Drawing directly from the information gathered in your initial Neurodevelopmental History intake form, this first collaborative discussion focuses entirely on listening to your perspective as the foremost expert on your child. We review your initial concerns alongside any relevant screening documentation to ensure we fully grasp your child's immediate needs and your primary goals for this evaluation.

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Specific, evidence-based tools that will be utilized:

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• ADI-R: Autism Diagnostic Interview-Revised (Gold-standard semi-structured interview).
• MIGDAS-2: Monteiro Interview Guidelines for Diagnosing the Autism Spectrum (Sensory-based, qualitative assessment).
• Vineland-3: Vineland Adaptive Behavior Scales (Standardized measure for daily living skills).
• DP-4: Developmental Profile 4 (Identifies strengths/weaknesses across 5 key areas).
• TOD (Coming Soon): Tests of Dyslexia for comprehensive reading and linguistic processing evaluation.

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This critical stage moves beyond the information gathered during intake into a deep dive semi-structured interview utilizing the Autism Diagnostic Interview-Revised (ADI-R). We carefully measure and score specific behaviors, transforming your historical perspective into objective data.

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Standardized levels of support assessed:

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• Level 1: Indicating that your child requires some specialized support.
• Level 2: Requiring substantial support.
• Level 3: Indicating the need for very substantial, intensive support.

When this standardized interview is complete, you will receive a comprehensive synthesis that validates your child's developmental journey.

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Following the collection of detailed history, we transition into respectful, direct engagement with your child utilizing the MIGDAS-2 observational approach. We interact with your child in a supportive, low-stress environment designed to capture their authentic self in the present moment.

This sensory-based assessment identifies how your child's brain processes the world. For children with limited verbal ability, we focus on object use and non-verbal connection. For highly verbal children, we detect masking—exposing the gap between high vocabulary and actual social understanding. This vital observation leads directly to specific, effective classroom and therapy accommodations.

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This step focuses on measuring the critical difference between your child's potential to perform a skill versus their actual, consistent execution of that skill in daily life. Utilizing the Vineland-3 and DP-4, we objectively report on performance across communication, socialization, and practical daily living skills.

Standardized proof of functional need is critical for government agencies (like DDA and Social Security). To qualify for state waivers, paid caregiver hours, and disability payments, our evaluation provides the standardized data needed to prove your child requires significant help.

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The final stage represents the synthesis of everything we have learned. We meticulously integrate all evidence—developmental history, direct sensory observations, and functional skills—to construct a complete neurodevelopmental profile.

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This meeting marks the launch of your child's personalized plan:

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• We establish SMART goals (Specific, Measurable, Achievable, Relevant, and Time-bound).
• We determine the frequency of follow-up visits.
• We provide clear instructions on how to proceed.

This comprehensive report serves as a universal key to services, establishing medical necessity for Speech, OT, and ABA therapy, making it harder for insurance providers to deny coverage. It also provides the clarity needed for IEP or Section 504 plans in schools.