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Why is it important to diagnosis Dyslexia?
1)
Research shows that the earlier the identification the more successful the
outcome of remediation.
2)
When it comes time for college having a diagnosis is necessary to
receiving accommodations on entrance exams (e.g., SAT / ACT), board exams
(e.g., law / medial), and in college courses.
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Finally, testing
that leads to more then just
confusing numbers on a paper.! |
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At DIA, our comprehensive, yet easily understandable, assessments are available for
ages 5 to adult and go beyond analysis of academic skills. Since Dyslexia and
ADHD/ADD are often accompanied by deficits in cognitive learning skills (See Side
Panel), we use a suite of tests to identify strengths and weaknesses in
these skills . |
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Testing
Locations |
| Connecticut |
New
York |
Massachusetts |
New
Jersey |
* Glastonbury
* Shelton
Greenwich
Norwalk
Stamford
* Testing & Instructional Centers
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NYC
Rye
White Plains
Tarrytown
Bohemia
Hauppauge
Lake Success
Melville
Uniondale |
Burlington
Cambridge
Framingham
Marlborough
Newtown |
Mahwah
Paramus |
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Testing
Highlights for K-12, College, and Adults
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| Recognized
& Accepted |
Our
testing is recognized by doctors, school districts and colleges
as valid documentation of a client difficulties and/or disability; the
report results are often used to support IEP and 504
plans and school accommodations.
For
college and college-bound students, our testing can be
used to secure extra-time and rest periods during exams
such as the SAT, GMAT and LSAT, and also medical and law
school board exams.
For
adults, our testing can be used to justify workplace accommodations
required under the American with Disabilities Act.
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| Certified |
Our
diagnostic reports are reviewed and certified by a licensed,
practicing clinical psychologist. This allows us to
provide medical diagnoses and interpretations, while maintaining an
affordable price.
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Non-distracting Environment |
Our testing environment is
quiet, safe and clean, which provides clients a distraction free environment
that allows them to perform their best.
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Open and Encouraging |
Our testing is open for viewing
by parents; no other provider or school provides such
visibility into their evaluation methods. Open viewing
allows the parent to fully understand the purpose of
each testing instrument and how they actually reflect on
their child's ability. We also encourage children to do their best by providing
incentives.
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Timely |
Testing
can usually be scheduled within two to three weeks,
with the follow-on consolation occurring two to
three weeks after testing. This timeframe is
significantly less than other providers, where the
entire testing process can take several
months.
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Informative |
A two-hour consultation is
provided to answer all questions related to the testing results, intervention
options, and disability if one is identified.
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Understandable |
Our reports are easy to read
and understand. Skill levels are reported in Age/Grade level equivalences.
Specifically, schools almost never provide
grade-level equivalences because they easily show
how far a child is behind their peer; where as
standard scores can be unintelligible for the
average parent. In addition, our reports will also include work samples so that
future comparisons can be made.
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Comprehensive Diagnosis |
If
Dyslexia
or ADD/ADHD is diagnosed, the
type and severity is provided, along with an estimated minimum time of
remediation.
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We assess all skills that
are related to Dyslexia, ADHD and other common Learning Disabilities, including Cognitive
Learning Skills
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Auditory Working Memory
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Why do we test for this?
Deficits in Auditory Working Memory can affect one's ability to accurately store
or act on discreet information that is heard. For example, deficits in this area
can make following verbal directions accurately and fully difficult. |
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Visual Working Memory |
Why do we test for this?
Deficits in Visual Working Memory can affect one's ability to accurately store
or act on discreet information that is seen. For example, deficits in this area
can make it very difficult to learning words using flash cards. |
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Visual Perception |
Why do we for this?
Deficits in Visual Perception can affect
one's ability to process detailed and discreet information that is seen. For
example, deficits in this area can make it difficult to interpret complex
geometry problems or quickly identify similar letters. |
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Visual-Motor Integration |
Why do we for this?
Deficits in VMI can affect one's ability
to copy detailed information accurately. For example, copying from the board,
lining up math problems, and handwriting may be difficult. |
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Phonological Awareness |
Why do we test for this?
Deficits in this area can make it
difficult to work with and discriminate the sounds that make up words (phonemes
and syllables). If such deficits are not directly addressed the ability to read
and spell phonetically will be adversely affected. |
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Phonological Memory |
Why do we test for this?
Deficits in this area can make it
difficult to work with multi-syllable words. If such deficits are not directly
addressed the ability to read and spell phonetically will be adversely affected. |
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Sight Word Retention |
Why do we test for this?
Deficits in this area can make reading
and spelling from memory difficult. |
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Reading & Spelling |
Why do we test for this?
An accurate analysis of reading and
spelling of words in isolation is necessary not only to diagnosis the type and
severity of dyslexia that may be present, but also to identify where to begin in
the Jett PHORCE reading curriculum. |
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Reading Comprehension, Fluency & Accuracy |
Why do we test for this?
An accurate analysis of high level
reading skills are also part of the diagnosis of dyslexia, and are necessary to
identify where to begin in the Jett PHORCE reading curriculum. |
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Attention /
Impulsiveness |
Why do we test for this?
When necessary, we will specifically
look at a attention / impulsiveness to determine if ADHD may be present. As many
as 50% of children with dyslexia also have ADHD/I (Impulsive-type). If is also
important to know that if a child is not dyslexic, if ADHD might be a
contributing factor to their reading, spelling or memory difficulties. |
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