Assessment Services

Our assessment services are individualized just like all of our services. This means that the assessment used for your child is not a blanket approach and is instead selected based on the clinical tool that would be most suitable to their current skill repertoire. Often a combination of assessments are used and the results of these assessments are used to guide your child’s instructional design and intervention.
Some of the assessments we use include:

• Early Start Denver Model (ESDM)
  • Ages: 0-3 years
  • Focuses on skills that are specific to the domains associated with a diagnosis of ASD
• Promoting Emergence of Advanced Knowledge (PEAK):
  • Approved Provider: Level 1
  • Ages: 0-85+ years
  • Language based assessment that aims to improve the core foundational verbal behaviour skills as well as higher level cognition skills that ensure a child is able to learn rather than using rote/memorized responses
• Verbal Behaviour-Milestones Assessment and Placement Program (VB-MAPP) or The Assessment of Basic Language and Learning Skills - Revised (ABLLS-R)
  • Ages: 0-4 (or 5)
  • Language based assessment that focuses on improving the verbal skills of children diagnosed with ASD
  • Focuses on very early learning and readiness skills
• The Assessment of Functional Living Skills (AFLS):
  • Ages: 5-adult
  • Identifies deficits in skills related to daily living, community, home, school, vocational and independence
• Inventory of Good Learner Repertoires (IGLR):
  • Ages: 3+
  • Assesses learning to learn skills and barriers which may be impeded an individuals ability to learn efficiently and effectively.
  • Focus is on teaching skills that improve ones progress such as tolerating no, waiting, persistence and impulsivity.
• Functional Behaviour Assessments (including Functional Analyses when appropriate)
  • Ages: All.
  • Addresses the potential environmental factors which may be maintaining a challenging/maladaptive behaviour.
  • Results from this process allow clinicians to implement functionally equivalent and appropriate alternatives to the challenging behaviour.
  • Utilizes both direct and indirect methods of assessment such as direct observations, data collection and analysis, questionnaires and environmental manipulations.
• Individualized Assessment and Instructional Design:
  • Ages: All.
  • Regardless of the assessment that is determined to be the most appropriate based on age, skill level and goals, each person also gets an individualized assessment of their skills, progress and unique learning preferences and trajectory.
  • This is an ongoing process that is used to guide  goals and programming.