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Navigating special education often means learning a new language — full of forms, acronyms, and terms used by schools, therapists, and doctors. This section breaks down the most common terms, explains how they differ under IDEA, Section 504, and the ADA, and helps you recognize the key documents you’ll see throughout the process.

Core Special Education Terms

  • Special Education
    Tailored instruction and support for a student whose disability affects their ability to learn in a typical classroom. It can include academic, behavioral, or functional skill instruction, delivered in a variety of settings.
    Key Forms: Individualized Education Program (IEP), Evaluation Reports, Progress Reports
  • Disability
    A physical, emotional, developmental, or learning condition that significantly limits one or more major life activities (like walking, reading, concentrating, or communicating).
    • Under IDEA, students must meet one of 13 disability categories.
    • Under Section 504 and the ADA, the definition is broader — any condition that substantially limits a major life activity qualifies.
    • Key Forms: Eligibility Determination Form, Medical Documentation, Diagnostic Reports
  • Free Appropriate Public Education (FAPE)
    The right of every child with a disability to receive a free, individualized education that meets their needs and prepares them for further education, employment, and independent living.
    Key Forms: IEP or 504 Plan; Prior Written Notice (PWN) explaining any proposed or denied actions
  • Least Restrictive Environment (LRE)
    The setting in which a student with disabilities can learn and participate with peers to the greatest extent appropriate, with supports or accommodations in place.
    Key Forms: Placement Decision Form, IEP Placement Page
  • Related Services
    Extra supports a child may need to benefit from their education — including speech therapy, occupational therapy (OT), physical therapy (PT), counseling, transportation, or nursing services.
    Key Forms: Related Service Logs, Therapy Progress Notes, Service Delivery Schedules
  • Individualized Education Program (IEP)
    A legally binding document developed under IDEA that describes a student’s present levels of performance, annual goals, accommodations, and services. The IEP must be reviewed and updated yearly.
    Key Forms: IEP Document, Meeting Invitation, Parent Consent for Initial Services, Progress Report
  • 504 Plan
    A plan under Section 504 that ensures students with disabilities have equal access to learning and school activities through reasonable accommodations (e.g., extra time, quiet space, or assistive technology).
    Key Forms: 504 Plan Template, Medical Verification, Accommodation Summary Sheet

Evaluations, Reviews & Paperwork

  • Initial Evaluation
    The process of testing and collecting data to determine if a student qualifies for special education or 504 services.
    • Must be completed within 60 calendar days (or less, depending on state rules) after written parental consent.
      Key Forms: Evaluation Consent Form, Psychoeducational Assessment, Eligibility Report
  • Reevaluation / Triennial Review
    Conducted at least every three years (or sooner if needed) to review progress and determine continued eligibility.
    Key Forms: Reevaluation Planning Form, Parent Input Questionnaire, Updated Assessments
  • Parent Consent
    Schools must get written permission from parents before evaluating or providing services. Consent can be given or withdrawn at any time.
    Key Forms: Consent for Evaluation, Consent for Services, Revocation of Consent Letter
  • Prior Written Notice (PWN)
    A required notice schools must give before making or refusing any change to a child’s identification, placement, or services. It explains what the school is proposing, why, and what data they used.
    Key Forms: PWN Letter, Parent Response Section
  • Independent Educational Evaluation (IEE)
    If you disagree with a school’s evaluation, you can request an independent evaluation at the school district’s expense.
    Key Forms: IEE Request Letter, District Response Letter, Outside Evaluation Report
  • Progress Monitoring
    Regular data collection on how well your child is meeting IEP goals or responding to supports.
    Key Forms: Goal Progress Reports, Progress Monitoring Graphs, Quarterly Updates
  • Behavioral Assessments & Plans
    • Functional Behavioral Assessment (FBA): Identifies why a behavior happens and what supports are needed.
    • Behavior Intervention Plan (BIP): Uses FBA results to outline strategies and supports for positive behavior.
      Key Forms: FBA Report, BIP Document, Behavior Tracking Sheets

