Assessment & Diagnosis
involves a more in-depth investigation of children and differentiates them from various developmental
disorders. Lack of acquisition of the normal standardized milestones within known accepted and established
ranges is considered abnormal and associated with a high probability of a developmental disability.
In-depth diagnosis and evaluation are important in determining optimal interventional strategies based on
the child’s profile of strengths and weaknesses. Assessment is done in holistic approach on Behavioral,
Emotional and Social Development parameters which consist of clinical, psychological and standard therapy
assessments. The key to appropriate teaching lies in careful and ongoing assessment linked with teaching.
It includes medical assessments and need based biomedical
tests and specific scans performed to identify the degree of damage to the Body/Brain as well as assessing
the overall Metabolic fucnctioning.
It includes diagnosis of children based upon international scales as well as identification of the child disorder
among the other spectrum disorders. Psychological assessment also includes counseling and home program for the parent
to deal with the behavioral issues of the child. The therapist observes children to see if they can do tasks they are
expected to do at their ages. Based upon their assessment of individual body functions, an individual therapy program
is designed which is reviewed after every 2 months. Base Line assessment include the following assessments
BASE LINE ASSESSMENT
Base Line assessment includes the following assessments:
1. Speech, Language and Communication Assessment
Contrary to popular misconceptions “SPEECH THERAPY” is not a simplistic speech therapy.
It includes physical therapies designed to teach or restore functions of the body from neck to nose.
These include sucking, chewing, swallowing, saliva drooling control, soft and hard pallete control, breathing,
phonation, non verbal communication and where possible, verbal communication. Assessments for speech therapy
measure each of the above parameters to decide on the therapeutic approach to be taken to restore them toward
The assessment made by a speech and language pathologist is usually the definitive measure of the presence or
absence of a communication disorder. A combination of interview techniques, behavioral observations, and standardized
instruments is used by the speech and language pathologist to identify communication disorders as well as patterns
of communication that are not pathological.
2. ADL (Activities of Daily Living) Assessment
This includes assessment of activities of self and social management such as toileting, eating, self grooming,
performing all daily activities, going to the shops, being on public transport etc.
3. Physiotherapy / Occupational Therapy
It involves a detailed assessment and motion analysis in generating a specific goal for spasticity management
that should be started as early as possible to prevent irreversible changes in muscular-skeletal system which will
further distort the biomechanics of movement. Motor assessment include muscle tone, the capacity of co-contractions
of muscles, involuntary extremity and trunk movements, stability of extremities correction and equilibrium reactions,
sitting balance, upper extremity and hand functions, sensorial perceptional problems, speech and language function,
and feeding. In addition, orthosis, mobilization devices and other adaptive equipment, general health status of the
child is evaluated.[13,19] Realistic goals are defined, and plans are communicated with other members of the treatment
team and family
4. Special Education Assessment
They will basically assess the cognitive level and over all understanding level of the child.
After complete assessment the treatment goals and instruction are set and target a broad range of skill
areas such as communication, sociability, self-care, play and leisure, motor development and academic skills.
Goals emphasize skills that will enable learners to become independent and successful in both the short and long
terms. The instruction plan breaks down desired skills into manageable steps to be taught from the simplest
(e.g. imitating single sounds) to the more complex (e.g. carrying on a conversation). The analyst meets regularly
with family members and program staff to plan ahead, review progress and make adjustments as needed.