Bayley-4

Is the most comprehensive developmental assessment for young children. This tool evaluates multiple domains of development, including cognitive, language, motor, social-emotional, and adaptive behavior, providing a thorough understanding of a child’s developmental progress and identifying areas that may need intervention. 

Mullen

Assessment tool designed to evaluate the cognitive and motor abilities of children from birth to 68 months. It assesses five key domains: gross motor, visual reception, fine motor, expressive language, and receptive language, helping to identify developmental delays and guide early intervention and educational planning. 

Schedule of Growing Skills II (SGS- II)

Provides a reliable “snapshot” of the developmental stage of a child, pointing out both their areas of strength and potential deficiency. The child’s abilities in nine areas are evaluated: visual, locomotor, manipulative, speech and language, passive posture, active posture, interactive social, self-care social, and hearing and language. This evaluation helps identify areas that will require support and intervention. 

Who will need developmental assessments

It is recommended for kids who exhibit delays or concerns in their development. These include. 

1. Kids who have delayed developmental milestones for their age, like sitting up, rolling over, crawling, walking, and talking. 
2. Those who have difficulties in social interactions, play skills and motor skills.  
3. Children with Medical or Genetic Conditions such as Down Syndrome, cerebral palsy, or genetic   syndromes that may affect growth in more than one area. 
4. Children who are at high risk for developmental delays such as preterm, low birth weight, unstable infant requiring ventilatory support, seizures, CNS infections and high bilirubin at exchange transfusion level   
5. kids with Physical disabilities (eg. cleft lip/palate), Hearing impairment, vision impairment, Cerebral Palsy, Spina Bifida, long-term illnesses (eg. cancer), Autism, ADHD 
6. Kids who may have been through traumatic events as a child, which can affect their growth.

Services Offered

1. Screening for developmental delays 
2. Comprehensive developmental assessments and evaluations 
3. Diagnostic assessments for Autism, ADHD, Learning disability and various developmental and behavioural disorders 
4. Developing personalized treatment plans based on assessment findings and diagnostic results
5. Assess and monitor the outcome of ongoing therapies 
6. Medications and monitoring its efficacy and adjusting dosages as needed to optimize treatment outcomes. 

Autism Diagnostic Observation Schedule (ADOS-2): ADOS-2 is a semi-structured assessment involving various activities and questions designed to observe social interactions, communication skills, and imaginative play. It is considered the gold standards for diagnosing autism.  

Who will need autism assessments

Children with certain behavioral and developmental characteristics that suggest the possibility of Autism Spectrum Disorder (ASD). Here are some indicators that might prompt parents or caregivers to seek an autism assessment

1. Social Interaction Difficulties: Such as making eye contact or play with peers. 
2. Communication issues: Delayed speech, difficulty starting or maintaining conversations, talking over and over or echoing 
3. Restricted Interests and Repetitive Behaviors: Strong adherence to routines, intense focus on specific interests, repetitive movements (e.g., hand flapping, rocking), or sensory sensitivities (e.g., sensitivity to light, sound, textures). 
4. Developmental Delays: Children who show delays such as sitting, crawling, walking, or using gestures for communication. 
5. Unusual Sensory Responses: Being more or less sensitive to sensory input, covering ears or avoiding certain sounds or textures. 
6. Resistance to change in routine: having trouble moving from one activity or setting to another and getting used to new situations. 
7. Social and Emotional issues: Having trouble controlling emotional reactions, anger or frustration. 
8. Family history of autism: Research indicates that having a sibling with autism and a strong family history increases the risk of another sibling being diagnosed with autism by 10-20%. 

The diagnosis of ADHD usually entails behavioral observations and a variety of evaluations, such as rating scales like the Vanderbilt and Conners’. Neuropsychological testing to assess executive functioning, memory, cognitive function, and attention—all of which may be factors in the symptoms of ADHD.  

Who will need ADHD assessments

Children who not paying attention, being hyperactive, or acting without thinking should get tests. These include: 

1. Kids who have symptoms of inattention, making careless mistakes, and seeming not to listen when spoken to directly. 
2. Those who frequently fidget, talk excessively, interrupt others, and have difficulty waiting their turn. 
3. Kids who struggle with academic tasks that require sustained attention, planning, and time management skills.  
4. Students with poor academic achievement 
5. Children who experience challenges in peer relationships due to impulsive behaviors. 
6. Strong family history of ADHD or related neurodevelopmental disorders, as genetics play a significant role in the risk of developing ADHD. 