Accommodations, Modifications & Supports

  • Accommodation
    A change in how learning happens — without changing what is being taught.
    🔹 Example: Extended time on tests, preferential seating, breaks during class.
    Key Forms: Accommodation List, 504/IEP Implementation Checklist
  • Modification
    A change in what the student is expected to learn — adjusting the standard or content.
    🔹 Example: Simplified assignments or alternative grading.
    Key Forms: Modified Curriculum Plan, Teacher Documentation
  • Assistive Technology (AT)
    Tools or equipment that help a child learn, communicate, or move through their environment (e.g., text-to-speech software, adapted keyboards, or mobility devices).
    Key Forms: AT Consideration Checklist, Device Loan Agreement, Training Log
  • Transition Services
    Supports and planning that begin by age 16 (or earlier) to prepare students for life after high school — college, work, or independent living.
    Key Forms: Transition Plan (part of IEP), Student Interest Survey, Post-Secondary Goals Page
  • Service Delivery Model
    Describes where and how often a student receives special education or related services (e.g., inclusion class, pull-out sessions, therapy blocks).
    Key Forms: Service Schedule, Provider Logs

Medical & Documentation Terms That Connect to School Services

  • Diagnostic Reports
    Medical or psychological evaluations (e.g., autism, ADHD, anxiety, learning disorder) that help the school determine eligibility.
    Key Forms: Doctor’s Report, Neuropsychological Evaluation, DSM-5 Diagnosis Summary
  • Treatment or Therapy Notes
    Documentation from outside providers (e.g., speech or occupational therapists) that track goals, progress, and recommendations.
    Key Forms: Therapy Progress Notes, Plan of Care
  • Release of Information (ROI)
    A form allowing schools and medical providers to share information about your child, with your written permission.
    Key Forms: ROI Authorization Form
  • Medical Action Plan / Health Plan
    Plans developed for students with medical needs (e.g., asthma, diabetes, seizures) outlining emergency care steps.
    Key Forms: Individual Health Plan (IHP), Emergency Action Plan (EAP)
  • Doctor’s Orders or Prescriptions for School Services
    Sometimes required for school-based therapies like OT, PT, or nursing.
    Key Forms: Physician’s Order for School Services

Parent Rights & Safeguards

  • Procedural Safeguards Notice
    A document schools must give parents explaining their rights under IDEA, including how to file complaints or request mediation.
    Key Forms: Procedural Safeguards Notice, Acknowledgment of Receipt
  • Due Process Complaint / Hearing
    A formal legal procedure for resolving disputes between families and schools over special education services.
    Key Forms: Due Process Request Form, Mediation Agreement, Hearing Decision
  • State Complaint
    A written complaint filed with your State Education Agency (SEA) when a school violates IDEA regulations.
    Key Forms: State Complaint Form, SEA Resolution Letter
  • Mediation
    A voluntary process to resolve disagreements with the help of a neutral third party.
    Key Forms: Mediation Request Form, Mediation Agreement

Diagnostic Reports
Diagnostic reports are formal written evaluations created by qualified professionals—such as developmental pediatricians, psychologists, neuropsychologists, or psychiatrists—to document a child’s specific medical or developmental condition. These reports often follow standardized testing and clinical observations such as:

  • Background information and referral reason
  • Developmental, medical, and educational history
  • Results from cognitive, behavioral, or academic testing
  • Observations of social, emotional, and adaptive behavior
  • Diagnostic impressions (e.g., Autism Spectrum Disorder, ADHD, Anxiety, Dyslexia)
  • Recommendations for treatment, school supports, and follow-up services


These reports serve as the foundation for accessing supports—schools use them to determine IEP or 504 eligibilities, therapists use them to guide treatment goals, and insurers require them to verify medical necessity for coverage. They provide a complete, evidence-based snapshot of a child’s functioning and needs.

Neurodevelopmental & Psychological Evaluations

These are among the most common and foundational diagnostic reports for children with learning or behavioral differences.

Comprehensive Psychological Evaluation

A broad assessment that looks at a child’s cognitive, behavioral, emotional, and social functioning.

