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Developmental Assessment Services

KidsInclusive provides developmental assessment services for children and youth who are experiencing challenges with their development.

If you are not sure if your child is achieving their developmental milestones, please speak with your child’s healthcare provider, contact us by calling 1-855-3400 ext. 22078, or visit our SmartStart Hub page.

At this time, we require a referral from a physician or nurse practitioner for developmental assessment services at KidsInclusive.

Visit our How to Refer page for referral information.

WHAT IS A DEVELOPMENTAL ASSESSMENT?

A developmental assessment aims to gather information about your child’s development across many developmental areas. This might include their language, play skills, social and emotional skills, cognitive abilities, learning, and motor skills. A developmental assessment may result in your child receiving a developmental diagnosis such as Autism Spectrum Disorder (ASD), Fetal Alcohol Spectrum Disorder (FASD), Developmental Coordination Disorder (DCD), or Attention Deficit Hyperactivity Disorder (ADHD).

What to Expect

Our booking secretary will reach out to schedule your appointment when your child’s name reaches the top of the waitlist for developmental assessment.

You can prepare your child for their assessment by letting them know that the doctor is looking to gain information about their strengths, interests, and things that make them unique. Their goal is to learn about the child or youth’s experiences of the world and they will do this by asking questions to both caregivers and directly to the child or youth if they are comfortable.

Caregivers and their child will arrive at the KidsInclusive reception area (click here for detailed directions) at their scheduled appointment time. You will check-in with the receptionist, then wait in the waiting area until your clinician comes to meet you. Your child may see one or more of the following specialists to support with gaining a better understanding of their developmental strengths and needs:

  • Developmental Pediatrician
  • Psychologist
  • Family Resource Consultant
  • Psychometrist
  • Occupational Therapist
  • Physiotherapist

The developmental assessment typically lasts approximately 1.5 – 2 hours. It may include a discussion with the caregiver and/or child about the way they interact with the world around them, observation of social interactions, and assessment of motor skills, if appropriate.

At the end of the developmental assessment, the clinician may feel it is fitting to communicate a developmental diagnosis or diagnoses. The clinician may also prefer to bring you and your child back for a follow-up appointment to gather additional information.

What to bring:

  • Your child’s health card
  • Any reports you may have were not previously shared with us. These include health documents (e.g. speech-language therapy, occupational therapy, and medical reports), and school documents (e.g. report cards, Individual Education Plans, etc.)
  • If possible, we ask that siblings not attend the assessment
  • If you already have a diagnostic or assessment report from a community pediatrician, developmental pediatrician, or psychologist, please notify us ahead of time.

If your child does not receive a diagnosis during their developmental assessment, the clinician will support you in understanding your child’s strengths and needs and discuss some possible next steps. If a diagnosis has been made, a member of the KidsInclusive team will reach out to support you in understanding this diagnosis and with accessing supports and services that may be appropriate.

WHAT ARE DEVELOPMENTAL DISABILITIES?

A developmental disability is a general term that describes the difficulties experienced by a person who exhibits developmental, learning, or behavioural differences, when compared to other children or youth of the same age. Developmental disabilities that may be assessed and diagnosed at KidsInclusive include:

Autism affects how a person thinks, learns, and experiences the world. Each person with autism has unique strengths and challenges.

Key Features of Autism Spectrum Disorder:

1.Social Communication and Connection

Autistic individuals often experience and engage in social interactions in unique and meaningful ways. This can include:

    • Interpreting social cues (such as facial expressions or tone) differently
    • Preferring conversations that feel purposeful or aligned with their interests
    • Forming friendships in ways that may differ from typical expectations
    • Responding to emotions in ways that reflect their unique perspective

2. Repetitive Behaviors and Restricted Interests:

Many autistic people find comfort and joy in patterns, routines, and areas of deep interest. This can look like:

    • Engaging in self-regulatory movements (e.g., hand-flapping, rocking) that support emotional regulation
    • Valuing predictability and consistency in routines and environments
    • Developing strong expertise or passion for specific topics, which can be a source of fulfillment and skill-building

3. Sensory Processing Differences

Autistic individuals often experience the sensory world in heightened or nuanced ways. This may include:

    • Increased sensitivity to sensory input such as lights, sounds, textures, or smells
    • Seeking sensory experiences that feel soothing or enjoyable, like certain textures or sounds

For information regarding services and supports that those with a diagnosis of autism can access, refer to our New Diagnosis Resource or visit our Autism Resources Page

FASD refers to a range of lifelong differences that can occur when prenatal alcohol exposure impacts development. These differences are the result of changes in brain and body development. People with FASD often have unique strengths and ways of experiencing the world.

