Presence Component Definitions
Component Name | Description |
|---|---|
Screening by APE | Request to screen a student via interview or other informal measures to assist school in determining a course of action. Includes a brief summary and recommendations. |
Evaluation Coordination and Results (ECAR) Summary by APE | Reviewing/uploading referral, coordinating with school and/or learning coach, scheduling assessment, obtaining assessment plan, gathering assessment data in accordance with assessment plan, and compiling component summaries into one report. (billed only once per evaluation).
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Extended Coordination by APE | Exceeding attempts to retrieve data relevant to the referral beyond the ECAR that involves multiple (3 or more) documented attempts to schedule or multiple (2 or more) documented rescheduling of sessions (billed only once per evaluation). |
Review of Records by APE | Review of records in lieu of formal evaluation and reporting. May include review of cumulative file information including attendance, discipline, grades/work samples, any current IEP/504 plans, and any previous evaluations. Includes summarizing this data into a report. Not to be used in conjunction with billing of full evaluation (billed only once per Review of Records, in conjunction with Evaluation Coordination and Results Summary).
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Observation by APE | Observation outside of the testing session for the purpose of observing behaviors in the environment in which they occur. Requiring live streaming of the student to be coordinated with the school site staff, and written summary.
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Standard Motor Skills Assessment by APE | Formal assessment and informal clinical assessment of fine & gross motor skills. Includes scoring and report writing. |
Additional Assessment Component by APE | Additional assessment to be completed by APE, including administration of additional formal or informal measures. Might include additional DAYC-2 domain administration. Includes scoring and report writing. |
Unplanned Student Absence APE | “Regardless of actual or anticipated duration of the session, in the event that a scheduled session is canceled with less than 24 hours advance notice to Presence or the session does not occur due to a student absence.” |
Screening by MHP | Request to screen student via interview or other informal measures to assist school in determining a course of action. Includes a brief summary and recommendations. |
Evaluation Coordination and Results (ECAR) Summary by MHP | Reviewing/uploading referral, coordinating with school and/or learning coach, scheduling assessment, obtaining assessment plan, gathering assessment data in accordance with assessment plan, and compiling component summaries into one report (billed only once per evaluation). |
Extended Coordination by MHP | Exceeding attempts to retrieve data relevant to the referral beyond the ECAR that involves multiple (3 or more) documented attempts to schedule or multiple (2 or more) documented rescheduling of sessions (billed only once per evaluation). |
Classroom Observation by MHP | Observation outside of the testing session for the purpose of observing behaviors in the environment in which they occur. Requiring live streaming of the student to be coordinated with the school site staff, and written summary. |
Rating Scale Assessment by MHP | Any rating scale requiring parents, teachers, and/or students to answer questions on a norm-referenced, standardized rating scale and scoring/report for up to three raters. |
Review of Records by MHP | Review of records in lieu of formal evaluation and reporting. May include review of cumulative file information including attendance, discipline, grades/work samples, any current IEP/504 plans, and any previous evaluations. Includes summarizing this data into a report. Not to be used in conjunction with billing of full evaluation (billed only once per Review of Records, in conjunction with Evaluation Coordination and Results Summary). |
Parent Interview by MHP | Parent interview including gathering a developmental/medical history and current functioning. Billed in 30 minute increments. |
Teacher Interview by MHP | Teacher interview to gather data on current or past functioning, classroom performance, and social interactions. Billed in 30 minute increments. |
Student Interview by MHP | Student interview to gather concerns and identify strengths. Separate from rapport building during assessment. Billed in 30 minute increments. |
Intervention Data Analysis by MH | Analyzing existing RTI/MTSS/Intervention data to determine its role in eligibility. Billed in 30 minute increments |
