Ask Dr. Silver
The following are past questions and answers from Dr. Larry Silver on this topic.
Who diagnoses an auditory processing disorder?
My son is 9 years old. His teacher questioned whether he has an auditory processing disorder. The school is going to test him shortly but everyone tells me I should have it done privately instead. It is not covered under insurance.
If his school tests him, is there a specific or more thorough assessment that I as a parent could ask for? Thanks.
Speech and language therapists evaluate for a possible auditory processing difficulty. Most health insurance companies will pay for this assessment. But you should also discuss your concerns with the principal of his school, and request that the school's speech and language therapist see your son.
(March 2010)
How can I get a 4-year-old who can only say three words tested?
How can I get an assessment or evaluation for a child who has turned 4 but can only say three words? I think he is too old for the Babies Can't Wait program.
Under the public law, IDEA, every public school program must have a Child Find program to evaluate children ages 3 to 5 who appear to be delayed in any area of development prior to entering kindergarten. Speak with the principal of your neighborhood school about how to register for Child Find.
(February 2010)
Can ADHD meds help with an auditory processing disorder?
My fifth-grade son failed two subtests for auditory processing. I do not know if we are dealing with ADHD. We have tried ADHD meds and he says that he can hear the teacher better.
Is there any evidence to indicate that ADHD meds would impact auditory processing? Everything I've read seems to indicate no, but he insists that is the one difference for him.
You ask good questions; however, I cannot be specific. You need to sit down with the person who diagnosed him with an auditory processing problem and ask these questions. Usually, such an area of difficulty would interfere with reading skills and writing skills (e.g., spelling).
There are other questions to ask this person. What two tests did he fail and what does this mean? Did you do any other studies to see if he has areas of learning difficulty? Push to get clarification.
(January 2010)
I spend hours helping my daughter with her schoolwork each night, so she appears to be doing better than she is. How do I get the school to test her without letting her fail?
Dr. Silver,
I would love some advice on how to help my daughter.
At this time she has had no formal diagnosis of a learning disability. She is now in second grade and it seems she struggles with everything. I work a lot with her and try to help her understand things, but she never seems to quite "get it."
It now results in tears, frustration, and her thinking she is stupid and hating school. With the huge amount of work we do at home she has managed to be passing her classes, but I don't know that she is really learning.
She barely passed on into first grade because she was having a lot of problems in reading and was behind. That summer I sought the help of a friend who tutors kids in reading using a program that is supposed to be great for learning disabilities. With her help and a lot of work at home, we got her to grade level in reading.
All of her teachers so far have said that they can't quite put their finger on it — she is very hit or miss with things. One day she seems to know it, but then the next she doesn't. She still reverses letters a lot in reading and spelling. I have been told that she should grow out of this — but when?
At this time she struggles greatly with math. She seems to not understand how numbers work. My 5-year-old is able to do a lot of the work she can now do, because of just overhearing all the work I do with her. This is sending up a red flag to me. I know the schools are hard-pressed for the funds to do a lot of what is needed and I hate to waste their time. But that being said, I want to see my daughter get help and not have to work so hard if there is something we can do.
Unfortunately, the problems have not been bad enough for a teacher to say we need to test, but I wonder if I slacked off at home if they would be. It is a terrible place as a mother to be feeling like you need to let your child fail so she can get noticed.
Should I push the school into testing? Do you have any suggestions in helping me figure out what is going on? Thanks for any help you may be able to give.
I share your concerns. From your description, your daughter might have a learning disability. You are correct. By spending so much time with her each night, she appears to be doing better than she really is. Yet, you do not want to take away this help and have her do poorly just to show the school what you mean.
She should be evaluated. A psycho-educational assessment would be best. The first step is to submit a written letter to the principal, requesting a meeting to discuss your concerns with your daughter. The principal is required under education law to schedule this meeting. The classroom teacher, principal, school counselor, and special education person should be present. Share your concerns, using as many examples as you can. Be sure to explain just how much work you do each night. If the school agrees, they will do a formal assessment.
I need to warn you. Most school systems will not evaluate a child until the end of third grade. It is only then that they show enough of a discrepancy to meet their criteria for doing an assessment. If so, you might explore if it is possible to have these studies done privately and then take the results to the school.
Good luck.
(January 2010)
Is LD passed on to offspring?
I was diagnosed with LD in math and reading when I was in eighth grade. Recently, my daughter has had problems with reading and writing. She is 6 years old and I was just wondering if LD is passed on to offspring.
There is a strong family pattern for learning disabilities. I would encourage you to keep a close eye on your daughter. If she continues to struggle, ask the school to evaluate her for possible learning disabilities.