Learning disability evaluations are structured assessments conducted to identify specific challenges in learning and academic performance that may be hindering an individual’s educational progress. Here’s an overview of what learning disability evaluations entail.

• Cognitive assessment to measures intellectual functioning of the child. 
• Academic Achievement Test (to identify areas involved eg. reading, mathematics, and writing) 
• Dyslexia Screening Test 
• Phonological Processing Assessment (to assess phonological processing skills which are critical for reading development) 
• Phonemic decoding efficiency test 
• Visual-motor deficits Assessment (to identify visual-motor deficits that lead to learning disability)  
• Behavioral and Emotional Assessment: (to screen for behavioral disorders that might impact learning (ASD, ADHD) and to identify associated comorbid conditions (anxiety and depression) 

Who will need learning disability evaluations

Learning disability evaluations are recommended for individuals who show persistent difficulties in specific academic skills despite adequate intelligence and opportunities for learning. These include. 

1. Students with poor academic performance in school 
2. Students who struggle with reading (dyslexia), writing (dysgraphia) and mathematics (dyscalculia). 
3. Individuals with Attentional Issues.  
4. Children with Medical or Developmental Conditions 

Behavioral assessments in children are comprehensive evaluations aimed at understanding and addressing behavioral issues. These assessments help identify the causes, triggers, and functions of behaviors, guiding effective interventions and support strategies.

Who will need behavioral assessments

1. Children with frequent tantrums or meltdowns 
2. Children with aggressive behavior towards others, including hitting, biting, or other forms of physical violence. 
3. Children with anxiety disorders, who show signs of excessive worry, fear, or avoidance behaviors that interfere with daily activities. 
4. Children with depression, such as persistent sadness, withdrawal from activities, or changes in sleep and appetite. 
5. Children with behavioral problems in school such as disruptive behavior in the classroom, difficulty following rules, or poor academic performance linked to behavioral issues. 
6. Children with or suspected ADHD, who display symptoms of inattention, hyperactivity, and impulsivity. 
7. Children with or suspected of having autism spectrum disorder who may exhibit behaviors such as repetitive actions, difficulties with social interactions, or sensory sensitivities. 

Speech and language assessments are essential for children who exhibit any signs or concerns related to their communication abilities. These assessments help in determining the appropriate interventions and support needed to enhance communication skills.  

Who will need speech and language assessments

1. Children with expressive language delay (expressing themselves verbally) 
2. Children with receptive language delay (understand spoken language) 
3. Children with articulation disorders (difficulty producing speech sounds correctly) 
4. Children with developmental disorders such as autism spectrum disorder and Intellectual disabilities. 
5. Children with neurological conditions such as cerebral palsy and traumatic brain Injury  
6. Children with hearing loss  

A sensory processing evaluation checks how the child reacts to and makes sense of the world around them. It is important for kids who have trouble understanding sensory information, which can change how they act, feel, and go about their daily lives. A standardized sensory profile is used to measure how the senses are processed and to help figure out which types of sensory stimuli (such as sound, visual, touch, movement, and oral sensitivity) are being evaluated. It also finds behavior problems like conduct, social and emotional issues, and attention issues that are linked to sensory processing disorder.   

Who will need sensory processing assessments

1. Children with sensory sensitivities to sounds, lights, textures, tastes, or smells.  
2. Children with sensory avoidance. This may include avoiding certain textures of clothing, refusing to participate in activities with specific sensory components (e.g., messy play), or avoiding crowded or noisy environments. 
3. Children with sensory seeking behaviors such as spinning and rocking. 
4. Children with Developmental Disorders such as Autism, ADHD or intellectual disabilities that commonly co-occur with sensory processing difficulties. 
5. Children with behavioral and emotional regulation challenges such as tantrums and aggression 

The NEPSY-II (NEuroPSYchological Assessment) is a comprehensive battery of tests designed to evaluate neuropsychological development in children aged 3 to 16 years. It assesses six key domains: attention and executive functioning, language, memory and learning, sensorimotor skills, social perception, and visuospatial processing. The NEPSY-II helps identify cognitive strengths and weaknesses, guiding diagnosis, and intervention for various developmental, neurological, and learning disorders. 