Functional Behavior Assessment by MHP | Complete FBA to define problem, determine function, and identify replacement behaviors. Includes one student observation, team collaboration, and a reporting meeting up to 1 hour. Additional observations, student interviews, and parent interviews are billed separately. |
Additional Assessment by MHP | Any assessment that is not a rating scale and not part of a Functional Behavior Assessment. |
Additional Requested Meetings by MHP | School requested meeting – billed in 30 min increments. |
Additional Requested Paperwork by MHP | School requested paperwork beyond a comprehensive report. Billed in 30 minute increments. |
Results Meeting by MHP | Results/IEP meeting up to one hour. |
Unplanned Student Absence MHP | Regardless of actual or anticipated duration of the session, in the event that a scheduled session is canceled with less than 24 hours advance notice to Presence or the session does not occur due to a student absence. |
Screening by OT | Request to screen a student via interview or other informal measures to assist school in determining a course of action. Includes a brief summary and recommendations. |
Evaluation Coordination and Results (ECAR) Summary by OT | Reviewing/uploading referral, coordinating with school and/or learning coach, scheduling assessment, obtaining assessment plan, gathering assessment data in accordance with assessment plan, and compiling component summaries into one report (billed only once per evaluation). |
Extended Coordination by OT | Exceeding attempts to retrieve data relevant to the referral beyond the ECAR that involves multiple (3 or more) documented attempts to schedule or multiple (2 or more) documented rescheduling of sessions (billed only once per evaluation). |
Review of Records by OT | Review of records in lieu of formal evaluation and reporting. May include review of cumulative file information including attendance, discipline, grades/work samples, any current IEP/504 plans, and any previous evaluations. Includes summarizing this data into a report. Not to be used in conjunction with billing of full evaluation (billed only once per Review of Records, in conjunction with Evaluation Coordination and Results Summary). |
Classroom Observation by OT | Observation outside of the testing session for the purpose of observing behaviors in the environment in which they occur. Requiring live streaming of the student to be coordinated with the school site staff, and written summary. |
Parent Interview by OT | Parent interview including gathering a developmental/medical history and current functioning. Billed in 30 minute increments. |
Teacher Interview by OT | Teacher interview to gather data on current or past functioning, classroom performance, and social interactions. Billed in 30 minute increments. |
Student Interview by OT | Student interview to gather concerns and identify strengths. Separate from rapport building during assessment. Billed in 30 minute increments. |
Results Meeting by OT | Results/IEP meeting up to one hour. |
Standard Preschool Assessment by OT | Includes formal and informal instruments used to assess motor skills of preschool-age students. Includes scoring and report writing. |
Standard School-Related-ADL Assessment by OT | “Includes one ADL Questionnaire; Other informal assessments. Includes scoring and report writing.” |
Standard Sensory Processing Assessment by OT | “Includes up to two sensory questionnaires. Includes report writing.” |
Standard Motor Skills Assessment by OT | Formal assessment and informal clinical assessment of fine & gross motor skills. Includes scoring and report writing. |
Standard Visual Perception Assessment by OT | Includes Motor-Free Visual Perception Test (MVPT-4) and visual skills screening. Includes scoring and report writing. |
Informal Fine Motor Assessment by OT | Informal assessment targeting fine motor skills and activities (including but not limited to handwriting, fine motor coordination, pencil grasp and scissor skills). Includes report writing. |
Additional Assessment Component by OT | Additional assessment to be completed by OT, including administration of additional formal or informal measures. Might include additional DAYC-2 domain administration. Includes scoring and report writing. |
Unplanned Student Absence OT | “Regardless of actual or anticipated duration of the session, in the event that a scheduled session is canceled with less than 24 hours advance notice to Presence or the session does not occur due to a student absence.” |
Screening by SLP | CELF-5 Screener or other screening measure used to inform evaluation referral recommendation. Includes brief write-up and recommendation. |
Desired Results Development Profile Component-DRDP (CA only) | “Specific to CA early childhood screenings. Adminstration of Desired Results Developmental Profile. “ |
