Evaluation & Intervention
- Comprehensive Psychoeducational Assessment
- Learning Disabilities Identified (Dyslexia,
- Developmental Disabilities Identified
- Educational Interventions (Reading, Writing,
- Progress monitoring of Response to Intervention
- Self-Esteem & Social-Emotional Development
- Study Skills, Organization, Time Management
& Test Taking Skills
- Comprehensive Review of Student Records
- Recommendations & Referrals
An educational consultation may lead to a comprehensive
psychoeducational evaluation. However, parents are urged to seek
an evaluation through the Special Education Services Department
at their school district.
Dr. Gunne is available to
perform an evaluation at parent request, or to provide supplementary
assessments to an evaluation previously performed by a school
The thrust of the consultation and evaluation
process involves the following steps:
- Review previous assessment data
- Identify learning problem through further
- Develop a plan of specific recommendations
- Present a formal psychoeducational report to
the school or parent seeking assistance
- Provide and/or recommend an intervention strategy
for the student to begin to make progress
A comprehensive evaluation is a valuable information-gathering
tool that parents, teachers, and professionals use to identify
areas of individual strength and weakness in a variety of domains,
such as intelligence, thinking ability, academic achievement,
leadership ability, and social-emotional functioning.
Evaluations have multiple benefits, which
include providing the individual with knowledge of what they do
well, what they might find challenging, assisting professionals
in better serving the student's specific needs, and identifying
various learning and emotional difficulties. Evaluation data is
used to drive interventions that will assist with more efficient
mastery with learning.
and progress monitoring of the response to those interventions
(RTI) are an important part of assisting a student to develop
the skills necessary to make academic progress. Progress monitoring
of interventions at school is available, along with referrals
for direct interventions by a psychologist, educator, counselor,
or speech-language pathologist.
Reading Research Says
Parents are most concerned with optimizing their
child's educational attainment in reading (Good et al., 2005).
Eighteen (18 %) percent of the nation's
students will encounter reading problems in the first three years
of their schooling (National Reading Panel Progress Report, 2000).
Approximately seventy-five (75%) of students
identified with reading problems in the third grade are still
reading disabled in the 9th grade (Shaywitz, et al., 1993).
At present, there are several significantly effective
"scientifically-based" intervention systems which have
been proven to remediate reading problems (National Reading Panel
Progress Report, 2000).