Who will need NEPSY-II assessments 

1. Children with Developmental Delays 
2. Students with Learning Difficulties 
3. Children with Attention and Executive Functioning Issues 
4. Children with Language Disorders 
5. Children with Memory problems or difficulty retaining new information. 

(Special education need requirement assessment)

It is intended for children who are experiencing developmental challenges. This evaluation aims to determine the kid’s suitability for mainstream education or the requirement for special education. Additionally, it seeks to quantify the level of support required by the child in the classroom. It evaluates a child’s abilities, limitations, and areas of growth. Here are key considerations and aspects typically included in school readiness: 

1. Developmental Evaluation, including cognitive, language, motor, social-emotional, and adaptive skills.  

2. Individualized Assessment, tailoring to the specific developmental concerns and needs of the child, considering their diagnosis (e.g., autism spectrum disorder, intellectual disability, language disorder). 

3. Assessment of early literacy (e.g., recognizing letters, phonological awareness) and numeracy skills (e.g., counting, recognizing numbers) that are foundational for academic learning. 

4. Behavioral and Emotional Assessment: (to evaluate Behavior patterns that might impact learning) 

Who will need Special Education Assessment 

Children who may need a special education assessment prior to entry into formal education include those who exhibit developmental delays, disabilities, or other challenges that may impact their ability to access and benefit from educational programs without additional supports. Here are specific groups of children who may benefit from a special education assessment: 

1. Children with various developmental delays 
2. Children with Intellectual Disabilities (IQ typically below 70) and significant limitations in adaptive behaviors (e.g., communication, self-care, social skills). 
3. Children with Autism and ADHD who may have difficulties with social communication, interaction, sensory processing, and behavioural issues. 
4. Children with Specific Learning Disabilities. This may include dyslexia (reading), dysgraphia (writing), dyscalculia (mathematics), and other learning disorders. 
5. Children with Physical Disabilities (e.g., hearing impairment, cerebral palsy) or chronic health conditions that affect mobility, self-care, or require medical supports in educational settings. 

To assess several facets of cognitive functioning, namely intelligence quotient (IQ). These evaluations aid in identifying a child’s cognitive strengths and weaknesses and provide guidance for educational planning and treatments. These assessments also identify children with outstanding intellectual talents, sometimes referred to as “gifted children,” allowing them to make more purposeful plans for their future. It is crucial to identify and provide assistance to gifted children who have exceptional abilities and potential in order to help them achieve their maximum capabilities and ensuring they are adequately stimulated and involved in their educational setting. 

For these assessments we use Wechsler Intelligence Scale for Children Fifth edition (WISC-V) and Stanford-Binet Intelligence Scales Fifth edition (SB-5) which are among the most reputable and widely used assessments globally for assessing children’s intellectual abilities 

Who will need cognitive assessments 

1. Children with poor academic performance 
2. Learning disabilities 
3. Children with developmental delays 
4. Children with behavioral and emotional Issues 
5. Children with known medical conditions 
6. To identify giftedness in students who are rapid learners and exhibit exceptional abilities 

Motor skill assessments, such as the Movement Assessment Battery for Children (Movement ABC) is beneficial for children who may have concerns or delays in their motor development. It include testing manual dexterity by assessing fine motor skills, gross motor skills and coordination. It also evaluate static and dynamic balance of the child.  

Who will need motor skill assessment 

1. Children with developmental coordination disorder  
2. Children with delayed developmental milestones such as delay in crawling, walking, or running. 
3. Children with motor difficulties affecting activities like handwriting, dressing, or physical activities. 
4. Children with neurological conditions such as cerebral palsy. 
5. Children with neuromuscular disorders such as muscular dystrophy or spina bifida  
6. Athletes and Sports Participants who need enhance specific motor skills related to sports performance and identify areas for improvement. 

A visual motor assessment evaluates a child’s ability to coordinate visual perception with fine motor skills. This type of assessment is crucial for understanding how well a child can perform tasks that require the integration of seeing and doing, such as writing, drawing, and participating in sports.  

With the help of Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery VMI), we can assess the  child’s ability to integrate visual and motor skills through tasks such as copying geometric shapes. 

Who will need Visual Motor Assessment 

1. Children with fine motor skill difficulties, children who struggle with handwriting, including poor letter formation, spacing, and alignment. 
2. Children who find tasks like drawing, cutting with scissors, or assembling puzzles challenging. 
3. Children with academic challenges like difficulty copying from the Board 
4. Those who struggle with Mathematics and Geometry problems