Evaluation Coordination and Results (ECAR) Summary by SLP | Reviewing/uploading referral, coordinating with school and/or learning coach, scheduling assessment, obtaining assessment plan, gathering assessment data in accordance with assessment plan, and compiling component summaries into one report (billed only once per evaluation). |
Extended Coordination by SLP | Exceeding attempts to retrieve data relevant to the referral beyond the ECAR that involves multiple (3 or more) documented attempts to schedule or multiple (2 or more) documented rescheduling of sessions (billed only once per evaluation). |
Review of Records by SLP | Review of records in lieu of formal evaluation and reporting. May include review of cumulative file information including attendance, discipline, grades/work samples, any current IEP/504 plans, and any previous evaluations. Includes summarizing this data into a report. Not to be used in conjunction with billing of full evaluation (billed only once per Review of Records, in conjunction with Evaluation Coordination and Results Summary). |
Classroom Observation by SLP | Observation outside of the testing session for the purpose of observing behaviors in the environment in which they occur. Requiring live streaming of the student to be coordinated with the school site staff, and written summary. |
Parent Interview by SLP | Parent interview including gathering a developmental/medical history and current functioning. Billed in 30 minute increments. |
Teacher Interview by SLP | Teacher interview to gather data on current or past functioning, classroom performance, and social interactions. Billed in 30 minute increments. |
Student Interview by SLP | Student interview to gather concerns and identify strengths. Separate from rapport building during assessment. Billed in 30 minute increments. |
Results Meeting by SLP | Results/IEP meeting up to one hour. |
Speech-Language Sample by SLP | Collection and analysis of a speech-language sample as part of a full language evaluation. Includes scoring and report writing. |
Rating Scale Assessment by SLP | Any rating scale, inventory or checklist requiring parents, teachers, and/or students to answer questions on a norm- or criterion-referenced, standardized rating scale and scoring/report for up to three raters for a single scale. |
Language Standard Assessment by SLP | A full language evaluation resulting in a comprehensive language score. Includes scoring and report writing. |
Language Select Subtests by SLP | Administration of individual formal language assessments beyond comprehensive language battery. Includes scoring and report writing. |
Additional Language Subtest by SLP | “Administration of up to three language battery subtests (from same assessment) or assessment scale in-lieu of or beyond those required to attain comprehensive language score; administration of other specified formal language tests. Includes scoring and report writing. “ |
Supplemental Speech-Language Screener | Post-referral language screening completed to help SLP determine additional formal or informal assessments beyond those indicated in the assessment plan. |
Early Childhood Language Assessment by SLP | Assessment and planning instrument for Early Childhood Intervention; Results are obtained from a caregiver interview. Includes scoring and report writing. |
Articulation Standard Assessment by SLP | A norm-referenced assessment used to measure speech sound abilities in the area of articulation. Includes scoring and report writing. |
Phonological Processing Assessment by SLP | A comprehensive instrument designed to assess phonological awareness, phonological memory, and rapid naming. Includes scoring and report writing. |
Phonological Process Analysis Select Subtests by SLP | Used in conjunction with Goldman-Fristoe Test of Articulation to provide information regarding use of phonological processes that may be contributing to the student’s speech sound disorder. Includes scoring and report writing. |
Pragmatic Language Standard Assessment by SLP | A comprehensive instrument designed to assess pragmatic language skills. Includes scoring and report writing. |
Fluency Standard Assessment by SLP | A norm-referenced assessment of primary and secondary stuttering behaviors. Includes scoring and report writing. |
Auditory Processing Select Subtests by SLP | A supplementary assessment intended to help identify auditory processing difficulties as they may pertain to receptive and expressive language. Includes scoring and report writing. |
Bilingual Screening by SLP | Request to screen a student via interview or other informal measures to assist school in determining a course of action. Includes a brief summary and recommendations. |
Evaluation Coordination and Results Summary by Bilingual SLP | Reviewing/uploading referral, coordinating with school and/or learning coach, scheduling assessment, obtaining assessment plan, gathering assessment data in accordance with assessment plan, and compiling component summaries into one report (billed only once per bilingual evaluation). |
