Assessments

An indirect assessment is the first step in not only developing an individualized plan for the learner, but it is also where the therapeutic relationship between the parent/caregiver and therapist begins. This step is important - it provides the parents/caregivers a chance to voice their concerns about their child's skill level and observed behaviors, as well as, provide some insight on what goals they would like incorporated into the program plan. 

Indirect assessments may involve an open discussion or filling out different questionnaires that are relevant to the spoken about skills and/or behaviors. They are also conducted throughout the therapy duration as skills and behaviors are always changing!

Once the initial indirect assessment(s) are complete, the next step is to conduct a direct assessment. A direct assessment involves using skill- and/or age-appropriate assessments to directly test which skills currently exist in a learner's repertoire and which ones need a little more support developing. Moreover, direct assessments need not only test a skill level, but they also assess learner's preferences that can be later used to increase motivation to learn and can be used to determine why a behavior is happening.

1. Verbal Behavior Milestones Assessment and Placement Program (VBMAPP) is an assessment tool that evaluates a child's verbal behavior and communication skills. It looks at different areas of language development, such as the ability to imitate, follow directions, and use words to communicate needs and thoughts. 

2. Assessment of Basic Language and Learning Skills (ABLLS) used to evaluate a child's abilities in various areas crucial for learning and development. It looks at both language skills and other foundational skills needed for everyday functioning such as hand washing, writing, reading, etc.

3. Early Functional Language Skills (EFLS) is used to assess a child's functional language skills, which are the basic communication abilities needed for everyday interactions. It helps determine how well a child can use language to express needs, engage with others, and understand communication. It breaks down language skills into functional communication, social interaction, and understanding and responding.

4. Descriptive Assessments are used to understand and manage behaviors by examining the context in which they occur. By recording and analyzing the ABCs of a behavior, you can gain insights into what triggers and maintains the behavior. This helps in understanding why a child might be acting out or engaging in certain behaviors. Once the WHY is determined, an individualized behavior plan is created to replace the negative behavior with a functionally-equivalent and appropriate behavior. For example, if the data shows that a learner is biting when they want access to something, we can teach them to communicate!

5. Preference Assessments are used to determine a learner's preference that may later be used during their sessions to increase motivation to learn. There are many ways to conduct a preference assessment. The most natural and learner-led way is called Naturalistic Observation. This type of preference assessment involves the therapist simply observing which items the learner orients to the most and which they play with the longest. These items are then rotated and used in creative ways in future sessions to increase and maintain motivation to learn.

Once the assessments are complete, an individualized program plan (IPP) is created that includes: assessment results, goals selected from the assessments, and individualized skill acquisition and behavior plans.

Nothing is done without your written consent. All programs are thoroughly explained, questions are encouraged, and modifications are continuously made as skills are acquired.