Step 3: Having Your Child Evaluated
If you decide that the Early Intervention Program can help your child, the next step is to have your child evaluated. The reasons for the evaluation are to:
If your child has a diagnosed disability, she or he will always be eligible for early intervention services. Your child will still need a multidisciplinary evaluation to look at all areas of development and help with the development of an Individualized Family Service Plan (IFSP).
Every child referred to the Early Intervention Program has the right to a free multidisciplinary evaluation. Multidisciplinary simply means that more than one professional will be a part of your child's evaluation. Your
child's evaluation team should have:
Your initial service coordinator will give you a list of evaluators. You have the right to choose any evaluator from this list. Ask your initial service coordinator if you need more information about an evaluator. Your initial
service coordinator can give you more details and help you decide on an evaluation team that will be best for your child and family. Once you pick an evaluator, either you or the initial service coordinator – with your permission – will call the evaluator and make an appointment for your child and family. You, your service coordinator, or your evaluator must tell your Early Intervention Official about your choice.
Checklist of important evaluation information
What is included in the multidisciplinary evaluation?
Your child's multidisciplinary evaluation will include:
evaluation team may:
What is a "screening"? Sometimes a parent or evaluation team may be concerned about a child's development – without being sure why. A screening can be used to:
When a screening shows a child's development is "on target," it is unlikely that the child will be eligible for the Early Intervention Program. Parents always have the right to ask for – and get – a full multidisciplinary evaluation for their child (even if a screening suggests a child is developing
fine).
You have an important role to play in your child's evaluation. Here's a list of suggestions about ways you can be an active participant in your child's multidisciplinary evaluation:
What Happens After an Evaluation?
After your child's evaluation, the evaluation team (or a member of the team) will meet with you to share the findings. Make sure your concerns are addressed. Ask questions! Be honest about what you do or don't understand. Tell the evaluation team if you have a different opinion about the findings. The team is
responsible for helping you learn what the evaluation means about your child.
The evaluation team must also write an evaluation report and summary. Your child's evaluation report and summary must include the following information:
The written and spoken summary of your child's evaluation must be given to you in your language or in the manner you use to communicate, if possible. With your permission, an interpreter can be used to translate your child's evaluation summary. The evaluation team must complete the written summary as soon as
possible after the evaluation. The team must give the summary – and upon request – the full evaluation report to:
When More Information is Needed
Sometimes, parents or service coordinators may feel more information is needed. If you feel a second evaluation is needed, or part of the evaluation should be repeated, you can ask your Early Intervention Official (EIO). You can get a second evaluation (or part of an evaluation) at no cost to you if your Early Intervention Official agrees your child needs one.
Your initial service coordinator may also ask you to permit additional evaluation of your child. Additional evaluation procedures can be done only if you and your Early Intervention Official agree. The evaluation must be at no cost to you.
Family Evaluation
Every family is different. You know your family best – and what it can do to help your baby's or toddler's development. You know what is most important to you, your child, and family – and what concerns you most.
As a parent, you bring your resources, priorities, and concerns to the early intervention process. Family resources are all the strengths, abilities, and formal and informal supports that families can use to help their child. Family priorities are the outcomes you want most from early intervention services.
Family concerns are the problems or needs you want to work on with your child and family.
This information can be helpful in designing the IFSP for you and your child. If you wish, you can participate in a family assessment — an assessment of the family's resources, priorities, and concerns.
Family assessment is a voluntary process. You do not have to take part in one! All information shared is kept private and you decide what goes into your IFSP.
If you decide to participate in a family assessment, it can help you:
https://www.health.ny.gov/publications/0532/step3.htm
If you decide that the Early Intervention Program can help your child, the next step is to have your child evaluated. The reasons for the evaluation are to:
- Find out if your child is eligible for early intervention services; and,
- Gather facts about your child's strengths and needs that will help you make
good decisions about services.
If your child has a diagnosed disability, she or he will always be eligible for early intervention services. Your child will still need a multidisciplinary evaluation to look at all areas of development and help with the development of an Individualized Family Service Plan (IFSP).
Every child referred to the Early Intervention Program has the right to a free multidisciplinary evaluation. Multidisciplinary simply means that more than one professional will be a part of your child's evaluation. Your
child's evaluation team should have:
- A professional who can look at your child's overall development.
- A professional with special knowledge about your child's problem. For example, if your child is delayed in sitting up, walking, or other motor abilities, a motor therapist might be on your child's team.
Your initial service coordinator will give you a list of evaluators. You have the right to choose any evaluator from this list. Ask your initial service coordinator if you need more information about an evaluator. Your initial
service coordinator can give you more details and help you decide on an evaluation team that will be best for your child and family. Once you pick an evaluator, either you or the initial service coordinator – with your permission – will call the evaluator and make an appointment for your child and family. You, your service coordinator, or your evaluator must tell your Early Intervention Official about your choice.
Checklist of important evaluation information
- Types of professionals that will be on your child's team and an explanation
of what they will do. - How long the evaluation will last.
