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Assessment and 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 wholistic approach on Behavioural, 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.

• Appropriate Diagnosis of your child
• Identifying level of severity of the disorder
• Identifying his strengths and weakness and various behavioral issues
• Decide the treatment plan of your child in phase-wise manner. 

Clinical Assessment: 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 functioning.

Psychological Assessment: It includes diagnosis of children based upon international scales as well as identification of the child disorder among the other spectrum disorders. Psycological assessment also includes counseling and home program for the parent to deal with the behavioral issues of the child.

Base line Assessment: 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 include the following assessments:

• Speech 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 normalcy. 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.
• 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.
• Physiotherapy / Ocuupational 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 musculo-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
• 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.
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