(October 2009)
Who should I go to first to find out if my child has dyslexia — the school or an outside professional?
How does one find out if their child has dyslexia? I have approached the teachers regarding this and they told me to seek help outside school. Yet when I speak to professionals outside school they say it is up to the school to test the child. Can you give me advice to help my daughter before she falls any further behind in school? She is entering third grade.
Thank you,
Heather
Submit a letter to the principal requesting a meeting to discuss your child's difficulties. The principal must schedule this meeting within 30 days. At the meeting, present your concerns and ask that the school evaluate her to clarify if she has learning disabilities. The principal must respond by either agreeing or saying that the school will observe her and test her if she continues to have problems. If you disagree, you can request an appeal process.
(October 2009)
My son reverses letters and can't see the difference between adding and subtracting. He wears glasses but they don't seem to help. Where do I take him next?
My son of 8 years old shows symptoms of learning disabilities. At first, his teachers thought it was due to vision problems. He is wearing glasses and still doesn't show improvements.
He reverses letters and numbers and has problems with reading. He also cannot see the difference between adding and subtracting, no matter how I teach him. I don't know if I should bring him to a psychologist or neurologist.
Please help! Thanks.
The problems you describe are not the result of a vision problem. They might be the result of a learning disability. I would start with a psychologist who is skilled at doing the necessary studies to clarify why he has such problems.
(August 2009)
My daughter takes AP classes and gets good grades but shows signs of a learning disability. How do we get her tested?
I have a 12-year-old daughter who has shown signs of dyslexia for the past six years. She was finally tested and diagnosed through our school this year.
I also have a 15-year-old daughter who will be going into the tenth grade and is very concerned about also having symptoms of dyslexia. She has always been in honors classes and is presently in all AP classes for next year. She works extremely hard to make A's, but struggles with spelling and her handwriting has been bad in the past (although it is improving).
She always gets a bad grade when she has to write an essay. She says she struggles at putting her thoughts together, etc. She also had trouble in geometry — she had to check the formulas over and over because she transposed numbers very easily.
She is very concerned about having to take the PSAT and SAT and worried she'll get a bad grade on the essay portion of the test. She took the SAT in seventh grade as part of the Duke Talented Identification Program and scored very well except on the survey part.
What can I do to get her tested? Considering she makes A's in honors classes, I doubt that the school district would readily test her. This is the problem I had with my youngest daughter. She compensated well and we had tutors, and it would take us hours to do homework, but she would make A's. It wasn't until this year, when she didn't pass the standardized mandated Texas test and was failing, that the district finally tested her.
You are correct that formal testing would be the only way to clarify if your older daughter has a disability. It might be that she has learning disabilities that are reflected in a different way than with your younger daughter.
Since she is doing so well in public school, I doubt you could get these studies done there. You will have to find a private psychologist (or diagnostic team) to do the psycho-educational testing. The results will help you find out what your daughter might need. These data would be required if you requested accommodations for the PSAT or SAT.
(August 2009)
Is a British psycho-educational evaluation valid in the U.S.?
Our family is about to move to the U.S. and our son is experiencing difficulty in school. His teachers have suggested a psycho-educational evaluation, which would be carried our by a British educational psychologist.
Will this report be valid and useful in the U.S. or will my son need to be assessed again at his new school? We don't want to stress our son with two assessments. We will be moving in December.
Regards,
Kelli
If time allows, I would recommend that you have someone do the psycho-educational evaluation in the country (and city) where you will be living. The results would be more relevant to the U.S. school system.
If you plan to enter your son in a public school rather than a private school, it is possible that the principal of this public school would agree to have the school's professionals do the testing.
(August 2009)
How can we help a gifted fifth grader who is forgetful and lacks organization?
Dr. Silver,
I really hope you can help steer us in the right direction in seeking help for our daughter. She is in the 5th grade and has been tested as gifted (IQ of 135). She goes to a private school and is in a gifted pull-out program (one day per week), which she loves.
She is struggling mightily this year with organization. Her grades are just OK, but her effort is definitely lacking. She is not working up to her potential.
She says she is trying her hardest, but her teacher thinks that she does not use her time wisely and does not listen attentively. Her desk is the messiest in the class and no system of organization has seemed to help her. She generally does her work but often "forgets" to turn it in. Her handwriting is awful. I constantly have to remind her to head her paper and mind the margins.
I am at my wit's end with trying to get her to be more organized and responsible, and always give school her best effort. I should mention that she also suffers from anxiety. She has been in therapy for two years and is currently being medicated for it. The anxiety seems to be under control.
