> ## Content Index
> Fetch the complete content index at: https://www.banypartners.com/llms.txt
> Use this file to discover other available public pages before exploring further.

# You Don't Need a Diagnosis to Have a Concern
- URL: https://www.banypartners.com/you-dont-need-a-diagnosis-to-have-a-concern/
- Published: 2026-09-29T18:16:42.000Z
- Updated: 2026-09-29T18:16:42.000Z
- Author: Diane Costomiris

*Supporting Parents at the Beginning of the Journey*

There is a part of parenting a young child that happens quietly. It is the part that begins when you notice something and wonder if you should say something. Maybe your child is communicating differently than other children their age. Maybe transitions are especially difficult, or you are seeing behaviors that you don't quite understand. Maybe a teacher has mentioned a concern, your pediatrician has suggested an evaluation, or you have simply found yourself thinking, “Is this something I should be looking into?”

These moments can be filled with uncertainty. You may find yourself researching late at night, making phone calls, asking questions, filling out paperwork, waiting for appointments, or trying to understand information that seems to come with its own language and terminology. You may be listening to professionals while simultaneously trying to process what everything means for your child. And sometimes, the hardest part is simply knowing where to begin.

I think it is important for parents to hear this early: you do not need to have all of the answers before you ask a question. You do not need to know exactly what is happening before you seek information. And you do not need a diagnosis to have a concern. As a parent, I remember what it feels like to sit on the other side of the table and try to make sense of a process that can feel unfamiliar. I was navigating my own questions, listening to professionals, wondering whether I was asking the right things, and trying to understand what my child needed. Looking back, I realize how valuable it would have been to have someone simply say, “You are allowed to ask questions. You are allowed to take your time. And you do not have to figure this out all at once.”

That is one of the reasons I care so deeply about supporting families during the preschool years. This can be a particularly important time for parents because questions about development, communication, learning, behavior, or social interaction may begin to surface. Sometimes a concern is first raised by a teacher or pediatrician. Sometimes it comes from a parent who has been noticing something for a while. Sometimes a family is not even sure that what they are seeing is a concern at all. All of those starting points are okay.

I also want parents to know that asking questions does not mean you have already made a decision about your child's future. Learning about an evaluation does not mean you have decided that your child has a disability. Asking about services does not mean you have committed your child to a particular program. Gathering information is simply that: gathering information. It gives you an opportunity to better understand your child and to learn what supports, if any, might be helpful.

For many parents, the first step may be as simple as saying, “I have noticed this. Can you help me understand it?” From there, you may begin talking with your child's teacher, pediatrician, therapist, or another professional. You may learn about an evaluation. You may hear about the CPSE or other early childhood supports. You may receive recommendations that raise even more questions. It can feel like a lot, especially when you are still processing the very first concern that brought you there.

You may wonder what you should ask, who you should talk to, what an evaluation will actually tell you, what happens if your child qualifies for services, or what happens if they do not. You may wonder whether you are overreacting or whether you should have spoken up sooner. Please know that these questions are not a sign that you are doing something wrong. They are a very normal part of trying to understand your child and make informed decisions.

As your Parent Liaison for Behavior Analysts of New York, one of the roles I hope to provide is a place where parents can begin. A place to ask questions without feeling that they should already know the answers. A place to find information and resources, better understand the special education process, and connect with professionals who may be able to help. Most importantly, I want families to know that they can take this process one step at a time.

I often think about how much invisible work parents do long before anyone else sees it. The observing. The researching. The appointments. The conversations. The worrying. The wondering what comes next. None of that work is insignificant. It is part of advocating for your child, even if you do not think of yourself as an advocate yet. So, if you are a parent who is wondering, waiting, or trying to make sense of something you are seeing in your child, give yourself some credit. You are paying attention. You are asking questions. You are learning. You are trying to understand what your child needs. You do not have to know exactly where this journey will lead, and you do not have to put a label on your child before you are ready. Sometimes advocacy begins with nothing more than a question. And if you do not know what the next question should be, that is okay too. Sometimes the most helpful thing a parent can have is someone beside them who can say, “Let's take this one step at a time.” You do not have to have all the answers. You just need a place to start.