Assessments

Multidisciplinary Evaluations and Screenings

Clients come to A Total Approach for many different reasons and over the years we have refined our "diagnostic" procedures to a variety of options, which we keep changing to adapt to diversifying needs.

Whether its autism, ADHD or other learning disorders, A Total Approach takes a holistic approach that identifies the source of your child’s difficulties rather than treating individual symptoms.

Over the years we have refined our diagnostic procedures to detect a variety of underlying causes. And we continuously improve our evaluation process to meet diversifying needs and incorporate the latest research.

The evaluation process is planned based on the individual needs of the child. The family receives a binder of the compiled reports with team recommendations as well as a roadmap of what is necessary for this particular child to develop. Our long-distance clients have found this quite useful in taking back to their home and school teams. The process is very comprehensive and the team consultation after the evaluation has proven to be considered very valuable for families. Though the evaluation has to be in person, the team meeting with home and school meetings could be scheduled by internet meeting.


ATA evaluations

  • Sensory processing
  • Speech Language Assessment
  • Executive Functioning Assessment
  • Developmental Reading and Written Expression Assessment
  • Developmental Autism Assessment
  • DIR/Floortime Assessment (should be trademarked as rest of website)
  • Developmental Assessment for Attachment and Trauma Informed Care
  • Adult Assessments

An Evaluation is a Signature of our Work

As licensed occupational therapists, we assess and compile our reports within a developmental pathways model that supports what would be foundationally necessary in order to acquire specific skills. The hierarchy of development is considered and includes looking at the central nervous system as well as social-emotional processing needs. Our assessment provides recommendations that focus on a three-phase system that consider foundational skills as phase 1, organizational skills as phase 2, and achievement and executive skills as phase 3. In addition to this report, the family also receives a one page developmental chart of graded strengths and weaknesses.

Physical Therapy evaluations consider the spectrum of the musculo-skeletal system and its impact on gross motor development as it pertains the functional performance of the child. Furthermore, Speech Language Pathology assessments can help identify developmental problems associated with speech and communication.


evaluation for autism, assessment sensory processing disorder 

It's Not Just About Diagnosis or Reporting Numbers

To us it is not about diagnosis or simply reporting the numbers (though this is also included), but it is more about the essence of the child (student) and having a holistic view of their occupational, physical and speech, emotional and social functions throughout the day and night. It is about being practical and highly developmental in our approach with regards to finding the right place to start a treatment program and building the just right challenge from that point.

Test scores are not only analyzed in terms of their score outcome, but also the child's participation and energy level at the time, as well as other weaknesses that may have caused the child (student) to not perform adequately at the task at this moment in time.


The Evaluation Process

  1. Use our contact form or call our office at 484-840-1561 to request an evaluation.
  2. Our front office manager will call you within 24 hours to complete an initial intake sheet with preliminary information, assisting us to make the correct decision as to who to direct your need to.
  3. The family will then receive a call from the appropriate therapist to gain more information as to the nature of the evaluation/mini-evaluation required.
  4. The family will be given options to choose from and be asked to call us at their convenience once they have decided which option to take. No decision has to be made immediately and we usually refer to our website for additional clarification, if needed.
  5. Once the family calls back, we will schedule an appropriate date of evaluation.
  6. The family will receive a packet in the mail clarifying the date and type of evaluation to be performed, as well as different questionnaires to complete. We encourage families to complete these forms over time, and not do them all in one sitting. This could be overwhelming and result in contradicting information.
  7. We request that families bring our questionnaires as well as any recent evaluations completed by their school districts, neuro-psychologists, developmental pediatricians, counselors, developmental optometrists etc. to the evaluation session. Families do not need to send these back prior to the scheduled date.
  8. We enjoy having the parent of the child (student) in the evaluation session with us, so we could collaborate and dynamically assist each other and maximize our time together.
  9. Parents know their children better than we do and in some occasions, especially with older students, parents do choose the option not to be present.
  10. In the case of a comprehensive evaluation, The therapist will complete the report after the visit, which is then reviewed by another therapist. This process could be up to 4 weeks, though usually shorter.
  11. A follow-up consultation to review the evaluation report or findings is scheduled on the date of the evaluation.
  12. During the consultation session different treatment options will be made available and no decisions are made at this meeting. The families contact A Total Approach at their convenience once they have researched the options and their family needs for all their children.

Multidisciplinary Evaluations or Screenings

This process is a team approach of 2 – 3 disciplines depending on your child’s individual needs. A number of combinations of multidisciplinary assessments can be completed.

Afterward, the family receives a binder of the compiled reports with team recommendations as well as a roadmap of what is necessary for this particular child to develop. Our long-distance clients have found this quite useful in taking back to their home and school teams. The process is very comprehensive and the team consultation after the evaluation has proven to be considered very valuable for families. Though the evaluation has to be in person, the team meeting with home and school meetings could be scheduled by internet meeting.


