Developmental Assessments in Michigan | Counseling & Therapy

Worried your child is not meeting milestones, or you keep hearing “they’ll grow out of it”? Developmental Assessments in Michigan can help you get clear answers and a plan, without blame or judgment. A developmental assessment is a structured check of how a person is growing and learning in areas like speech, movement, thinking, behavior, and daily skills. It is for infants, toddlers, children, teens, and sometimes adults who may need support at home, school, or work.

Signs You Might Benefit

Many families seek a developmental assessment when something “doesn’t feel right,” even if others say not to worry. Getting checked early can help you find supports sooner and reduce stress for the whole family.

• Speech and language delays: not talking as expected, hard to understand, limited gestures, or trouble following directions
• Motor concerns: late sitting, crawling, walking, poor balance, trouble with handwriting, or frequent falls
• Learning struggles: trouble with attention, memory, reading, math, or problem-solving
• Social differences: limited eye contact, trouble with back-and-forth play, few friendships, or not noticing social cues
• Behavior and emotion concerns: big meltdowns, aggression, anxiety, rigid routines, or intense sensory sensitivities
• Daily living skill delays: feeding challenges, sleep problems, toileting delays, or difficulty with dressing and hygiene
• School concerns: teacher reports of delays, frequent referrals, or questions about IEP/504 supports
• After medical or life events: prematurity, NICU history, genetic conditions, seizures, head injury, or trauma that may affect development

Benefits of an assessment: You receive a clear snapshot of strengths and needs. You also get recommendations you can use right away—at home, at school, and in therapy. For many families, the biggest benefit is relief: you no longer have to guess.

Evidence-Based Approach

We use an evidence-based, child-centered approach. That means we combine clinical expertise, standardized tools, and what you know about your child. When needed, we coordinate with your pediatrician, school team, or other providers (with your permission).

What we measure (the core domains)

• Communication: understanding and using language, speech clarity, and social communication
• Cognition and learning: thinking skills, early academics, problem-solving, and school readiness
• Motor skills: gross and fine motor abilities, coordination, and visual-motor skills
• Social-emotional development: relationships, play skills, emotional regulation, and behavior patterns
• Adaptive skills: daily living abilities like feeding, sleep routines, dressing, and toileting
• Sensory processing: how a child responds to sound, touch, movement, and changes in routine

Tools and modalities we may use

To keep results accurate, we often use standardized tools (tools that compare skills to others of the same age). We also use direct observation, caregiver interviews, and rating scales when needed. Examples include:

• Developmental screeners (quick checklists to see if deeper testing is needed)
• Standardized developmental tests (more detailed, age-based skill measures)
• Behavior and attention rating scales (input from parents and, when appropriate, teachers)
• Autism-related measures when concerns are present (used as part of a full clinical picture, not a single score)

Clinical reasoning (how we interpret results)

We look at patterns across settings, not one “bad day.” We consider medical and family history, hearing/vision factors, sleep, stress, and learning environment. This helps us tell the difference between:

• a true developmental delay vs. a temporary lag
• attention challenges vs. anxiety vs. learning differences
• sensory needs vs. behavior that is driven by communication gaps

Our recommendations follow widely accepted guidance that early identification and early intervention can improve outcomes for children with developmental concerns. Standards and resources from the National Institutes of Health (NIH) emphasize the value of tracking milestones and acting early when delays are suspected (NIH, n.d.). Guidance from the American Psychological Association (APA) also supports using valid, reliable measures and multiple data sources when evaluating development and behavior (American Psychological Association, 2020).

Michigan standards: Developmental assessments should be performed by appropriately trained and credentialed professionals working within their scope of practice. In Michigan, psychologists are licensed by the state and must meet education, supervised training, and ethical practice standards. If your assessment includes psychological testing, it should be completed and signed by a Michigan-licensed psychologist, when required by law and scope.

What to Expect

We aim to make the process calm, clear, and supportive. You will know what we are doing and why, and you will have time to ask questions.

Step 1: Scheduling and paperwork

Before the visit, we collect background information such as pregnancy/birth history, medical history, early milestones, school reports, and your main concerns. If you already have an IEP, 504 plan, speech/OT notes, or teacher feedback, these documents are helpful.

Step 2: Intake visit (parent/caregiver interview)

This visit is focused on your story. We talk about strengths, challenges, daily routines, sleep, eating, play, and school. If your child is old enough, we may also speak with them in a gentle, age-appropriate way.

Step 3: Testing and observation

Testing may happen in one longer visit or across multiple shorter visits, depending on age and attention span. For young children, much of the “testing” looks like play. We may assess:

• language and understanding
• problem-solving and learning skills
• fine motor and visual-motor abilities
• social interaction and play
• behavior, attention, and regulation

We build in breaks, movement, and snack time as needed (when permitted). Our goal is to see your child at their best, not to “catch” mistakes.

Step 4: Report and feedback visit

You will receive a clear written report that explains results in plain language. We review strengths, areas of need, and next steps. Recommendations may include:

• Early On services (for eligible young children), speech therapy, OT, PT, or counseling
• school supports such as an IEP evaluation request, accommodations, or classroom strategies
• home routines that support sleep, behavior, and communication
• medical referrals when needed (hearing, vision, neurology, genetics, etc.)

Insurance

Insurance coverage depends on your plan and the reason for the visit. Some plans cover developmental testing and evaluation under behavioral health benefits, while others apply medical benefits. We can verify benefits before you begin whenever possible.

• Copays: Many plans require a copay per visit or per testing appointment. Copays can vary by plan type.
• Deductibles: If you have a deductible, you may pay the contracted rate until your deductible is met. After that, coinsurance may apply.
• Prior authorization: Some plans require approval before testing. We will tell you if your plan requires this and what steps to take.
• Mental health parity: Federal parity rules generally require many insurers to cover mental health and substance use care similarly to medical care. This can affect how testing and evaluation benefits are applied, but exact coverage still depends on your plan details.

If you are paying out of pocket, we can provide transparent estimates and discuss options. If you need paperwork for reimbursement, we can provide a superbill when appropriate.

FAQ

How is a developmental assessment different from a screening?

A screening is a quick check to see if development might be off track. A full developmental assessment is more detailed and uses standardized tools plus clinical observation. An assessment is used to guide treatment plans, school supports, and referrals.

Do you diagnose autism, ADHD, or learning disorders?

We can evaluate for conditions such as autism, ADHD, and learning differences when indicated and when it is within the provider’s scope and licensure. A diagnosis is never based on one checklist alone. We look at history, testing results, observations, and reports from home and school when available.

What age can a child be assessed?

Children can be assessed as early as infancy. Many families seek help between ages 1–5 when milestones become clearer, but older children and teens can also benefit. If you have concerns, it is reasonable to ask for an evaluation now rather than waiting.

How should I prepare my child for the appointment?

Keep it simple. You can say, “We’re going to meet someone who will play games and see how you learn.” Bring snacks, water, comfort items, glasses/hearing aids if used, and any school or therapy reports. Try to schedule the visit at a time of day when your child is usually at their best.

References

• American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association.
• National Institutes of Health. (n.d.). Child development: Developmental milestones. NIH resources on child development and early identification.