The intake is the beginning of the assessment process, and also an opportunity for you to ask questions and get oriented to the different services that may be helpful to you. Your intake worker will ask questions to get a clear idea of what questions and concerns you have that you’re hoping an evaluation can help with. The other goal of an intake appointment is for us to get a broad perspective on your life, both past and present. When working with a child, we explain the process to both the parent(s) and the child. When appropriate, we will also meet with the child to understand the child’s perspective about their issues and concerns.
We urge all our clients to be effective consumers and ask questions about fees and insurance coverage for our services. Evaluation services are time and labor intensive, and thus costly to provide. We will work to give you basic information on your insurance coverage, but we also strongly encourage you to contact your carrier directly and inquire about coverage.
Please review this attachment, which has more in-depth information about the insurances we accept, costs for services, and financial arrangements & payment plans. As you or your child begins the evaluation process, you can let our staff members know if you have questions.
Our evaluations are in-depth and thoughtful, and therefore take a considerable amount of time. Our team members spend at least a full workday on each evaluation they do. Late cancelations or failure to show for an appointment has a significant impact on our ability to provide services. If you think you might need to cancel or postpone your evaluation, we ask that you provide us with five business days' notice. This gives us the opportunity to fill that appointment time.
As independent evaluators, we can provide you with recommendations that can help in building your child's IEP or 504 Plans. Learning Solutions can also offer you guidance on how to effectively collaborate with your child’s school around our findings. However, we do not directly write IEP goals or independently determine accommodations. Instead, our evaluation may be used to support the need for certain goals or accommodations.
If needed, for an additional fee, Learning Solutions can attend a IEP or 504 meeting with you. We can also offer you guidance and outside resources to answer your questions about the IEP and 504 Process.
We strive to establish a collaborative approach to working with schools, with the mindset that everyone has children's best interests at the forefront of their decision-making.
For Speech and Language and Educational evaluations, please take your prescription medication as you normally do. For Neuropsychological evaluations, our recommendations vary depending on age, the medication, and what tests will be administered. Please call our office for guidance.
You or your child will only be scheduled for only those evaluations which are appropriate to help address your questions and concerns. During the intake, a clinician will explain the various evaluations offered by Learning Solutions. The clinician will then discuss which of those evaluations are recommended, their purpose, and how they can be helpful.
An assessment of how your child produces sounds (articulation) is only one small part of a speech and language evaluation at our clinic. A comprehensive assessment will formally evaluate multiple aspects of your child’s communication skills (including vocabulary, grammar, receptive and expressive language, and auditory language processing). We will also assess your child’s abilities to use these language skills to carry out complex tasks, (such as reasoning, problem-solving, social pragmatic communication, and storytelling). A speech and language evaluation can identify or rule out the presence of a language-based learning disability. It can also reveal specific areas of weakness that may impact your child’s ability to use language effectively, both in academic settings and in social situations. Language weaknesses in many of these areas often go unnoticed, or are mistaken for other conditions, particularly among children who may be well-liked, well-behaved, or otherwise "well-spoken."
A social pragmatic language evaluation assesses the skills needed to comprehend, navigate, and participate in social interactions. These include direct skills such as reading nonverbal cues (including facial expressions), engaging in conversations appropriately (including topic maintenance and turn-taking), taking the perspectives of others, and understanding non-literal, abstract, and figurative uses of language.
Language skills that are adjacent to and correlated with social communication are also assessed. These include metalinguistic skills such as inferential reasoning, problem-solving, predicting, and using context to make reasoned judgments and decisions, as well as to make educated guesses. Academically, metalinguistic abilities are needed to understand the different steps required to carry out assignments, formulate hypotheses, complete higher-level reading comprehension tasks, and interpret word story problems in math.
Individuals who struggle with social communication but whose deficits do not rise to the level of an Autism Spectrum Disorder (ASD) may meet the diagnostic criteria for a Social Pragmatic Communication Disorder. A social pragmatic language evaluation can provide targeted recommendations and interventions for individuals who struggle with any aspects of social communication or higher-level reasoning and problem-solving.