  • Measures how your child thinks, learns, and regulates emotions.
  • Typically includes IQ tests, emotional/behavioral questionnaires, and clinical interviews.
  • Conducted by a licensed psychologist or school psychologist.
  • Used to identify learning problems, emotional concerns, or eligibility for special education.
  • Common Tools: WISC-V (Wechsler Intelligence Scale for Children), BASC-3 (Behavior Assessment System for Children), CBCL (Child Behavior Checklist)

Neuropsychological Evaluations Defined

A detailed, medical-based assessment that examines how the brain impacts learning, attention, memory, and problem-solving.

  • Measures areas such as executive functioning, processing speed, attention, memory, visual-motor skills, and reasoning.
  • Conducted by a neuropsychologist (a psychologist with specialized training in brain-behavior relationships).
  • Helps identify complex learning or neurological differences such as ADHD, autism, or brain injury effects.
  • Common Tools: NEPSY-II, D-KEFS (Delis-Kaplan Executive Function System), WISC-V, WIAT-4, CPT-3 (Continuous Performance Test)

Autism Spectrum Disorder (ASD) Evaluation

A comprehensive diagnostic assessment that determines whether a child meets criteria for Autism Spectrum Disorder.

  • Looks at communication, social interaction, behavior patterns, and sensory processing.
  • Typically includes parent interviews, observations, developmental history, and standardized tools.
  • Conducted by a developmental pediatrician, psychologist, or multidisciplinary team.
  • Common Tools: ADOS-2 (Autism Diagnostic Observation Schedule), ADI-R (Autism Diagnostic Interview), CARS-2 (Childhood Autism Rating Scale)

ADHD Diagnostic Report

An evaluation focused on identifying Attention-Deficit/Hyperactivity Disorder, which affects attention, focus, organization, and impulse control.

  • Includes parent and teacher rating scales, interviews, and sometimes computerized attention tests.
  • Conducted by a psychologist, psychiatrist, neurologist, or pediatrician.
  • Helps determine eligibility for classroom accommodations or behavioral supports under Section 504 or IDEA.
  • Common Tools: Conners-4, Vanderbilt ADHD Rating Scales, BASC-3, CPT-3

Learning Disability Evaluation

Assesses a student’s ability to read, write, and do math to identify specific learning disorders such as:

  • Dyslexia (reading),
  • Dysgraphia (writing),
  • Dyscalculia (math).
  • Compares cognitive skills (how a child thinks) to academic achievement (what they’ve learned).
  • Conducted by a school or clinical psychologist using standardized academic tests.
  • Common Tools: WJ-IV (Woodcock-Johnson Tests of Achievement), WIAT-4 (Wechsler Individual Achievement Test), CTOPP-2 (Phonological Processing), TOWL-4 (Written Language)

Intellectual Disability Evaluation

Determines whether a child has significant limitations in intellectual functioning (reasoning, problem-solving) and adaptive behavior (daily living and social skills).

  • Conducted by a psychologist or educational diagnostician.
  • Results can support eligibility for IDEA services under the “Intellectual Disability” category.
  • Common Tools: WISC-V, Stanford-Binet 5, KABC-II, Vineland-3, ABAS-3

Emotional or Behavioral Disorder Assessment

Evaluates emotional regulation, behavior patterns, and how they impact school performance or social relationships.

  • Looks for conditions like Oppositional Defiant Disorder (ODD), Disruptive Mood Dysregulation Disorder (DMDD), or Anxiety/Depression in school settings.
  • Conducted by a school psychologist or clinical psychologist through interviews, behavior checklists, and teacher/parent reports.
  • Common Tools: BASC-3, Conners CBRS, Behavior Rating Inventory of Executive Function (BRIEF-2)

Anxiety or Depression Evaluation

Focuses on emotional and mood-related concerns that affect learning, attendance, and participation.

