Evaluations and Screenings
Comprehensive evaluations, supplemental testing, observations, screenings and/or evaluation reviews are provided for students depending on their individual need for identifying and monitoring a comprehensive and effective language and executive function therapy plans.
Our comprehensive evaluations help to identify a student's profile of strengths and challenges for using language and executive functioning skills that are necessary in daily home and school settings. We can include assessments of spoken language, written language and executive functioning skills. We utilize our research based 360 Thinking assessment tool to help develop a specific executive function plan that is tailored for each child. Recommendations may include specific accommodations and skill training in school, therapy and home settings as well as specific resources for teaching the aspects of executive function skills that are challenging for a student.
Some students are average-bright learners who have undergone prior testing that did not reveal specific challenges, but executive functioning weaknesses impede their ability to consistently meet academic demands. Other students may have had prior testing that identified any of the following diagnoses that can complicate executive functioning:
ADD and ADHD
Auditory Processing Disorders
Expressive Language Delays/Disorders
Language Learning Disability
Nonverbal Learning Disability
Sensory Integration Disorder
Traumatic Brain Injury
Working Memory Deficits
A student's abillity to "stop and read the room" is an important foundation of executive function skills. Observations are an important way to evaluate a studentʼs executive function, language and communication skills in their natural learning environment. An informal assessment of these skills assists in understanding classroom dynamics, student strengths and weaknesses, and how these factors support or interfere with learning. The classroom environment, interpersonal interactions between the student and teacher/instructional aides and peer interactions are recorded for analysis. The observation focuses on the extent to which the student is learning, comprehending, applying, analyzing, synthesizing and generalizing information during classes, activities and social communication settings at school. We closely observe how the student is executing in the classroom as well as within the larger school environment. Important executive function based questions are asked:
Are they goal oriented?
Can they sustain attention to task? How does the student manage their time and organize materials in and outside of the classroom?
Can the student read the room, respond accordingly and transition effectively?
Has the student completed and turned in homework?
Does the student obey rules and participate in class discussions?
Does the student show interest in the subject, enjoy helping others, etc.
How often does the student demonstrate a problem solving approach to unexpected changes or problems?
How does the student communicate with teachers and peers during instruction and informal social times?
Specific strategies and goals are recommended based on the analysis. Classroom recommendations and program development are provided in conjunction with formal evaluation measures or independently as deemed appropriate for an individual studentʼs situation.