A screening is a brief look at a child’s skills in certain areas. This is accomplished through looking at how the child performs on specifically chosen activities that will bring out certain skills for the therapists to observe. The activities chosen for the screening are activities the child would typically do through their day at home and daycare/preschool.
The child plays one-to-one or in small groups with an occupational therapist, physiotherapist and speech-language pathologist. At times, activities and observations may be done in the classroom setting. Examples of activities include, completing a craft, stringing beads, looking at and talking about what is happening in the book, playing listening games, running, jumping and kicking/throwing a ball.
Please note: Children who are between the ages of 2 years 8 months and 3 years 7 months by September 1, 2024, will be seen by SLP only, unless other areas are identified as a concern.
Using these types of activities, the therapists are able to observe the child’s skills that are expected for their age. Examples of skills include, how the child is able to listen and follow directions, how they use their hands with small tasks (e.g., hold a crayon, using scissors, placing beads on a string), how well they are understood when speaking, ball skills, balance in and not in motion, how they play with other adults and children.
A teacher may also accompany the therapy team in order to consult with daycare/preschool staff and parents.
Following the screening, paperwork will be sent home to inform you of how your child did in the screening. The information provided will be general, and we encourage you to contact the therapist listed on the screening form to talk with him/her further if you have questions or concerns. A child may be referred for further assessment if certain skills were not observed that would be expected for their age. An assessment will then provide the therapist with further information about the specific skill(s), and if intervention should be considered.
Identifies areas of weakness in developmental areas. If one is present, a formal assessment is recommended. If one is not present, a formal assessment is not needed.
Identifies the level of need in a specific area. If an area is identified, therapy sessions are recommended. If an area is not identified, therapy sessions are not needed.
The intervention program is dependent on the individual needs of the child.