  • Involves clinical interviews, self-report scales, and parent/teacher input.
  • Conducted by a clinical psychologist, psychiatrist, or school psychologist.
  • Can inform mental health treatment and educational supports such as counseling or 504 accommodations.
  • Common Tools: Revised Children’s Anxiety and Depression Scale (RCADS), CDI-2 (Children’s Depression Inventory), SCARED (Anxiety Screen)

Adaptive Behavior Assessment

Measures a child’s ability to perform everyday life skills, including communication, self-care, safety, and social understanding.

  • Important for diagnosing intellectual disability, autism, or developmental delays.
  • Based on parent and teacher questionnaires about real-life functioning.
  • Conducted by a psychologist or special education evaluator.
  • Common Tools: Vineland Adaptive Behavior Scales (Vineland-3), Adaptive Behavior Assessment System (ABAS-3)

Functional Behavior Assessment (FBA)

A school-based process to understand why a student’s challenging behaviors occur and what environmental or emotional triggers may cause them.

  • Involves direct observation, teacher interviews, and review of school data.
  • The results guide creation of a Behavior Intervention Plan (BIP) to support positive behaviors.
  • Key Forms: FBA Data Collection Sheets, BIP Form, Behavior Tracking Logs

Social Communication or Pragmatic Language Evaluation

Assesses a child’s ability to use language appropriately in social situations — such as taking turns, interpreting tone, understanding jokes, or making eye contact.

  • Conducted by a speech-language pathologist (SLP).
  • Commonly part of evaluations for Autism Spectrum Disorder, ADHD, or language-based learning disorders.
  • Common Tools: CELF-5 Pragmatics Profile, CASL-2 (Comprehensive Assessment of Spoken Language), TOPL-2 (Test of Pragmatic Language)

Medical & Developmental Evaluations Defined

Medical and developmental evaluations are formal assessments conducted by healthcare or developmental specialists to understand how a child grows, learns, communicates, and functions in daily life.

Developmental Pediatric Evaluation

A thorough medical evaluation performed by a developmental-behavioral pediatrician, focusing on how a child learns, communicates, moves, and interacts.

  • Looks at overall development, including language, motor skills, behavior, and learning milestones.
  • Often used to assess or confirm diagnoses such as autism, ADHD, intellectual disability, or developmental delay.
  • Includes medical history, parent interviews, developmental testing, and coordination with therapists or schools.
  • Key Outcome: Comprehensive report summarizing strengths, challenges, and recommendations for therapy or educational supports.

Neurological Evaluation

An assessment by a neurologist to check how the brain, spinal cord, and nerves are functioning.

  • Focuses on muscle tone, reflexes, coordination, motor development, seizures, and attention.
  • May include MRI scans, EEGs, or other imaging to identify structural or electrical brain differences.
  • Often ordered for children with seizures, motor delays, tics, or unexplained developmental changes.
  • Key Outcome: Neurology report summarizing diagnosis, imaging results, and medication or therapy recommendations.

Genetic Testing Report

Genetic testing looks at a child’s DNA to find chromosomal or gene-level differences that may explain developmental or medical conditions.

  • Types of testing include:
    • Chromosomal microarray (CMA): Detects missing or extra DNA pieces (deletions or duplications).
    • Fragile X testing: Screens for Fragile X syndrome, a common cause of inherited intellectual disability.
    • Whole Exome Sequencing (WES): Examines many genes at once to identify rare or complex genetic variants.
  • Conducted through a geneticist or genetic counselor, often using a blood or saliva sample.
  • Key Outcome: Genetic Testing Report listing findings, variant classifications (pathogenic, likely benign, etc.), and family counseling notes.

Metabolic or Mitochondrial Disorder Evaluation

A specialized medical workup to identify whether the body has trouble producing or using energy due to enzyme or mitochondrial dysfunction.

  • Evaluates fatigue, regression, muscle weakness, or multi-system issues that don’t fit a single diagnosis.
  • Conducted by a metabolic specialist or neurologist, often including blood, urine, and sometimes muscle or genetic testing.
  • Key Outcome: Report detailing enzyme activity levels, mitochondrial markers, and recommended diet or medication plans.