- Your child's developmental age levels and what that means.
- A diagnosis, if possible.
- Specific areas where your child needs help.
- Explanation of tests – if any – that will be used and what these tests can
and cannot tell you about your child's development. - What the evaluator is looking for in your child's responses.
- What your child does well.
- What your child needs help with, and suggestions about how you can
help. - The types of services that may help your child and family.
- The name of another parent or parent group that can offer support.
- Books, newsletters, magazines, and videos to help you find information about
your child's developmental needs.
What is included in the multidisciplinary evaluation?
Your child's multidisciplinary evaluation will include:
- A health assessment, including vision and hearing screening. Your child's
health assessment should be done by your child's regular health care provider
whenever possible. If your child has had a recent checkup, a new one may not be
needed. - With your permission, a review of any records that may be helpful.
- An assessment of your child's strengths and needs in each area of
development (physical, cognitive, communication, socialemotional, and adaptive
development). - An interview with you about your concerns and what your child is
like.
evaluation team may:
- Use a developmental test to look at your child's development.
- Play with your child – or ask you to play with your child
- Spend some time watching your child.
- Ask you what your child can do now and what he or she can't do
yet.
What is a "screening"? Sometimes a parent or evaluation team may be concerned about a child's development – without being sure why. A screening can be used to:
- Find out what areas of development – if any – are behind what's expected.
- Help the evaluation team decide what type of evaluation may be best.
- Find out if the child's development is "on target" even though a problem was
suspected.
When a screening shows a child's development is "on target," it is unlikely that the child will be eligible for the Early Intervention Program. Parents always have the right to ask for – and get – a full multidisciplinary evaluation for their child (even if a screening suggests a child is developing
fine).
You have an important role to play in your child's evaluation. Here's a list of suggestions about ways you can be an active participant in your child's multidisciplinary evaluation:
- You can be an observer.
- You can sit beside or hold your child.
- You can help with activities that explore your child's abilities.
- You can tell team members whether or not what they are seeing is typical of
your child. - You can help the team see your child's strengths and needs.
- You can comfort and support your child.
- You can ask questions and offer your opinions about how your child's
evaluation is going.
What Happens After an Evaluation?
After your child's evaluation, the evaluation team (or a member of the team) will meet with you to share the findings. Make sure your concerns are addressed. Ask questions! Be honest about what you do or don't understand. Tell the evaluation team if you have a different opinion about the findings. The team is
responsible for helping you learn what the evaluation means about your child.
The evaluation team must also write an evaluation report and summary. Your child's evaluation report and summary must include the following information:
- A statement about your child's eligibility for the Early Intervention Program.
- The names of the professionals who evaluated your child.
- A description of what took place at the evaluation. This should
include where your child was evaluated and what methods were used (such
as tests or activities). - Your child's responses to the evaluation.
- Your opinion about whether the evaluation showed your child at his
or her best. - The tests and scores that were used (if any), and what they
mean.
The written and spoken summary of your child's evaluation must be given to you in your language or in the manner you use to communicate, if possible. With your permission, an interpreter can be used to translate your child's evaluation summary. The evaluation team must complete the written summary as soon as
possible after the evaluation. The team must give the summary – and upon request – the full evaluation report to:
- You and your family.
- Your initial service coordinator.
- Your Early Intervention Official (EIO).
- With your permission, your child's doctor.
When More Information is Needed
Sometimes, parents or service coordinators may feel more information is needed. If you feel a second evaluation is needed, or part of the evaluation should be repeated, you can ask your Early Intervention Official (EIO). You can get a second evaluation (or part of an evaluation) at no cost to you if your Early Intervention Official agrees your child needs one.
Your initial service coordinator may also ask you to permit additional evaluation of your child. Additional evaluation procedures can be done only if you and your Early Intervention Official agree. The evaluation must be at no cost to you.
Family Evaluation
Every family is different. You know your family best – and what it can do to help your baby's or toddler's development. You know what is most important to you, your child, and family – and what concerns you most.
As a parent, you bring your resources, priorities, and concerns to the early intervention process. Family resources are all the strengths, abilities, and formal and informal supports that families can use to help their child. Family priorities are the outcomes you want most from early intervention services.
Family concerns are the problems or needs you want to work on with your child and family.
This information can be helpful in designing the IFSP for you and your child. If you wish, you can participate in a family assessment — an assessment of the family's resources, priorities, and concerns.
Family assessment is a voluntary process. You do not have to take part in one! All information shared is kept private and you decide what goes into your IFSP.
If you decide to participate in a family assessment, it can help you:
- Think about what you need most from early intervention services.
- Think about other services and supports you might need (like another parent to talk to or respite services).
- Prepare for your IFSP meeting.
- Completed with you by trained professionals, at times and places good for you.
- Based on information provided by you and your family in a personal interview.
- Your description of your family's resources, concerns, and priorities.
https://www.health.ny.gov/publications/0532/step3.htm