Diagnostic and Psychological Evaluations
All members involved in the RST Groups are required to do initial and annual diagnostic evaluations and functional assessments. These evaluations are scientifically valid and reliable measures. Initial assessments allow for a professional differential diagnosis and give a baseline of diagnostic, developmental, behavioral and functional abilities so that longitudinal progress or decline can be measured. Annual assessments allow us to track clinical outcomes through time and assist with treatment planning.
evaluations / assessments measure:
Functional strengths and weaknesses
Pragmatic knowledge vs. skills
Knowledge, use, and meaning of emotions and emotional regulation.
Non-verbal processing abilities and deficits
Sensory Processing challenges
Executive Function behaviors, abilities, and deficits
Metalinguistic, “Theory of Mind” skills
Social skill functioning in home, school, and community settings
Co-occurring mental health conditions
evaluations / assessments include:
Direct, individual clinical diagnostics based on interviews and observations of behavior.
Parent diagnostic clinical interview assessments.
Autism spectrum diagnostic informant tests.
Standardized behavior ratings.
Individual longitudinal development assessments.
Assessments that inform from the parent, teacher, and client perspective.
initial evaluations / assessments
Initial evaluations and assessments measure diagnostic, developmental, and adaptive behaviors necessary for differential diagnosis. They also provide a proper and professional diagnosis used to treat each client as needed as we don’t treat the diagnosis! Additionally, they give a baseline of diagnostic, developmental, behavioral and functional abilities so that longitudinal progress or decline can be measured.
yearly evaluations / assessments
Yearly evaluations allow for tracking of clinically significant outcomes through time. They also provide data for Dr. Amigo and clinical staff to tailor individual and group treatment interventions according to identified strengths, interests, and needs. Moreover, the assessments inform about the extent of the client’s internal motivation to seek, maintain, and gain positive interpersonal relationships so that this can be targeted in treatment. They also provide valid and objective justification for special education and/or community support services, professional consultation with school authorities to design and implement an appropriate IEP and the coordination of services between our center and outside agencies.