Gastrointestinal (GI) Evaluation

An assessment by a pediatric gastroenterologist to evaluate digestive and feeding concerns, which are common in children with developmental differences.

  • Examines issues like chronic constipation, reflux, food intolerances, feeding difficulties, or abdominal pain.
  • May include bloodwork, stool tests, endoscopy, or food allergy testing.
  • Important for children whose GI discomfort affects behavior, attention, or appetite at school.
  • Key Outcome: GI Specialist Report summarizing findings, diagnoses (e.g., celiac, GERD, IBS), and treatment or diet recommendations.

Allergy or Immunology Testing Report

Testing by an allergist/immunologist to assess food, environmental, or immune-related conditions.

  • Includes skin prick tests, blood tests (IgE levels), and immune function panels.
  • Evaluates conditions like food allergies, asthma, eczema, or chronic infections.
  • Relevant for IEP or 504 accommodations related to dietary restrictions or classroom exposure (e.g., peanut-free environments).
  • Key Outcome: Allergy/Immunology Report listing allergens, reaction levels, and care instructions.

Sleep Study Report (Polysomnography)

A test performed overnight in a sleep lab or with an at-home monitor to measure brain waves, breathing, oxygen, heart rate, and movement during sleep.

  • Helps diagnose sleep apnea, insomnia, periodic limb movement, or nighttime breathing issues.
  • Conducted by a sleep medicine specialist.
  • Results can inform supports for attention, daytime fatigue, or behavioral regulation, since sleep directly affects learning and mood.
  • Key Outcome: Polysomnography Report detailing sleep stages, disturbances, and treatment recommendations (e.g., CPAP, behavioral strategies).

Endocrine Evaluation

A medical assessment of the hormone systems that control growth, thyroid function, metabolism, and puberty.

  • Conducted by an endocrinologist through blood tests and growth measurements.
  • Screens for thyroid disorders, diabetes, adrenal issues, or growth hormone deficiencies.
  • Relevant for students with growth delays, fatigue, or developmental syndromes.
  • Key Outcome: Endocrinology Report outlining hormone levels, diagnostic findings, and medical treatment plans.

Cardiology Evaluation

A heart-focused medical exam performed by a pediatric cardiologist.

  • May be ordered when children have developmental syndromes, genetic conditions, or need clearance before medications (like stimulants for ADHD).
  • Includes EKG, echocardiogram, or blood pressure testing.
  • Key Outcome: Cardiology Report stating heart structure, rhythm, and safety guidance for physical activity or medication use.

Hearing Evaluation / Audiology Report

Tests how well a child hears different sounds and speech frequencies.

  • Conducted by an audiologist using tone testing, tympanometry (ear pressure), and speech recognition measures.
  • Identifies hearing loss, fluid buildup, auditory processing issues, or need for hearing aids.
  • Required under IDEA before qualifying for services related to hearing impairment or speech delays.
  • Key Outcome: Audiology Report listing hearing thresholds and recommendations for amplification or classroom supports.

Vision Evaluation / Ophthalmology Report

An eye exam by an optometrist or ophthalmologist to check visual acuity, tracking, depth perception, and eye health.

  • Detects issues such as lazy eye (amblyopia), strabismus (eye turn), visual processing deficits, or vision loss.
  • May include functional vision testing for reading difficulties, headaches, or visual-motor coordination problems.
  • Important for determining whether vision impacts learning or behavior.
  • Key Outcome: Vision or Ophthalmology Report summarizing results and recommendations (e.g., glasses, visual therapy, or accommodations for reading).

Therapy-Based Diagnostic Assessments

These evaluations are conducted by licensed therapists or clinical specialists to determine a child’s treatment needs, therapy goals, and baseline skills. They help identify how a child’s physical, sensory, communication, or behavioral differences affect daily functioning — both at home and in school.

Speech and Language Evaluation

An assessment by a speech-language pathologist (SLP) that measures how a child understands, uses, and processes language and speech sounds.