Key Features of Fetal Alcohol Spectrum Disorder:

1. Physical Characteristics

Some individuals with FASD may have physical traits or health considerations, such as:

    • Growth patterns that differ from typical expectations
    • Facial features that are unique, such as a smooth philtrum, thinner upper lip, or smaller eye openings
    • Health differences that may involve the heart, kidneys, bones, or other systems

2. Brain and Cognitive Processing

FASD can influence how a person learns and processes information. This might include:

    • Differences in memory, attention, and problem-solving, which may require creative strategies for success
    • Speech and language development that progresses at an individualized pace
    • Challenges with academic tasks like reading, writing, or math, even with strong effort
    • Intellectual functioning that varies widely, with many individuals showing strengths in practical skills and creativity

3. Behavioral and Emotional Regulation

People with FASD often experience the world in ways that shape their behavior and emotions. This can include:

    • Acting quickly or impulsively, which may reflect enthusiasm or a need for support with planning
    • Navigating social interactions differently, sometimes needing guidance to build and maintain friendships
    • Experiencing emotions intensely, which can lead to frustration or anxiety but also deep empathy and passion
    • Finding routines for sleep, eating, and organization helpful for self-regulation

4. Sensory Processing

Like many neurodivergent individuals, people with FASD may experience sensory input in unique ways:

    • Heightened sensitivity to lights, sounds, textures, or smells
    • Seeking sensory experiences that feel calming or enjoyable

DCD is a condition that affects a person’s ability to plan and coordinate physical movements. Children with DCD may appear clumsy or uncoordinated and may have difficulty performing tasks that require fine or gross motor skills. These challenges are not due to a physical disability, such as muscle weakness or vision problems, but are related to how the brain processes movement.

Key Features of Developmental Coordination Disorder:

1. Motor Skill Development

Children with DCD may experience challenges with both large body movements (gross motor) and smaller, precise movements (fine motor). This can include:

    • Finding balance and coordination tasks more effortful
    • Needing extra time or practice for activities like catching a ball, riding a bike, or tying shoes
    • Approaching tasks like dressing or writing at their own pace, often using innovative methods

2. Movement Differences

Children with DCD may move in ways that appear clumsy or less coordinated compared to peers. This can look like:

    • Bumping into objects or tripping more often
    • Finding sports or dance activities challenging, but often excelling in non-competitive or creative movement activities
    • Preferring activities that allow them to go at their own speed

3. Learning and Academic Impact:

While DCD primarily affects motor planning, it can influence school tasks that require coordination. Examples include:

    • Handwriting that may look less neat or take longer, despite strong effort
    • Challenges with copying from the board or organizing written work
    • Needing extra time for tasks like keyboarding or gym activities, often benefiting from supportive tools and strategies

4. Social and Emotional Experiences

Motor differences can affect confidence and peer interactions, but with understanding and support, children with DCD thrive. They may:

    • Avoid certain physical activities if they feel overwhelming, but often enjoy alternative hobbies
    • Experience frustration when tasks feel harder than for peers, yet show resilience and creativity in problem-solving
    • Benefit greatly from encouragement, adaptive strategies, and environments that celebrate effort and individuality

KidsInclusive|EnfantsInclus
Centre for Child & Youth Development

KHSC – Hotel Dieu Site – 166 Brock Street, Kingston, ON K7L 5G2
Brockville Site – 2479 Parkedale Avenue, Brockville, ON K6V 3H2
Portsmouth Site – 221 Portsmouth Ave, Kingston, ON K7M 1V5

Phone 613 544-3400 ext. 23175 (All Sites)
Toll Free 1 855-544-3400 ext. 23175 (All Sites)

Fax 613 545-3557 (Kingston)

Fax 613-548-6017 (for Preschool Speech & Language/Infant Hearing Program)

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