Several levels of support are provided:
- IS YOUR CHILD STRUGGLING AT SCHOOL ACADEMICALLY OR BEHAVIORALLY AND YOU’D LIKE TO HAVE SOME HANDS-ON, RESEARCH BASED INTERVENTIONS TO SUPPORT THEM AND THEIR TEACHER? We’d love to meet with you and talk through your particular concerns to help develop an action plan.
- HAS YOUR CHILD’S SCHOOL CONTACTED YOU ABOUT STRUGGLES IN THE CLASSROOM AND ARE SUGGESTING A RESPONSE TO INTERVENTION MEETING OR SECTION 504 MEETING? We can walk you through the referral process and give you tips on how to play an active role in this process.
- DOES YOUR CHILD ALREADY HAVE AN INDIVIDUALIZED EDUCATIONAL PROGRAM(IEP) SECTION 504 PLAN, OR INDIVIDUAL SERVICE PLAN (ISP) AND YOU NEED HELP WADING THROUGH ALL THE FORMALITIES? If you are looking for help deciphering and understanding these plans, you can share it with us via email or through a face-to-face meeting and we can walk you through any questions or concerns you may have.
- HAS YOUR CHILD RECENTLY BEEN EVALUATED BY THEIR SCHOOL AND A FULL AND INDIVIDUAL EVALUATION (FIE) HAS BEEN CREATED? If you need help interpreting the results and understanding the next steps that may be taken, we can review the FIE with you and offer our evaluation expertise.
A classroom observation is available with every evaluation pending approval by your child’s school.
Oral Language Evaluations
Listening comprehension and oral expression abilities will be evaluated. In addition, information will be gathered from parents, teachers, and private speech therapists (when applicable).
To determine your child’s adaptive behavior skills, information will be gathered from a parent/caregiver and teacher (if applicable) through a norm-referenced rating scale.
This information is important for identifying competencies within a person’s practical, everyday skill set. An adaptive behavior evaluation is completed in tandem with a cognitive evaluation when Intellectual Disabilities are suspected.
Depending on need, this evaluation may include any of the following areas: decoding, word identification, reading comprehension, reading rate/accuracy, math calculations, math problem solving, and written expression. In addition, information will be gathered from parents, teachers, and private tutors (when applicable).
Cognitive/Thinking Skills Evaluations
This evaluation measures a student’s general intelligence, composed of composites including, but not limited to: verbal, induction, spatial reasoning, working memory, and processing speed.
Phonological awareness, which is thought to be the underlying cause of dyslexia, will be evaluated. Additionally, a cognitive measure and academic areas, such as decoding, word recognition, reading rate/accuracy, reading comprehension, spelling, and writing skills are evaluated. This evaluation also includes information from parents, teachers, and private tutors (when applicable).
To determine if your child exhibits characteristics consistent with an Attention Deficit Hyperactivity Disorder, information will be gathered from parents and the classroom teacher, including interviews and completion of rating scales. Formal cognitive measures of intelligence will also be completed. Because ADHD is medical in nature, it will be important to involve your child’s pediatrician as well.
Children are evaluated in the areas of cognition, academic skills, and oral language to help parents determine strengths and weaknesses and school readiness. If the child is enrolled in a pre-k program, information will also be gathered from your child’s teacher
The DSM-V criteria is used for identifying disabilities.