Early Childhood Therapeutic Assessment
Are you noticing patterns in your 2–6-year-old—like big emotions, delays in language, or challenges connecting with others—that make you pause and wonder what’s typical and what might need support?
Have you been hearing from your child’s teacher about challenges at school—and wondering what might be behind it or how to help?
Are your child’s emotions at home starting to feel like “too much”—for them or for you?
An Early Childhood Therapeutic Assessment may be for you and your child.
Assessment & Early Intervention for Children 2-6 Years Old
The Early Childhood Assessment Day is a full day devoted to your child and family, offering a truly personalized experience.
The intentional structure of the ECC allows for a comprehensive and individualized assessment process for young children—grounded in clinical expertise and guided by deep respect for your child’s unique way of thinking, feeling, and engaging with the world.
Over the course of the day, the process explores key areas of early development—including cognitive abilities, language and communication, motor skills, play, social-emotional development, and sensory processing.
With the day devoted solely to your child, the process moves beyond surface-level observations to develop a meaningful, whole-child understanding of how they experience and navigate life.
The approach is designed to be both thorough and supportive. For caregivers, it often brings clarity, validation, and a sense of direction. Collaboration with educators and other professionals in your child’s life is prioritized—so that the insights and recommendations can be meaningfully integrated across settings.
At the end of the day, there is specific time spent with parents to review the process and share key findings. Families receive a detailed report with a personalized plan that includes practical recommendations, strategies, and next steps to support their child’s growth and development.
The ECC is built on a transparent and collaborative approach—one that ensures parents are informed, empowered, and actively included every step of the way.
The goal of the ECC assessment day is to create a thoughtful and supportive roadmap for next steps, rather than focusing solely on making a formal diagnosis.
For younger children especially, it’s not always clear whether a specific diagnosis applies,
At these early stages, the range of what’s considered typical development is quite broad, Children change and grow in many ways over time.
However, when appropriate, the assessment may also include a diagnosis. This can help guide access to services, supports, and a deeper understanding of your child’s unique profile. Possible diagnoses may include:
Autism Spectrum Disorder (ASD): A neurodevelopmental difference that may influence how a child communicates, relates socially, and makes sense of their environment. Many children with autism also have unique strengths and ways of thinking.
Attention-Deficit/Hyperactivity Disorder (ADHD): A brain-based difference that can impact attention, energy, and self-control. Many children with ADHD also show creativity, curiosity, and big-picture thinking.
Anxiety Disorders: These conditions involve worry or fear that may show up as physical discomfort, avoidance, or big emotions. Many children with anxiety are also highly sensitive, thoughtful, and aware of their surroundings.
Language Disorder: A condition that can make it harder for a child to understand what others say or to express their own thoughts using words. This may affect their ability to express themselves clearly or to follow conversations with others. These children often have rich ideas and feelings—they often need help finding the words to share them.
Learning Disabilities (such as Dyslexia, Dysgraphia, or Dyscalculia): Specific learning differences that can affect reading, writing, or math, even when a child is trying their best. Many children with these profiles are creative problem-solvers who think in unique ways. (These particular diagnoses would be reflected as “showing early signs of” rather than a specific diagnosis due to age.)
History and Philosophy of the ECC Therapeutic Assessment
The Early Childhood Clinic (ECC) Therapeutic Assessment Process was founded in 2015 by Dr. Marlo Zarzaur and Dr. Lori Keith in Memphis, Tennessee. It was created in response to a clear need: to combine a clinically robust approach with developmentally appropriate methods—within a timeframe that works for young children and their families.
Since then, hundreds of families in Memphis have experienced the power of early identification and early intervention through the ECC’s unique, relationship-centered approach. Dr. Zarzaur is excited to continue this model in her practice in Madison, Wisconsin.
The ECC model blends play-based observation, therapeutic connection, and developmentally appropriate tools to understand each child as a whole—while partnering closely with families and schools.
The assessment process can stir a wide range of emotions for parents—worry, relief, hope, or even grief. At the heart of Dr. Zarzaur and Dr. Keith’s philosophy is a deep commitment to making the ECC assessment experience feel supportive, respectful, and grounded in meaningful partnership with parents every step of the way.
“Therapeutic assessment goes beyond simply identifying challenges—it’s a collaborative, reflective process designed to help families better understand their child, feel seen in their parenting experience, and leave with clarity, compassion, and a path forward.”