I don't know what else to do to help her or what kind of professional to turn to for help. I would love any advice you could give me. Thank you so much for your time and attention.
Respectfully yours,
Andrea
Most of the difficulties you describe suggest what is called executive function disorder — difficulty with organization of materials, tasks, and time. She also appears to have a fine-motor problem that is affecting her handwriting. It is important that the reasons for these problems be clarified.
She will need a psycho-educational evaluation. The results will explain why she is underachieving and what to do to help her. You are in a private school; however, you are entitled to services from the public school system. Meet with the principal of the public school she would have gone to and request that she be evaluated. The principal must schedule a meeting to discuss your daughter's difficulties. If the principal denies your request for such studies, you may have to have it done privately.
Do not wait until she is in middle school. Her problems will only become worse. Have her evaluated now so that the right help can be introduced now.
(June 2009)
My 6-year-old son is reversing letters and numbers. Should I get him tested?
I have a 6-year-old son that is having trouble at school. He reads a lot of common words backwards, such as reading pan for nap or dull for pull. He can do basic math, but if the answer is 32, sometimes he'll write 23.
It was upsetting me that he was making simple mistakes because he wouldn't take the time to look at things, and then I noticed he was having trouble focusing his eyes. I had his vision tested and it's fine.
I asked his teacher if she would refer him to get tested for a learning disability. She told me the school's waiting list is about 60 days. Am I going about it the right way by getting him tested? Where do I go from here? Can my son's doctor have him tested or refer me to a testing center? What kind of test do you do to identify learning disabilities? I feel completely lost and worry that I am failing my son. Please help!
Sometimes, 6 year olds still reverse letters and numbers. If this is his only problem, you might wait a little longer. If, however, you find that he is not mastering his first grade skills (reading, writing, math), then I would not wait.
Don't discuss this with the teacher. The process is for you to write a letter to the principal, requesting a meeting to discuss your son's difficulties. The principal must call such a meeting. The school psychologist and special education person will be present. Discuss your concerns with this team. If they agree, they will schedule testing. If they do not feel testing is needed now, you will still have focused everyone on his difficulties. If in the fall he has not made progress, request another meeting.
You can always have him evaluated privately. The testing is called psycho-educational testing.
(June 2009)
My son had the precursors for dyslexia in preschool two years ago but is reading well now. Should I still be concerned?
My 6-year-old son was evaluated in 2007 by a neuropsychologist. She determined that he does have the precursors for dyslexia and what appeared to be the beginnings of it. I then had him evaluated for dyslexia and pre-screened for the Barton Reading and Spelling System. He is very intelligent and is reading above grade level. He can write, but it takes him time. His school refuses to believe he has dyslexia.
Where can I find more information to prove he has dyslexia even though he can read and write?
Your child was tested when he was in preschool. The results were based on levels of expected performance for that age. It may be that what was seen as a weakness then (precursor), improved with maturation and is not an issue now. You say he can read and write at grade level. So, he does not appear to have any deficits that might suggest dyslexia at this time.
It is difficult to use these data to assess if he has learning disabilities. I suggest that you stop pushing for a diagnosis (dyslexia) and ask the school to help clarify if he has any problems at this time.
(May 2009)
Should a 6-year-old boy who struggles with reading be evaluated?
Hi Dr. Silver,
How early can a child be tested for disabilities? I have a 6-year-old boy who is now in first grade and struggling with reading. He reads below grade level and is unable to comprehend what he reads.
When he was in kindergarten, I was told that something was not right, but they didn't know what it was. So, in first grade I have been pushing the school. We are now going to do testing for learning disabilities. They said that they do not think anything will show up because of his age and that they will recommend retention.
This is so frustrating! He currently has B's in everything except reading, in which he has a D and sometimes an F. Is it too early to tell?
If your child is struggling with reading, testing should clarify why and how best to help him. If he is doing well in all other areas, retention may not be recommended. He might continue on to second grade but receive remedial help for the rest of this year and for next year. And, if you wish, you can supplement this help by getting the right private help over the summer.
Don't let your fear of retention stop the school from clarifying why he is struggling with reading. Only with this information will the appropriate interventions be clarified.
(May 2009)
How can I prove to my workplace that I have a learning disability if my high school records don't indicate a diagnosis?
Hi and thank you for taking my question. I'm an adult male in my late 30's. I was diagnosed with a learning disability in the early 1970s. I was in special education classes from elementary school through high school. Just recently, I put in a request for my high school to send me copies of my transcript to see if they had me listed as an LD student. They responded by saying that at that time, they didn't use the terminology of a learning disability. My high school transcripts show that indeed I was in special education classes, but do not list a learning disability.
