How do I know if my child needs an evaluation and what does the evaluation include?
A good rule of thumb is that your child should be reading on grade level, if not,
there is a reason why and we need to find out why your child is not
progressing as expected. Even if your child is making gains with interventions at
school, are these interventions enough to close the literacy gap? In our practice, if
your child has never had any formal assessments conducted then we will require
testing. If your child has an IEP, we will ask to review the IEP and often we can
start therapy based off the school’s testing information. Our diagnostic
testing includes the following: Dyslexia Assessment: What Is It and How Can It Help?
*Note, IQ testing is not required for a diagnosis as spoken language skills have been found to be most strongly correlated to reading and writing success. We can, however, administer a nonverbal IQ test if needed.
How long will treatment take?
This is incredibly difficult to answer. Why? Because our services are so complex
based on your child’s profile. Each child will respond differently to any given
intervention. We can usually give you a better idea of how long treatment may take
after getting to know your child throughout the therapeutic process. On average,
children that are seen 2x/week are seen for a minimum of 18 months.
How long is a session and where do they take place?
Sessions can take place either in your home, our office , or in your child’s school for 60 minute sessions. If you would prefer for us to see your child during their school day, we can work with your child’s school, and teacher to find a mutually beneficial time to pull your child from the classroom. In order to see your child at their school, the school would need to provide space for your child to be seen.
What can I expect for a typical session?
Your child will work 1-on-1 with a reading coach. Each treatment session allocates
time at the end of therapy to discuss progress and answer any questions you may
have. If you have specific questions you need answered, it may be in your best
interest to give your reading coach a “heads up” that you have something specific to discuss so that the clinician can be prepared (e.g., “I just wanted to let you know
that tonight I need to discuss an email that the teacher sent me this week”). If you need to discuss something you feel will take longer than usual, please let your reading coach know at the beginning of the session so that they are able to shorten the treatment time. Out of respect for our other families, we try to keep sessions within our scheduled times.
How do we pay for services?
You are billed weekly for each session, and expected to pay for each session prior
to your next session. If you carry a balance of more than one session, we reserve
the right to run your card that is being kept on file. No-shows and late cancellations
are charged the full session fee.
How often will I receive progress updates?
We have found that our families prefer verbal updates after every session as
opposed to a written progress note. For this reason, please consider our verbal
progress updates at the end of each session an alternative to a written progress
note. We do keep lengthy records and daily data logs, so in the event you need a
progress update, we are able to provide those on a case-by-case basis.
Can you come speak to my child’s school?
It is important to remember that we are not certified advocates. Each coach can
make the decision if they would like to participate in a meeting with you and your
child’s school. We always want to collaborate with your child’s school and other
providers, and with your written consent are happy to communicate with them
directly. Please be mindful that if you ask for your coach to attend a meeting, you will be charged the private, hourly rate. We also work closely with Sarah Bartley, special
education advocate with Dyslexia St. Louis Learning and Advocacy Center, and
encourage our families to contact her directly with your advocacy needs.
Why did the school say there wasn’t an issue but your office has found concerns?
Eligibility for services through a school district are much different than in a clinical
setting. In a school setting, children need to qualify for services and must have
what is known as an “adverse educational impact.” Often, children need to participate in a Response to Intervention process through the school prior to
moving forward with testing in the schools. In a clinical setting, we can provide
services your child may need regardless of school eligibility. Children can also meet the medical criteria for dyslexia but not qualify for services through the school district.
Can I use a copy of your report to help my child qualify for extra services at the school?
Yes, you can share your results with the school to make a case that your child
requires services; however, just because our office makes a diagnosis does not
mean that the school must accept our diagnosis. Again, schools have their own
diagnostic criteria for services and do not follow the same model that is followed
in a private, clinical setting.
My child already has an IEP, how are your services different than what they may be receiving at their school?
Children with learning disabilities in reading, writing, and spelling need intensive,
1-on-1, support using a structured literacy approach. This includes components
such as phonological awareness, phonics, morphology, orthography, and written
expression. Often, special education classrooms are designed to reteach a concept
that is being learned in general education, modify a concept, or provide extended
time, but it is not uncommon for your child to not be receiving 1-on-1 intensive
reading instruction. If you are uncertain on which structured literacy program your
child is being taught, we encourage you to reach out to your child’s special
education team. Current research has conclusively found that whole-language
programs such as Reading Recovery or Lucy Calkins, as examples, are not
evidence-based. You can learn more about best practice under our resources tab.
