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Answers
Evaluation, Report, Success Plan & Consultation
$600
- Home School/Adult Report
$850
- School Clinical Report
Save
up to $300
off evaluations when you enroll your child (or yourself) into a DIA
program within one month of testing*.
*Not to be
used in combination with other discount offers. $200 off - six month
program, $300 off twelve month or longer programs.
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Finally,
testing that leads to more then just a report! |
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At DIA our comprehensive and easily understandable assessments
are available for ages 5 to adult and go beyond analysis of academic
skills. Since Dyslexia and AD/HD 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 . By analyzing
the results we can:
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Evaluate
for Dyslexia (type and severity) and AD/HD. In addition,
we can differentiate between Dyslexia and ADHD, or
determine if a co-existence of Dyslexia and ADHD.
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Identify
skill strengths and learning style to assist in
creating an effective intervention plan.
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Determine
the remediation
therapies that should be used to improve identified
deficits in cognitive learning skills.
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Determine the curriculum scope and sequence that should be used to improve
deficits in reading, spelling, word recall, and reading
comprehension skills.
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And,
in many cases, determine why someone is struggling even
though they are not dyslexic.
Common
symptoms of dyslexia can be found in our
In-depth
Can
it be Dyslexia?
Guide.
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| Non-distracting
Environment |
Our
testing environment is quite, safe and clean, which
provides clients a distraction free environment that
allows them to performance that their best.
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| Open
and Encouraging |
Our
testing
is open for viewing by parents. We also encourage children to do their
best by providing incentives.
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| Timely |
Our
testing
takes three hours, with results within 2 weeks.
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| Informative |
A
two-hour consultation is provided to answer all
questions related to the testing results,
intervention options,
and dyslexia.
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| Understandable |
Our
reports are easy to read and understand. Skill
levels are reported in Age/Grade level equivalences. We
also provide a standardized score report for use
within the public school system (if needed).
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| Comprehensive
Diagnosis |
If
dyslexia is diagnosed, the type and severity is
provided, along with an estimated minimum time of remediation.
This estimate is based on clients with similarly diagnoses. If dyslexia
is not diagnosed, the results of all the skill
testing is still provided and often indicates
deficit areas that can be affecting a child's
performance.
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We assess all skills that are related to
Dyslexia and ADHD,
including Cognitive Learning Skills
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| Auditory
Working
Memory |
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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| Modality
Processing |
Why
do we test for
this?
Identifying specific difficulties and/or strengths in one or more of the
following areas is critical to understand how a child can learn
best:
- Say what is heard
- Say what is seen
- Write what is heard
- Write what is seen
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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. |
| Learning
Style |
Why do we test for
this?
By identifying one's
learning style (visual or auditory), we can tailor our program to
present information in a way that is easiest for accurate learning
to take place. |
| 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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