Services for Schools

When there are concerns about a child’s development or behavior, we can help!  Parents and teachers provide background information, an observation is scheduled, and we have a follow-up meeting a week or two later where a report is shared with detailed, individualized strategies for both school and home.  We do not test, diagnose, or directly treat children – we simply observe them in their natural “habitat” and identify what’s working, what’s not, and what the adults can do to provide support.  If a closer look at some aspect of development is warranted, we can suggest clinicians who can provide more formal evaluations.

What happens during an observation assessment? 

The consultant observes how a child plays, socializes, and transitions from one activity to another, uses language, performs tasks, problem solves, and processes sensory information. The consultant notes classroom set-up, teaching style, the child’s learning style, structure of the program and the impact of these factors on the child’s ability to learn and participate. The consultant collects information from parents and teachers, combines it with direct observations, analyzes everything, and puts it all together to develop highly individualized classroom strategies and recommendations for parents. The resultant plans are practical and functional with the express goal of creating a productive, successful, learning environment for the child.

Who benefits from Child Development Consultants Services?

Young children who are experiencing difficulty fitting into their home and school environments benefit from the services provided by Child Development Consultants. For example, let’s take a look at Dan, a four year old in his second year of preschool. Staff and parents contacted Child Development Consultants because Dan was having difficulty playing and socializing with children in his classroom. The staff described Dan as a verbal youngster who interacted almost exclusively with staff.  Prior to Child Development Consultants’ visit, Dan’s parents and teachers provided detailed information about how he played at home and school. They said Dan liked table-top activities best, appeared overwhelmed in large group activities, and watched, but did not participate, when his peers played on the playground.

Based on information collected during the intake interviews and concerns raised about Dan regarding sensory and possible language-processing issues, a consultant observed Dan in his classroom for about an hour and a half, watching his behavior and communication skills during several different types of activities and the transitions between those activities.

Following the observation, the consultant wrote a report that contained recommendations for home and school activities. Approximately one week later, the consultant met with parents and school staff to discuss the report and strategies to help Dan acquire better play skills.

The teachers and consultant worked together to incorporate smaller group times into the classroom’s daily routine. Teachers more carefully monitored the classroom noise level and were given a variety of techniques, such as singing a quiet song, turning off lights or using a homemade “voice meter” to show children if the noise level was too loud. These strategies helped Dan to feel more comfortable in the classroom.

In addition, more activities were introduced at school to pair Dan with a peer. Activities included art, structured tabletop games and classroom jobs. Structured games were introduced during playground activities so that teachers were available to facilitate and support Dan’s participation. Dan’s parents also began inviting classmates over for play dates more frequently, with a structured plan to ensure success.