Comprehensive Assessment
Comprehensive Assessment

The Lindner Center’s multidisciplinary assessment team meets prior to each assessment to review each individual’s history and to plan an individualized and effective assessment strategy:

  • Psychoeducational/Neuropsychological/Eligibility Testing
  • Diagnostic Testing for Adults & Children
  • Speech and Language Assessment
  • Functional Behavior Assessments
  • Assessment of Educational Programming

Diagnostic Assessment

Members of our clinical team are trained in the use of tools that have been considered to be the “gold standard” as developed by researchers for use as one aspect of a complete diagnostic evaluation. These include the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2) and the Autism Diagnostic Interview-Revised (ADI-R). These are tools that our staff members use as part of our diagnostic battery, combined with other forms of information. Finding are discussed in a feedback following the evaluation and are discussed in a feedback session, with a comprehensive report to follow.

Speech and Language Assessment

Differential diagnosis of speech and language disorders is accomplished through the use of standardized testing and assessment of informal language and conversation samples. A general assessment targets core areas of language including grammar, syntax, vocabulary, knowledge, pragmatic language and articulation. A specialized semantic-pragmatic language evaluation targets higher level language abilities, including social thinking, inference, pragmatic language, humor, sarcasm, figurative language and social problem solving.

Functional Behavior Assessments

Our behavior specialists provide comprehensive and individualized strategies to identify the purpose or function of a person’s problem behavior(s), develop and implement a plan to modify variables that maintain problem behavior, and teach appropriate replacement behaviors in a positive manner.

Assessment of Educational Programming

Assessment of educational programming can be a part of comprehensive assessment.  When appropriate, and approved by the family, contact can be made with school personnel to discuss school-related behavioral and learning issues.