  • Evaluates receptive language (understanding), expressive language (using words and sentences), articulation, voice, and fluency (stuttering).
  • May also include pragmatic/social communication (how language is used in conversation).
  • Results guide speech therapy goals or determine if communication challenges impact learning or social interaction.
  • Common Tools: CELF-5 (Clinical Evaluation of Language Fundamentals), GFTA-3 (Goldman-Fristoe Test of Articulation), PLS-5 (Preschool Language Scale)

Occupational Therapy (OT) Evaluation

An assessment conducted by an occupational therapist to understand how a child performs daily activities and uses their hands, coordination, and sensory systems.

  • Evaluates fine motor skills (grasp, handwriting, buttoning, cutting), sensory processing (response to textures, sounds, movement), self-care, and visual-motor integration.
  • Helps identify whether difficulties affect participation in classroom activities or daily living.
  • Common Tools: Beery VMI (Visual-Motor Integration), BOT-2 (Bruininks-Oseretsky Test of Motor Proficiency), Sensory Profile-2

Physical Therapy (PT) Evaluation

An assessment by a physical therapist that looks at a child’s gross motor skills, strength, and body control.

  • Measures balance, posture, coordination, endurance, gait (walking pattern), and mobility.
  • Used to support students with physical disabilities, muscle weakness, or orthopedic or neurological conditions that affect movement.
  • Common Tools: Peabody Developmental Motor Scales (PDMS-2), Gross Motor Function Measure (GMFM), BOT-2

Feeding or Swallowing Evaluation

Conducted by a speech-language pathologist (SLP) or occupational therapist (OT) trained in feeding and swallowing disorders.

  • Assesses how a child chews, swallows, and manages textures or liquids, and whether feeding challenges are physical, sensory, or behavioral.
  • Often includes oral-motor assessments and observations during meals.
  • May recommend therapy for picky eating, choking, gagging, or nutritional safety concerns.
  • Common Tools: Clinical Feeding Observation, Videofluoroscopic Swallow Study (VFSS), Oral-Motor Assessment Checklist

Sensory Integration Assessment

An in-depth evaluation that measures how a child’s brain processes and responds to sensory input — like sound, touch, movement, or light.

  • Conducted by an occupational therapist trained in sensory integration (SI).
  • Identifies sensory seeking, avoiding, or sensitivity patterns that may affect focus, behavior, or coordination.
  • Results guide sensory-based interventions, classroom accommodations, and self-regulation strategies.
  • Common Tools: Sensory Integration and Praxis Tests (SIPT), Sensory Processing Measure (SPM), Sensory Profile-2

Behavioral or ABA Intake Assessment

An initial evaluation by a Board-Certified Behavior Analyst (BCBA) or behavior therapist to understand behavior patterns and identify underlying causes.

  • Focuses on communication, motivation, social skills, and behavior triggers.
  • Used to develop an individualized Applied Behavior Analysis (ABA) therapy plan targeting skill building and behavior support.
  • May involve direct observation, parent interviews, and data review.
  • Common Tools: VB-MAPP (Verbal Behavior Milestones Assessment), ABLLS-R (Assessment of Basic Language and Learning Skills), Functional Behavior Interview

Augmentative and Alternative Communication (AAC) Evaluation

An assessment by a speech-language pathologist specializing in communication technology and access tools.

  • Determines if a child would benefit from AAC devices (e.g., speech-generating devices, picture boards, or iPad apps) to support communication.
  • Evaluates motor abilities, symbol recognition, and language comprehension to match the right tool to the child’s needs.
  • Results guide device recommendations, funding requests, and training for families and educators.
  • Common Tools: Dynamic AAC Goals Grid (DAGG-2), AAC Feature Matching Checklist, Device Trials or Loan Reports

Specialized or Secondary Diagnostic Reports

These evaluations provide a deeper look into specific medical, emotional, or developmental concerns when initial testing doesn’t explain the full picture. They help clarify complex or co-occurring conditions (for example, autism with anxiety, or ADHD with sleep problems) and can connect school findings with medical causes that affect learning and behavior.