I want information about my diagnosis because I want my workplace to know that I have a learning disability. I have no other record about my disability and I know my workplace will want something in writing or on file. Any suggestions about what I can do to prove my case?
Thanks for your advice,
Gerald
Gerald: You are correct in needing documentation if you are to use the Americans With Disabilities Act to request accommodations at work. The federal law that established a formal need for special education services was not passed until the mid-1970s. Thus, your school may have provided special education services without the formal documentation needed today. Also, many schools kept a formal record on each student that could be read and released to the proper people and a confidential record that contained any testing or evidence of a disability.
Most important to you is that when you request accommodations based on the ADA, you need evaluations that are not more than three years old. Thus, you will have to find out who does formal studies, known as psycho-educational evaluations, for adults with learning disabilities in your area. The professional who does these studies will help you document your disabilities as they relate to work.
(April 2009)
I have a learning disability and suspect my 7-year-old daughter does, too. I want to get her tested but my husband thinks we should wait. What do you suggest?
My daughter is 7 years old and young for her second grade class. As a past special education teacher, I am pretty sure I have a learning disability (never formally diagnosed) and I'm pretty sure my daughter has one, too. She struggles in school. And after reading the information on visual processing, this seems to fit my daughter and me perfectly.
We've seen her problems increase since preschool - difficulty with writing, flipping of letters (I still do this!), finding relevant information in reading, writing quickly, and judging distances. Teachers have noticed her problems but have always brushed them off because she is young. My husband wishes to wait to see how she does in three years.
My problem is that I know how hard school was for me and I don't want my daughter going through the same thing. To make things more complicated, she also has strabismus (a vision condition in which the eyes are misaligned) and juvenile diabetes. Should I push to have her tested at the very least? Or wait as my husband suggests? Thanks!
Your daughter has real problems and needs help now. Your history only reinforces this fact. Try to explain to your husband that the "wait until she fails" tactic not only delays getting her the help she needs now but does a real number on her self-esteem. (If this does not work, get a copy of my book, The Misunderstood Child: A Guide for Parents of Children With Learning Disabilities, and ask that he read it.)
She needs a formal assessment that might include psychological, educational, and occupational therapy testing. These data will clarify the areas of difficulty and the types of interventions needed.
Don't give up. Push for a formal assessment to clarify her areas of difficulty and the types of services needed. If you are not successful with the school and you cannot afford private testing, seek a private educational consultant to advise you on your rights.
(April 2009)
What can you do if you suspect the child you're advocating for has a learning disability but the school refuses to test?
Hello and thank you for such a wonderful resource! I am a former teacher and school psychologist. I'm currently providing supplemental reading instruction and trying to advocate for my second grade niece.
She has a long history typical of a child with a specific learning disability or dyslexia. Her language development was slow, particularly with regard to articulation. Letter and number recognition was difficult and her general phonemic awareness still has not been mastered in spite of consistent and systematic reading instruction for the past six months. She has trouble expressing herself with the appropriate vocabulary and word sequence.
When she reads, besides the usual misread words, she still confuses b and d and she often substitutes synonyms for words (i.e. house for home, mom for mother, dumb for stupid, etc.). Independent homework completion is impossible because she cannot read the directions accurately.
She was retained in kindergarten and now is receiving extra small-group reading instruction at school three times a week. Even so, the school has yet to initiate communication or collaboration with her mother or me. The only reason we knew about the extra reading group was because it was mentioned during parent/teacher conferences.
When her mother asked if it might be time to refer her for a special education evaluation, they said she could request it but probably wouldn't get it because her daughter's problems aren't that bad. I'm concerned that all the help my neice has received will ultimately prevent her from qualifying for special education because the school only uses the discrepancy model (and she may be too young to show a significant discrepancy).
Is it enough that a student's mother and advocate suspect the presence of a disability to get the special education evaluation? I've worked in three different states and never heard of a school denying a parent request for an initial evaluation.
Also, can I, as her advocate, make the case from the vantage point of Response to Intervention that she has a learning disability? Or should we stop helping her and let her fall further behind in order to access the services she needs at school? We cannot afford a private evaluation and because I'm not currently employed, I don't think they are going to take my opinion too seriously. I hope you can help!
First, please do not stop helping her. She should not have to experience any more pain than she is experiencing already. I suspect that she is in a school system that waits until the child fails third grade before they do any testing. Why? As you mentioned, they use a discrepancy formula to determine if a student has a learning disability. And, the student has to have failed third grade before he/she is far enough behind to meet this discrepancy. I hate this "wait until you fail before we will evaluate or formally help" you strategy.
