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"Neuro-Educational" Evaluations*
(Psycho-Ed with Neuropsych measures):
These evaluations are applicable for students with medical/neurological/neurodevelopmental conditions (i.e., Autism and ADHD) and rare genetic disorders, such as Prader-Willi Syndrome.
These evaluations include eligibility determination not only under Special Education law, but also clinical diagnoses, adherence to the DSM-5.
They also include a review of medical records when provided by parents.
*Neuro-Educational is a term that Dr. V coined to help make sense of the two worlds.
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Psycho-Educational Evaluations
These are evaluations to determine whether a child qualifies for Special Education under any of the 13 eligibility categories.
If a child does not qualify for an IEP, we determine whether a 504 plan is appropriate.
Our Clinicians have expertise in determining whether a student qualifies for services under the following Special Education categories:
- Autism (including Autism Spectrum Disorder (ASD)
- Intellectual Disability (ID)
- Specific Learning Disorder (SLD)
- Other Health Impairment (OHI) which includes ADHD or other medical condition (such as epilepsy/seizure disorder, Fetal Alcohol Syndreom (FAS), asthma, childhood diabetes, etc.)
- Emotional Disturbance (ED) - such as childhood depression, anxiety, bipolar disorder, etc.
- Traumatic Brain Injury (TBI)
- Visual Impairment (VI), including blindness
- Orthopedic Impairment (OI)
- Deafness or Hard of Hearing,
- Deaf-Blindness
- Multiple Disabilities (MD) Developmental Delay (DD) applies to children under the age of 3
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Educationally-Related Mental Health Services (ERMHS) Also Known As Educationally-Related Intensive Counseling Services (ERICS)
These evaluations are applicable to students whose emotional or mental health status is negatively impacting their educational performance.
Determination is made if the student requires counseling services by the school mental health department.
Counselors with specialized training (i.e., MFT, LMFT, etc.) are typically assigned to the student if it is determined that he/she requires intensive counseling sessions within the school day.
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Functional Behavioral Assessments (FBAs)
These types of evaluations help to identify maladaptive behaviors that interfere with the student's learning and/or the learning of other students.
FBAs assist in identifying the A, B, & C's of behaviors (Antecedent, Behavior, and Consequences).
FBAs assist with formulating an effective Behavior Support Plan (BSP) that aims to minimize maladaptive behaviors and maximize prosocial behaviors.
By doing so, the student can access his/her curriculum and optimize the learning of him/herself as well as the learning of others.
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Transition Assessments
As early as possible, likely as early as middle school, students with an IEP need a Transition Plan. This is accomplished by an evaluation called Transition Assessment.
The Transition Assessment that is completed at NEC also includes a career inventory that is student-focused, dependent on the student's personality, traits, and skills as well as strengths and limitations.
The Transition Plan that is created assists the IEP team in facilitating the most appropriate program, educational setting, and career direction for the student.
The student will be better equipped with the information he/she needs to direct his/her career path, including the pursuit of a higher education.
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Observation Evaluations
The intent of Observation Evaluations are to determine whether the student is placed in the most appropriate educational setting based on his/her cognitive and academic levels.
Although direct testing is not involved, data from the parent and teacher, as well as a review of records, helps the clinician make this determination by way of clinical judgment based on experience and the totality of the evidence.
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Processing Disorders
Central Auditory Processing Disorder (CAPD)
Our CAPD evaluations help determine whether there is evidence of an auditory processing disorder. This is conducted by gathering pertinent information from the parent and teacher(s). Direct testing of the student is also completed.
If there is evidence, the report will include appropriate recommendations on how to support the student, including whether the student should be formally evaluated by an audiologist (or the district's audiologist department) to determine whether a hearing loss is present and/or whether a hearing aid is required.
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Processing Disorders
Visual Processing Disorder (VPD)
Our VPD evaluations help determine whether there is evidence of a visual processing disorder. This is conducted by gathering pertinent information from the parent and teacher(s). Direct testing of the student is also completed.
If there is evidence, the report will include appropriate recommendations on how to support the student, including whether the student should be formally evaluated/referred to an optometrist and/or an ophthalmologist. The report will also address whether the student should be referred to the district's department for the visually impaired. The specialist will then be able to determine whether the student requires prescription glasses and/or other vision therapies.
If there is evidence, the report will include appropriate recommendations on how to support the student, including whether the student should be formally evaluated/referred to an optometrist and/or an ophthalmologist. The report will also address whether the student should be referred to the district's department for the visually impaired. The specialist will then be able to determine whether the student requires prescription glasses and/or other vision therapies.
SPEECH AND LANGUAGE EVALUATIONS (INCLUDING AAC ASSESSMENTS)
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Speech and Language Evaluations/AAC
A Speech and Language Pathologist (SLP) evaluates the student to determine whether he/she qualifies under the Speech and Language Impairment (SLI) category of Special Education.
Our clinicians are able to assess in both English and Spanish as well as in the areas of pragmatic skills.
They are also able to evaluate whether the student requires an Augmentative and Alternative Communication (AAC) device. However, given that the AAC is a separate evaluation from the typical speech/language assessment, the referral must indicate that the student requires an AAC assessment as well.
If you are not sure whether your child's referral also includes an AAC assessment, inquire with Dr. V.