Based in Orton-Gillingham, but expanded and refined over the past two decades, Amy provides research-based, tailored, ongoing diagnostic intervention. This means that in each session, clinical decisions are made to best target areas of need, while maintaining expectations and a pace that keeps students feeling motivated and successful. In addition to decoding and spelling skills, Amy provides instruction in all areas of language, including building vocabulary (an area often overlooked in many intervention programs), and grammar to support both reading comprehension and writing skills. In all areas, instruction is provided at a pace that supports growth, mastery, and confidence.
Comprehensive Psychoeducational Evaluations
Psychoeducational evaluations at Inspire Reading and Writing are completed by both Amy Rogers, a speech-language pathologist, and Greg Rogers, a clinical psychologist. The goal of a psychoeducational evaluation is to clarify areas of need and diagnose learning disabilities when applicable, such as dyslexia or dysgraphia. Oral language delays/disorders may also be part of the diagnosis. When no diagnosis is made, parents are still given a thorough description of their child’s strengths and areas of need so that appropriate support can be secured. Parents are also guided in how to relay this information to schools so that their students can be better understood and supported. Amy and Greg have honed the process to provide an evaluation that is both thorough and efficient.
These evaluations consist of 4 parts:
Parent-child interviews about developmental history, educational history and current concerns. This is also an opportunity to explain the evaluation process in more detail and answer any questions prior to the testing day.
Analysis of oral language (speaking and listening), reading, spelling, and writing skills by Amy. Her background in speech-language pathology allows for a more comprehensive and thorough understanding of strengths and weaknesses in these areas which helps to clarify diagnosis and treatment goals.
Cognitive (IQ) testing. This enables identification of areas of strength and weakness, and often helps to guide further assessment of attention and executive functioning. If needed, additional tests of reading, writing, and math skills can be administered.
Feedback session where results are reviewed in detail, diagnoses are explained, and a comprehensive list of recommendations is outlined to guide families in next steps to help their child. Parents are given a thorough, explicit report to share with whomever they see is appropriate in the next steps for their child, such as school administrators, teachers, and other therapists or interventionists. If other areas of need are identified outside the scope of our evaluation, such as mental health/behavioral challenges, or motor skills, appropriate referrals are made to trusted providers in the area.
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