targeted instruction to improve literacy development.

Screening

Screenings are brief assessments conducted to determine whether a child may require further, more comprehensive evaluation. These screenings focus on key areas of development such as speech, motor skills, behavior, or academics, and help identify early areas of concern.

Social History

A Social History evaluation gathers detailed background information about a child’s development, family, education, and health. This information helps create a clear context for other assessments and guides individualized recommendations.

Special Education

An educational evaluation consists of a general assessment of the five areas of development: Cognitive Development (pre-readiness/pre-academic skills), Speech and Language Development, Fine and Gross Motor Skills, Self-Help Skills, and Social/Emotional Development.

A classroom observation in the child’s current school is administered for all initial evaluations to determine how the child is functioning in a classroom setting. Behavioral observations are also conducted during an evaluation session if the child is not in a formal school program.

Speech and Language

Speech and language evaluations assess a child’s ability to communicate effectively with adults and peers. The SLP (speech-language pathologist) evaluates receptive and expressive vocabulary, grammar, direction-following, articulation, oral-motor abilities, and feeding skills. Additional areas include fluency and vocal quality (e.g., pitch, hoarseness). Hearing is informally assessed during the evaluation, and if concerns arise, a formal audiological evaluation is recommended.

Vision

A vision evaluation identifies whether visual impairments may be interfering with a child’s learning, behavior, or overall development. Results guide recommendations for support and accommodations in educational and daily settings.

Vision / Orientation & Mobility (Combined)

This evaluation combines assessment of visual functioning with mobility and navigation skills. The comprehensive approach ensures that children with vision impairments receive a coordinated plan to support independence and educational access.