Bilingual Evaluation: Special Considerations by SLP | Time spent discussing considerations specific to bilingualism and its relation to evaluation results and recommendations with parents, school team and other service providers. |
Spanish Language Standard Assessment by SLP | A full Spanish-language evaluation resulting in a comprehensive language score. Includes scoring and report writing. |
Spanish Language Select Subtests by SLP | A selected portion of a Spanish language assessment (up to two additional subtests), a rating scale, or a checklist targeting one skill area (e.g., receptive or expressive vocabulary, pragmatics). Includes scoring and report writing. |
Spanish Auditory Processing Select Subtests by SLP | A supplementary Spanish language assessment intended to help identify auditory processing difficulties as they may pertain to receptive and expressive language. Includes scoring and report writing. |
Spanish Articulation Measures (SAM) by SLP | Informal assessments used to measure speech sound abilities in the area of articulation. Includes scoring and report writing. |
Spanish Articulation Standard Assessment by SLP | A norm-referenced Spanish-language assessment used to measure speech sound abilities in the area of articulation. Includes scoring and report writing. |
Language Difference vs. Disorder Analysis by SLP | For bilingual evaluations only, analysis and reporting on relevant language difference vs. disorder as related to educational eligibility. |
Additional Bilingual Assessment Component by SLP | Additional assessment to be completed by bilingual SLP, including administration of additional formal or informal measures adapted to the bilingual student. Includes scoring and report writing. |
AAC: Feature matching trials by SLP | Determination of features needed by AAC user and subsequent selection of tools that have those features for trials. Includes scoring and report writing. |
AAC: Device analysis by SLP | Billable once for each device being analyzed for student. Includes scoring and report writing. |
AAC: Device trial by SLP | Time to trial devices, with a student, being considered as part of AAC determination. Includes scoring and report writing. |
AAC Evaluation: Special Considerations by SLP | Time spent discussing considerations specific to student AAC needs and their relation to evaluation results and recommendations with parents, school team and other service providers. |
Unplanned Student Absence SLP | “Regardless of actual or anticipated duration of the session, in the event that a scheduled session is canceled with less than 24 hours advance notice to Presence or the session does not occur due to a student absence.” |
Screening by MHP/Ed Diag | Request to screen student via interview or other informal measures to assist school in determining a course of action. Includes a brief summary and recommendations. |
Evaluation Coordination and Results (ECAR) Summary by MHP/Ed Diag | eviewing/uploading referral, coordinating with school and/or learning coach, scheduling assessment, obtaining assessment plan, gathering assessment data in accordance with assessment plan, and compiling component summaries into one report (billed only once per evaluation). |
Extended Coordination by MHP/Ed Diag | Exceeding attempts to retrieve data relevant to the referral beyond the ECAR that involves multiple (3 or more) documented attempts to schedule or multiple (2 or more) documented rescheduling of sessions (billed only once per evaluation). |
Review of Records by MHP/Ed Diag | Review of cumulative file information including attendance, discipline, grades/work samples, any current IEP/504 plans, and any previous evaluations. Includes summarizing this data into a report (billed only once per Review of Records, in conjunction with Evaluation Coordination and Results Summary). |
Classroom Observation by MHP/Ed Diag | Observation outside of the testing session for the purpose of observing behaviors in the environment in which they occur. Requiring live streaming of the student to be coordinated with the school site staff, and written summary. |
Parent Interview by MHP/Ed Diag | Parent interview including gathering a developmental/medical history and current functioning. Billed in 30 minute increments. |
Teacher Interview by MHP/Ed Diag | Teacher interview to gather data on current or past functioning, classroom performance, and social interactions. Billed in 30 minute increments. |
Student Interview by MHP/Ed Diag | Student interview to gather concerns and identify strengths. Separate from rapport building during assessment. Billed in 30 minute increments. |
Intervention Data Analysis by MHP/Ed Diag | Analyzing existing RTI/MTSS/Intervention data to determine its role in eligibility. Billed in 30 minute increments. |