DIR®/Floortime™ Evaluation

Includes parent questionnaires, an FEAS assessment and video analysis determining performance in each of 6 levels used in Floortime approach.

We get multiple requests for support over long distances, including abroad. A system was developed to support these families. The process includes an initial interview over the internet; forms and questionnaires to be completed; video of specific tasks to be sent through dropbox or private you-tube; written report with roadmap of ideas to support your child or loved one clinically as well as in home and school environment, and a post internet consultation with regards to the findings. This assessment will be limited due to non-standardized testing which has to occur in person, though has proven an excellent, and less expensive, way to inform and equip families in understanding their children.


Developmental Reading Assessment for Cellfield Breakthrough Program

Reading is an acquired skill and needs certain aspects of development to fall into place. This assessment will target the areas of the central nervous system required for reading (including targeted visual and auditory information), as well include testing for active working memory. The emphasis is on obtaining information as to why reading has not been developed and not on reading grade level. This assessment is independent of Cellfield program as we object to “teaching to the test”.


Online Assessment Support

We get multiple requests for support over long distances, including abroad. A system was developed to support these families. The process includes an initial interview over the internet; forms and questionnaires to be completed; video of specific tasks to be sent through dropbox or private you-tube; written report with roadmap of ideas to support your child or loved one clinically as well as in home and school environment, and a post internet consultation with regards to the findings. This assessment will be limited due to non-standardized testing which has to occur in person, though has proven an excellent, and less expensive, way to inform and equip families in understanding their children.


Progress Reports

Progress reports are provided in a variety of different ways. Through many of our intensive programs we provide reviewed DVD’s of progress, written reports upon request and also use the Developmental Learning Profile Wall Chart designed by ATA, when applicable.

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Newsflash

The Development of Reading and Writing Skills

Target Audience:

Occupational therapists, speech language pathologists, educators, researchers, neuropsychologists / educational psychologists, medical practitioners, social workers.

Learning Objectives:

  • To provide an overview of the 7 building blocks of reading and writing.
  • To review neuro-anatomy related to reading and writing.
  • To identify different assessments that may be helpful to assess reading and writing more fully.
  • To review a computerized version of a reading program that will improve reading decoding and comprehension.
  • To provide 5 different program ideas in developing writing.
  • To present case studies for demonstration of techniques and outcomes.

Assessed: Questionnaire

Sensory Ideas for the Classroom that Works!

Target Audience:

Occupational therapists, speech language pathologists, educators, classroom assistants, researchers, neuropsychologists, educational psychologists, social workers.

Learning Objectives:

  • Provide an overview of 7 Sensory Systems and application to learning behavior
  • Practice assessment tool for different sensory learning profiles
  • Provide 30 practical ideas for improving sensory classroom behavior

Assessed: Questionnaire

ReadOn for Reading Intervention

Target Audience:

Occupational therapists, speech language pathologists, educators, researchers, neuropsychologists, educational psychologists, medical practitioners, social workers.

Learning Objectives:

  • To provide an overview of the 7 building blocks to proficient reading
  • To review neuro-anatomy related to reading
  • To identify different assessments that may be helpful to assess more fully.
  • To provide perceptual related components of each of the 7 exercises / games
  • To provide lab experience of the software for workshop participants
  • To discuss outcomes of different pilot studies.

Assessed: Questionnaire

DIR203 DIR/Floortime online course

Level of course: Advanced
Have to show completion of levels 201 and levels 203 courses

Target Audience: Occupational therapists, speech language pathologists, play therapists, parents, psychologists, medical practitioners, mental health clinicians, social workers, residential treatment staff, registered nurses, child welfare professionals, adoption and foster care agency staff and administrators, educators, and researchers.

Learning Objectives (in brief, more fully explained at www.icdl.com)

  • Demonstrate self-awareness of own functional emotional developmental capacities, interactive styles and coping tendencies under stress
  • Identify own strengths and areas that require further development in their understanding and application of the DIR Model® and Floortime™ Intervention
  • Apply in-depth, discipline specific concepts learned in DIR 201 and DIR 202, analyzing how individual differences of children or adults can interfere or help promote the mastering of the 9 functional emotional developmental capacities
  • Summarize the child and adult’s unique profile based on all his or her 9 functional emotional developmental capacities and individual differences
  • Revise application of DIR® concepts and Floortime™ principles based on personal reflection triggered by observation, group discussions, personal evaluation, readings and lectures, embracing the power of self-examination and self-observation in expanding capacity to stay regulated and “in the moment”

Assessed: Presentation of 2 case studies on PowerPoint including video.

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