Assessment and Evaluation Collection

Experts recommend that most young people with high-risk congenital heart defects (CHDs) should be evaluated at key ages. This article provides an overview of the evaluation schedule.

Before they are discharged from the hospital, most babies born with congenital heart defects should have a developmental consultation to measure their progress so far, and to make a plan for the coming months.

When they are approximately 6 months old, most babies with high-risk congenital heart defects should have a visit with a medical professional to assess their development and neurological function.

When they are about 18 months old, toddlers with high-risk congenital heart defects should usually have an evaluation to measure their progress, and determine what resources they need.

Many children with high-risk congenital heart defects (CHDs) should be evaluated when they are about 3 years old, which is often when they are graduating from Early Intervention (EI) and preparing for preschool. This evaluation can help determine if they should qualify for Special Education in preschool.

Before transitioning to formal schooling at about age 5, many kids with high-risk heart defects should have an evaluation to better understand their needs, and to set up appropriate supports in school.

Midway through elementary school, students often face new demands and expectations. An evaluation at this time can help to guide kids with high-risk congenital heart defects (CHDs).

Transitioning to middle school can pose new challenges and opportunities to students. Kids with high-risk congenital heart defects (CHDs) should often be evaluated at about age 11 in order to make this transition with confidence and any needed support.

At about age 14, many kids are preparing to enter high school, and to take on increased responsibilities and expectations. At the same time, transition planning starts for students on IEPs. An evaluation at this age can provide clarity and direction.

At age 18, young people with congenital heart defects (CHDs) are often faced with major life transitions, and often an increase in independence. An evaluation can help to clarify their needs, goals, and next steps.

Aidan and his family struggled to understand his behavior through his early childhood. When he was preparing to enter middle school, an evaluation helped them to comprehend his profile, and to meet his needs.

When a child with a congenital heart defect (CHD) has a neuropsychological evaluation, parents and teachers can use that evaluation to update a child's education plan. Learn how here.

In this presentation, experts in cardiac fitness discuss strategies for assessing the fitness of kids with congenital heart defects (CHDs).

Developmental Care is a set of practices that can improve the functioning and outcomes of babies in the hospital. One piece of Developmental Care is assessing the development of infants.

Doctors and nurses can use screening tools to keep track of a child's development during routine visits. Such routine screening is a critical component of neurodevelopmental care of young people with congenital heart defects (CHDs). This resource lists appropriate developmental screening tools for each age.

During routine appointments, doctors and other professionals can help to monitor a child's development by asking these questions. Developmental surveillance can help to identify emerging challenges and to target intervention.

The American Heart Association (AHA) recommends that children with congenital heart defects (CHDs) have developmental surveillance, screening, and evaluation through childhood, according to their risk factors.

By the time they are 16 (or 14 in some states including Massachusetts), students with IEPs are required to have a transition assessment at school, which the team will use to write a transition plan.

Kids with congenital heart defects (CHDs) often require educational evaluations, either in school or in a clinic. This article explains what evaluators ( and parents) should know about kids with heart defects in planning and interpreting these evaluations.

Most young children (0, 1, 2 years old) with congenital heart defects (CHDs) qualify for Early Intervention services. EI includes regular evaluation of a child's skills and progress.

Many kids with congenital heart defects (CHDs) qualify for help in school through either Special Education or a 504 Plan. Either service starts with an evaluation to identify their strengths and needs.

When they turn three, children with disabilities in the United States are often eligible for Special Education preschool. The process starts with an evaluation through the school district.

Throughout his life, Wesley has had multiple neurodevelopmental and educational evaluations, which have helped his family to give him the care and services he has needed.

Jessica tells the story of her late son Ethan, and how a neurodevelopmental evaluation gave her clarity and guidance when she needed it most.