The Process

Our assessment process consists of collecting and analyzing information about each client from multiple sources. In order to fully understand a child’s needs, we never rely on the viewpoint of a single professional nor do we make recommendations based on testing data alone. While complex, our assessment process is not necessarily prolonged. 

When working with a family we typically:

• Interview parents extensively about their child’s current situation
• Obtain a complete developmental, social, and academic history (from birth to the present)
• Speak with students to gain their perspectives 
• Speak extensively with professionals who work with young adults, including therapists, psychiatrists, and other relevant medical professionals, school counselors, teachers, drug and alcohol counselors, clergy, family friends, coaches, special interest advisors, and resource room teachers
• Review school record data, educational testing, and psychological evaluations and determine if additional testing is necessary
• Review Individual Education Plans (IEPs)

Based on our assessment of a client’s emotional, social, psychological, and academic needs, we identify appropriate schools and programs. With permission from the parents and following appropriate HIPPA regulations, we forward all relevant records and documents to identified schools and review the individual case in detail with program personnel and/or clinical staff. This includes open discussions on relevant themes that have emerged from the data we have collected, and further discussing specific ways the needs of a client can be best met.

 In the third step of our consulting process, we again talk with parents, review our findings in detail, and present school or program options that most closely match the needs of a child. (Note that before we provide options to parents, we have already ascertained that space is available). In addition, we typically arrange for school or program brochures and materials to be sent to parents and endeavor to put parents in contact with families who have or have had a child in the programs we recommend. Finally, if parents opt to visit potential schools or programs we discuss their impressions and assist them with the final decision-making process.

We are committed to a long-term partnership with our clients. When working with a family on residential planning and placement we stay involved for a period of one year. This involves regular contact with a school or program to keep abreast of our clients’  progress, assistance with transitional planning, and generally serving as a liaison between parents and school/program personnel when needed. In addition, we frequently visit our clients as we travel throughout the year.