To initiate the evaluation process please call (202) 244-8089 x 10 and speak with Johanna Eadie. She will answer brief questions and take pertinent information before submitting your request to a therapist who will call to discuss your child's specific needs. At that time the therapist will assist you in deciding if a formal evaluation is necessary and if so, which evaluation appears to be the most appropriate to target specific areas of concern.

Our staff is knowledgeable about many other resources available in the area and will direct you to what seems to be the most appropriate intervention for your child.

The following assessments are those most commonly used but play based assessments may be used for younger children. Along with formal assessments Clinical observations are carried out to observe a child's postural control and functional movement. Other specific tests may be brought in as well after determining specific needs.

The MILLER ASSESSMENT FOR PRESCHOOLERS (MAP) is a good assessment tool for young children. This test takes 1 ½ to 2 hours to administer. There is a parent conference scheduled to discuss the findings and recommendations. A written evaluation report is also included.

The MOVEMENT ASSESSMENT BATTERY FOR CHILDREN (ABC) is a good diagnostic tool for children ages 4-12. The test takes approximately 1 hour to administer. Once the evaluation report is completed, there is a parent conference scheduled to discuss the findings and recommendations.

A FINE MOTOR EVALUATION evaluates the child's fine motor issues only. The therapist will select any number of diagnostic tests to administer in this 1-2 hour testing session. A discussion of findings and recommendations occurs after the testing session. A written evaluation report is also included.

A CLASSROOM OBSERVATION evaluates a child's performance in the classroom and is typically used to decide whether or not a formal assessment in necessary.

The SENSORY INTEGRATION AND PRAXIS TEST (SIPT) is the most comprehensive occupational therapy evaluation for children over 5. The tests are particularly valuable for the child who is struggling with learning and/or coordination and may appear to be working below perceived potential. It can be a valuable tool for children who need considerable repetition, for those whom ordinary organization strategies aren't effective, the child in constant motion, or the child who consistently needs extra time to complete tasks. It may target underlying problems that are not detected with other testing or observations. Often bright children develop compensatory skills that allow them to perform fairly well on more familiar tests making it difficult to figure out why they are still struggling in school. The SIPT may be used to assess the development of foundational skills which are the basis for smooth and efficient performance.

The Sensory Integration and Praxis Tests are a series of seventeen subtests. The subtests measure visual perception with and without a motor component, balance and bilateral motor coordination, practic abilities and sensory processing in the vestibular, tactile, proprioceptive and visual systems. These tests are administered along with clinical observations and a caregiver questionnaire to get a broader picture in relationship to a child's ability and how that relates to actual performance as observed by others in his/her environment.

This test requires two different testing sessions each lasting approximately 1 ½ hours. A written evaluation report is included. A conference will be scheduled to discuss the findings and recommendations if desired.