Beyond Boundaries' team of evaluators are licensed and certified professionals with years of experience and training.
Audiological evaluations are provided to assess whether a hearing impairment may be impeding a child’s development.
An FBA is a process of data collection to determine why a student engages in behaviors that impede learning. It assesses how the student’s behavior relates to the environment and probable consequences that serve to maintain it. If warranted, a Behavioral Intervention Plan (BIP) will be generated.
An Occupational Therapy evaluation assesses a child’s fine motor, visual motor integration, visual perceptual, and sensory integration skills through the use of various standardized assessments and clinical observations.
Fine Motor Development requires the development of strength, postural control and bilateral integration abilities. Once these skills are developed, finer movements such as grasping, manipulating objects and self-help skills can be addressed
Visual Motor/Visual Perceptual skills involve spatial awareness and coordination of eye hand movements necessary for skills such as writing and cutting with a scissor.
Sensory Integration is the ability of the child to register and integrate information from the environment via their senses. Integration of sensory information is necessary for attention, body awareness, motor planning and alertness.
A Physical Therapy evaluations assess the child’s muscle tone, overall muscle strength, range of motion, posture, and gait/running patterns. The child’s ability to navigate the environment and therapy equipment is observed. Standardized assessments are used to provide a numerical comparison of the child’s gross motor skills when compared to same age peers.
Motor Planning refers to a learner's ability to plan and coordinate movements of the arms, legs, head, and trunk in the right sequence and force to achieve a motor goal.
Motor Control involves control of the muscles and resultant movement of the limbs and trunk.
Cognitive testing by a psychologist is a mandatory part of the assessment process for attaining services through the Committee on Special Education. The goal of this assessment is to gain an overview of the learner’s global development, as well as, identify strengths and weaknesses to assist in treatment planning. The assessment is tailored to the individual needs of the learner and family.
Parents are encouraged to be an integral part of the evaluation, which are conducted in a family-friendly environment. The psychologist selects the method of testing that will make the learner comfortable and provide the most accurate assessment.
An educational evaluation consists of a general assessment of the five areas of development. These areas include: Cognitive Development (pre-readiness/pre-academic skills), Speech and Language Development, Fine and Gross Motor Skills, Self-Help Skills and Social/Emotional Development.
In addition, a classroom observation in the learner's current school is administered for all initial evaluations to determine how the child is functioning in a classroom setting. Behavioral observations are conducted during an evaluation session, when the learner is not in a formal school program.
Speech and language evaluations assess a learner's ability to communicate effectively with adults and peers. A wide variety of areas are assessed during a speech and language evaluation. The SLP (speech-language pathologist) determines whether a learner has sufficient vocabulary (both receptive and expressive), can follow directions, respond to questions and use age-expected grammar.
Additional areas include sound production (articulation), oral-motor abilities (jaw, lips and tongue) and feeding skills. The final areas that are routinely evaluated are fluency and vocal quality (high/low pitch, hoarseness, etc.). Based on parent interview and behavioral observations, hearing is informally assessed. If there are any indications that hearing may be compromised, a hearing test (audiological evaluation) is then recommended.