The assessment process at Ananya Learning Centre is very clearly defined. We have a range of different latest assessments (with licences). Our qualified therapists assess the child and ensure that the child’s special needs are understood well before the child is suggested therapies. The post-assessments ensure that child has measurable learning outcomes after receiving therapy.
1. M-CHAT™: The Modified Checklist for Autism in Toddlers is a parent-report screening tool to assess risk for Autism Spectrum Disorder. The M-CHAT-R can be administered and scored as part of a well -child care visit, and also can be used by specialists or other professionals to assess risk for ASD.
2. CARS-2™(Standard Version): Childhood Autism Rating Scale-2 standard version helps to children with autism and determine symptom severity through quantifiable ratings based on direct observation 2 years and above.
3. CARS-2™ (High Functioning Version): Childhood Autism Rating Scale-2 High Functioning version is for use with individuals younger than 3 years of age and those with communication difficulties. Making it more responsive to individuals on the “high-functioning” end of the autism spectrum those with average or higher IQ scores, better verbal skills and more subtle social and behavioural deficits.
4. ASQ & ASQ-SE: Ages and Stages (ASQ) and ASQ social emotional (SE) tool for developmental screening and referral for diagnostic assessment. The ASQ questionnaire is the best screening tool for children from 1 month to 5 ½ years. Highly reliable and valid, ASQ looks at the strengths and trouble spots and educates parents about developmental milestones.
5. Dyslexia Screening Test: To identify infants and children in junior school who are at risk of dyslexia.
6. Sensory Profile: The sensory profile provides a standard method for professionals to measure a child’s sensory processing abilities and to profile the effect of sensory processing on functional performance in the daily life of a child.
7. ADHD Assessment: ADHD (Attention Deficit Hyperactivity Disorder) assessment is a multi-step process, involving clinical examination, interview and behavioural observation.
8. REELS (Receptive-Expressive Emergent Language): The Receptive Expressive Emergent Language Test is designed to identify infants and toddlers who have language impairments or who have other disabilities that effect language development. It is especially useful for children who score poor grades in school.
9. GLAD™ Assessment: Grade Level Assessment Device has been developed to find out the level of academic performance in children up to class IV level. It is especially useful for children who are scholastically backward, in indicating ‘why’ they fail.
10. MDPS (Madras Development Programming System): The behavioural scale is designed to provide information about the functional skills of the persons with mental retardation for the purpose of individualized programme planning. The scale comprises 360 items grouped into 18 functional areas or domains of 20 items each. The MDPS was designed to assess adaptive behaviours through the use of the behaviour scale and to produce documents that would facilitate the process of ‘Individualized Programme Planning’ (IPP).
11. PLS™-5 (Pre-school Language Scale fifth edition): To identify young children (birth to 7:11) who have a language delay or disorder. It assess a wide range of communication skills:
- Preverbal skills
- Language content and structure
- Integrative language skills
- Emergent literacy
12. Extralesson™ Assessment: Extralesson is an assessment and intervention programe for children and adolescents with learning and behavioural difficulties. The extralesson program is based on the premise that learning difficulties are often due to disruptions in the developmental stages of the first seven years of life. This can result in poor spatial orientation, and body awareness, sensory processing challenges, retained early movement, patterns and early co-ordination difficulties.
13. SFBT™ (Seguin Form Board Test): The Seguin Form Board Test is based on the single factor theory of intelligence, measures speed and accuracy. It is useful in evaluating a child’s eye-hand co-ordination, shape concept, visual perception and cognitive ability. The test primarily used to assess visuo-motor skills. It includes Gesell figures. The child is ask to copy ten geometrical figures to evaluate visuo-motor ability. Test materials consist of ten differently shaped wooden blocks and a large form board with recessed corresponding shapes.
14. IRLEN™ Screening: The Irlen method is a non-invasive technology that uses coloured overlays and filters to improve the brain’s ability to process visual information.
15. Comdeall Assessments:
a. PLS Assessment: The manual delineates simple activities that target specific goals. Simple toys, household items have been incorporated in the lessons. The lessons target skills of eye gaze, eye contact, attention, joint attention and sitting tolerance.
b. CDDC™: Communication DEALL Developmental Checklist consists of checklists covering eight developmental domains for children in the age range of 0 to 6 years.
c. Sensory Profile: Many children with Autism have difficulty processing everyday sensory information such as sight, smell, sounds, touch, etc. Assessing sensory profiles helps to understand the child and plan appropriate intervention.
d. Oral Motor Assessment: Children with speech language acquisition delays and disorders often have difficulties in oro motor skills. These may include children with ASD who often have difficulties with vegetative functions in additions to several others who exhibit clear signs of oral and/or verbal dyspraxia.