Psychiatric Diagnostic Evaluation

A detailed assessment conducted by a psychiatrist (medical doctor specializing in mental health).

  • Focuses on emotional regulation, mood, behavior, and thought patterns.
  • Used to diagnose conditions such as ADHD, anxiety, depression, bipolar disorder, or mood dysregulation.
  • May include clinical interviews, behavior checklists, family history, and medication review.
  • Helps determine if a child may benefit from therapy, medication, or school-based mental health supports.
  • Key Outcome: Diagnostic summary, DSM-5 diagnosis (if applicable), and treatment recommendations for counseling, therapy, or medication management.

Sleep Disorder Evaluation

A specialized assessment conducted by a sleep medicine specialist to identify sleep disturbances that may affect mood, behavior, or learning.

  • Evaluates sleep apnea, insomnia, restless legs, delayed sleep cycles, or nighttime breathing issues.
  • Usually includes a sleep study (polysomnography) or home sleep monitoring.
  • Common in children with ADHD, autism, or chronic fatigue.
  • Key Outcome: Sleep Study Report describing sleep stages, disruptions, and medical recommendations (e.g., CPAP therapy, sleep hygiene plan).

Trauma or PTSD Assessment

A psychological evaluation focused on understanding the impact of trauma or chronic stress on a child’s behavior and emotional health.

  • Conducted by a clinical psychologist, licensed therapist, or trauma specialist.
  • Evaluates for Post-Traumatic Stress Disorder (PTSD), complex trauma, or attachment-related issues.
  • Involves interviews, trauma symptom checklists, and observation of emotional responses.
  • Results guide trauma-informed therapy and can influence school supports (e.g., counseling, behavior accommodations).
  • Key Outcome: Clinical report outlining trauma symptoms, coping skills, and recommended interventions.

Neuroimaging Report (MRI, EEG, CT Scan)

Medical imaging tests that examine brain structure and function to identify neurological causes of developmental or behavioral symptoms.

  • MRI (Magnetic Resonance Imaging): Looks for structural differences or lesions in the brain.
  • EEG (Electroencephalogram): Records brainwave activity to detect seizures or abnormal electrical patterns.
  • CT Scan: Provides detailed images of the brain or skull structure.
  • Ordered by a neurologist or neurodevelopmental specialist.
  • Key Outcome: Radiology report describing findings, potential causes, and medical follow-up recommendations.

Toxicology or Environmental Exposure Report

Tests that identify toxic or environmental factors that may affect development or behavior.

  • Screens for lead exposure, mercury, mold toxins, pesticides, or carbon monoxide.
  • Conducted through blood, urine, or environmental testing.
  • Relevant when a child shows sudden developmental regression, attention issues, or neurological symptoms.
  • Key Outcome: Laboratory report identifying exposure levels and medical recommendations for treatment or remediation.

Feeding/Swallow Study (Videofluoroscopic Study)

A specialized X-ray procedure performed by a speech-language pathologist and radiologist to evaluate how safely a child swallows food and liquids.

  • Tracks food and liquid movement during swallowing to detect aspiration (food entering the airway).
  • Used for children with choking, gagging, reflux, or aspiration risk.
  • Key Outcome: Swallow Study Report showing swallowing mechanics and recommendations for diet modifications or therapy.

Chromosomal or Genetic Syndrome Confirmation Report

Confirms or rules out known genetic syndromes that impact development, such as:

  • Down syndrome, 22q11.2 deletion syndrome, Rett syndrome, Williams syndrome, etc.
  • Conducted by a geneticist using laboratory tests such as chromosomal microarray (CMA) or whole exome sequencing (WES).
  • Important for understanding co-occurring medical or cognitive conditions and anticipating long-term supports.
  • Key Outcome: Genetic report summarizing findings, variant interpretation, and family genetic counseling recommendations.

Sensory Profile / Sensory Processing Assessment

A standardized questionnaire completed by parents and teachers that evaluates how a child responds to sensory input in daily life.