Rating Scale Assessment by MHP/Ed Diag | Any rating scale requiring parents, teachers, and/or students to answer questions on a norm-referenced, standardized rating scale and scoring/report for up to three raters. |
Short Cognitive Battery by MHP/Ed Diag | A cognitive battery of 4-6 subtests from a single assessment. Includes scoring/writing report. |
Long Cognitive Battery by MHP/Ed Diag | A standard battery cognitive processing assessment of 7-10 subtests from a single assessment. Includes scoring report. |
Cognitive Select Subtests by MHP/Ed Diag | Selected portions of cognitive or processing assessments used for targeted ability assessment of 1-4 subtests. Includes scoring/writing report. |
Achievement Standard Battery by MHP/Ed Diag | A full academic achievement battery resulting in broad reading, writing, and math scores. Includes scoring and report writing. |
Achievement Select Subtests by MHP/Ed Diag | An academic evaluation using 1-5 subtests from a single assessment. Includes scoring/writing report. |
Processing Standard Battery by MHP/Ed Diag | Psychological processing assessment full battery and scoring/report writing. |
Processing Select Subtests by MHP/Ed Diag | Psychological processing assessment selected indices or subtests and scoring/report writing. |
Additional Assessment by MHP/Ed Diag | “Additional assessment, including determining level of trauma OR if a student poses a risk, Manifestation Determinations, etc. Includes scoring and report writing. OR A student requiring more than two one-hour sessions for a standard battery component, must include summary of reasons in notes.” |
Functional Behavior Assessment by MHP/Ed Diag | Complete FBA to define problem, determine function, and identify replacement behaviors. Includes one student observation, team collaboration, and a reporting meeting up to 1 hour. Additional observations, student interviews, and parent interviews are billed separately. |
Additional Requested Meetings by MHP/Ed Diag | School requested meeting – billed in 30 min increments |
Additional Requested Paperwork by MHP/Ed Diag | School requested paperwork beyond a comprehensive psychoeducational report. Billed in 30 minute increments |
Results Meeting by MHP/Ed Diag | Results/IEP meeting up to one hour. |
Spanish Battery by MHP/Ed Diag | A cognitive or achievement battery using a Spanish assessment. |
Spanish Select Subtests by MHP/Ed Diag | A cognitive or achievement select index using a Spanish assessment. |
Unplanned Student Absence MHP/Ed Diag | “Regardless of actual or anticipated duration of the session, in the event that a scheduled session is canceled with less than 24 hours advance notice to Presence or the session does not occur due to a student absence.” |
Screening by PT | Request to screen a student via interview or other informal measures to assist school in determining a course of action. Includes a brief summary and recommendations. |
Evaluation Coordination and Results (ECAR) Summary by PT | Reviewing/uploading referral, coordinating with school and/or learning coach, scheduling assessment, obtaining assessment plan, gathering assessment data in accordance with assessment plan, and compiling component summaries into one report (billed only once per evaluation). |
Extended Coordination by PT | Exceeding attempts to retrieve data relevant to the referral beyond the ECAR that involves multiple (3 or more) documented attempts to schedule or multiple (2 or more) documented rescheduling of sessions (billed only once per evaluation). |
Review of Records by PT | Review of records in lieu of formal evaluation and reporting. May include review of cumulative file information including attendance, discipline, grades/work samples, any current IEP/504 plans, and any previous evaluations. Includes summarizing this data into a report. Not to be used in conjunction with billing of full evaluation (billed only once per Review of Records, in conjunction with Evaluation Coordination and Results Summary). |
Observation by PT | Observation outside of the testing session for the purpose of observing behaviors in the environment in which they occur. Requiring live streaming of the student to be coordinated with the school site staff, and written summary. |
Standard Motor Skills Assessment by PT | Formal assessment and informal clinical assessment of fine & gross motor skills. Includes scoring and report writing. |
Additional Assessment Component by PT | Additional assessment to be completed by PT, including administration of additional formal or informal measures. Might include additional DAYC-2 domain administration. Includes scoring and report writing. |
Unplanned Student Absence PT | “Regardless of actual or anticipated duration of the session, in the event that a scheduled session is canceled with less than 24 hours advance notice to Presence or the session does not occur due to a student absence.” |