The Educational and Planning Services clinic serves clients with known or suspected special needs. Our team has particular expertise in developmental disabilities and autism. Children and adolescents are typically referred for:
Our services are focused on developing an individualized learning profile, as well as detailed recommendations for addressing each individual’s needs. Our reports are intended to help guide the development of appropriate educational programming.
The purpose of the psychological evaluation is to determine the current level of functioning and a psychological diagnosis. This includes initial diagnosis of autism in toddlers and preschool-aged children. Psychological evaluations include recommendations for evidence-based treatment and/or educational strategies. Assessment may be completed in any or all of the following areas as determined by the referral question(s):
The psychoeducational evaluation combines psychological and educational assessment processes to determine a student’s current level of functioning and to offer detailed recommendations for educational programming.
Assessment may be completed in any or all of the following areas as determined by the referral question(s):
The purpose of the evaluation is to assess the appropriateness of the student’s current educational placement. Assessments may be completed in any or all of the following areas as determined by the referral question(s):
Detailed recommendations may be offered regarding the appropriateness of current educational placement, accommodations, and.teaching strategies. Additionally, recommendations can include student regarding readiness for inclusion in regular education settings.
The transition assessment guides educational and career planning for adolescents as they approach adulthood. Assessment procedures are completed to identify areas of interest, preference, and skill strengths and needs. These procedures typically include empirically based transition planning measures, standardized assessments of adaptive functioning, and assessments of other specific skill areas as indicated (e.g., executive functioning, social comprehension and interaction). The student may also be observed at school or in other settings. The results address the following post-school outcome areas that are identified in the Individuals with Disabilities Education Act:
The purpose of the functional behavior assessment is to identify behaviors interfering with a student’s educational programming and to evaluate the reasons why they might occur, with an emphasis on environment-behavior learning factors. Recommendations are offered to inform programming that can address the interfering behaviors.
Assessment procedures can include the following:
Ecological assessment refers to the analysis of a student’s learning environment and his/her interactions within it. Of particular interest is identifying the degree to which a student’s existing skills allows him or her to meet the demands of the learning environment. Recommendations address students’ skill and educational environment needs, including appropriateness of inclusion. Ecological assessments typically include the following processes:
Recommendations may be offered regarding the student readiness or appropriateness of inclusion environments as well as social skill needs.
The disability determination assessment is completed for adults with intellectual disabilities. The purpose is to determine eligibility for disability benefits through cognitive testing and adaptive behavior assessment. Assessment of other domains (e.g., behavioral) may be included as needed.
Assessments and recommendations are completed by a Certified Speech Language Pathologist and may be completed in any or all of the following areas as determined by the referral question(s):
A 45-minute phone meeting to discuss the results of the report is included upon request. This meeting is typically scheduled after parents and caregivers have read through the final report.
Additional services can be incorporated into the assessment as needed or upon request (e.g., standardized assessment, observation of a second educational setting) for an additional fee. These assessments will be conducted only following consultation with the student’s parent/guardian and/or educational authority regarding the need for additional testing, as well as a fee estimate for this service. Participation in Planning and Placement Team (PPT) meetings occurs by phone and are billed as a separate service. All meetings must be scheduled in advance.