  • Measures sensitivity to sound, movement, touch, taste, or visual input.
  • Conducted by an occupational therapist.
  • Helps identify sensory processing patterns that may influence behavior, attention, and self-regulation.
  • Key Outcome: Sensory Profile or SPM (Sensory Processing Measure) score summary guiding sensory diet or classroom strategies.

Executive Function or Attention Assessment

An evaluation that examines planning, organization, working memory, impulse control, and attention regulation.

  • Conducted by a psychologist or neuropsychologist.
  • Often used to clarify ADHD, learning, or executive function weaknesses that affect time management and academic independence.
  • Key Outcome: Cognitive testing report with scores on attention, flexibility, and planning; includes targeted support recommendations.

Developmental Delay Diagnostic Report (Early Intervention)

A comprehensive evaluation for children under age 5 who may be behind in developmental milestones.

  • Conducted by an Early Intervention (Part C) team — usually including a psychologist, speech therapist, and occupational or physical therapist.
  • Assesses communication, motor skills, cognition, adaptive behavior, and social-emotional development.
  • Determines eligibility for Early Intervention services (birth–3) or preschool special education (ages 3–5).
  • Key Outcome: Developmental Assessment Summary with age equivalents, eligibility category, and service plan (IFSP or preschool IEP).

For Legal / Documentation Requests

Purpose

These forms and letters are used to verify a child’s disability, confirm eligibility for services, or meet documentation requirements from schools, healthcare agencies, insurance providers, or government programs.

They serve as official proof that a child has a diagnosed condition or receives specific supports — often required for programs like Social Security (SSI), Medicaid waivers, state disability services, or special education eligibility under IDEA or Section 504.

Disability Verification or Eligibility Letter

A formal letter written by a licensed professional (doctor, psychologist, or specialist) confirming that a child has a disability or medical condition that impacts daily functioning.

  • Often needed for school accommodations, insurance approvals, or public benefits.
  • Must include the diagnosis, functional impact, and date of evaluation or treatment.
  • Who Provides It: Physician, Psychologist, or Licensed Clinician

Evaluation Summaries for Benefits Applications

A concise version of a full diagnostic or psychological evaluation used to support applications for disability benefits or state programs.

  • Highlights key findings, test scores, and functional limitations without including sensitive raw data.
  • Often used for Social Security Disability (SSI) or state developmental disability agency applications.
  • Who Provides It: Evaluator or Specialist (with parent consent)

Copies of Signed Consent Forms

Documents showing that a parent or guardian authorized evaluations, information sharing, or services.

  • Examples include Consent for Evaluation, Release of Information (ROI), or Consent for Treatment.
  • Agencies or schools often request these to verify that they have permission to access or share records.
  • Who Provides It: School District, Clinic, or Parent

Proof of Diagnosis or Impairment

A clinical summary verifying a medical or psychological diagnosis.

  • Used when agencies require formal documentation of a condition that affects daily life or learning.
  • Should include ICD-10 code (medical diagnosis code), professional signature, and contact information.
  • Who Provides It: Licensed Medical or Mental Health Professional

School or Clinic Attendance Verification

A short document confirming that a child attends school, therapy sessions, or a treatment program regularly.

  • Often required by Medicaid, insurance, or state service agencies to confirm active participation.
  • Who Provides It: School Office, Therapist, or Program Coordinator

Social Security or Disability Benefit Paperwork

Forms required by the Social Security Administration (SSA) or state disability offices to verify a child’s eligibility for SSI (Supplemental Security Income) or related supports.

  • May include medical records requests (SSA-827), function reports, or teacher questionnaires.
  • Families can request copies of prior evaluations to attach as evidence.
  • Who Provides It: Parents (with doctor and school input), Social Worker, or Case Manager

State Agency Forms (Waiver or Service Eligibility)

Paperwork required by state disability or developmental service agencies for programs like:

  • Medicaid Waivers, Respite Care, Behavioral Health Services, or Therapy Funding.
  • Forms typically request medical documentation, developmental testing results, and proof of educational placement.
  • Who Provides It: Parent, Physician, or Evaluator; verified by the State Agency