Have her parents send a formal letter to the principal requesting a meeting to discuss their daughter's academic difficulties. This request must be in writing. The principal must schedule the meeting within 30 calendar days. The principal, appropriate school professionals, the teacher, and parents should attend this meeting. (You can come as well.) At this meeting, her parents should formally request testing to find out why their daughter is struggling. If the school agrees - great. These studies will be done and then shared with the parents.
If they do not agree to do testing at this time, have the parents say, "This decision is not acceptable to us. We wish to have the minutes of the meeting reflect that we do not agree. And, we would like to be informed of our right to appeal this decision." The school must comply with these requests. Prior to seeing someone within the appeal process, seek help from a private educational consultant on what to say.
Good luck. Your niece is very lucky to have you for her aunt.
(April 2009)
What can we do for a bright ninth grade student who does not qualify for services but is failing most of his classes?
We have a 15-year-old that has been tested through the school system two times and all they seem to come up with is immaturity. We have consulted with a child psychologist who thought, after reviewing his prior evaluations, our son may have a problem with his executive thought process. Because of insurance issues we could not continue with the psychologist.
We have turned back to the school district. They are in the process of evaluating him again for the third time.
Our son is thoughtful, caring, and loving, and he is a self-taught percussionist. He loves to play the drums and the African djembi. He plays amazingly well! He loves to write poetry and song lyrics. I think he is quite gifted. But he can't make it in school.
He's in 9th grade and only passed English and Gym. He tries very hard and when he fails he tends to give up. He says "Mom why do I have to try so hard?" Please help us with a suggestion on what we can do for him. Where should we turn next?
Thank you,
Anne
Dear Anne: I feel for you. Your son sounds like he has difficulties. The important question is why. If he only passed English in his current grade, this means that he failed at least four other major subjects. You are correct. You do need to find out why.
Here is what I suggest: First, clarify with your school professionals what testing they plan to do. At a minimum, these studies should include an IQ test (usually the Wechsler) and a battery of educational testing. If they do not plan to do this, ask why. Second, request that you receive a copy of the results of these studies before you meet with the school to discuss them. You need to review the results with an educational consultant. It is important to learn what is going on and to rely on other inputs.
If you cannot find a consultant on your own, contact the Learning Disabilities Association of America and get the name and phone number of your closest chapter. (go to www.ldaamerica.org - click on your state for the state chapter then look for information on your closest chapter).
Don't give up on your son. Best of success.
(April 2009)
How can I parent a 5-year-old with multiple diagnoses?
What should I do with my 5-year-old child? He has been tested and the people who did the testing told us that he has early warning signs of dyslexia, an undeveloped central nervous system, and the fine motor skills of a 2-year-old. They haven't told us what to do or how to parent such a child. He goes to an occupational therapist two times a week for the fine motor problems.
Unfortunately, he is also having severe temper tantrums at school and at home. He won't sleep by himself. He has issues going to the bathroom. If I am not home, he goes in his pants. I just want somebody to either let me know these issues are normal in kids his age or what I can do to parent a child with severe emotional outbursts all day. I am exhausted and afraid I have him in the wrong learning environment. Please give me some insight if you could.
I can appreciate your concerns and frustration. What you describe is not normal. You need to act. First, it will be important to fully understand what learning, language, and/or motor problems he has. With this information, it might be possible to find professionals to improve the areas of weakness and to advise you on ways to help him. These studies might be done by your school professionals. Since he is five, you should discuss the need for such assessments with the principal of your local public school. Or, you might have the studies done privately. Without this information, it is difficult to know how best to help your child.
(April 2009)
What is a good reaction for a parent to have when the school wants the child tested and they are not sure it is a good idea?
Today at a parent teacher conference, my second grader's private school is suggesting psycho-educational testing due to his behavior issues in class and want us to meet with their resource teacher and principal. They report that he sometimes refuses to do work, talks out of place, and doesn't listen. In essence, he has a bit of an attitude — which, of course, we address at home through consequences for poor behavior and rewards for positive behavior. The negative behaviors were evident in kindergarten and first grade, but seem to be improving each year. I thought these improvements meant he was simply growing up.
I am concerned about their request for testing at this point. He is a straight A student with a history of excellent grades, can sit still, can focus in spite of distractions, and has a rich social life. I am worried that the school is “jumping” to test him out of frustration as he makes them work a little harder. They have not suggested that he is “gifted” and in need of more challenging work.
I suspect many school personnel push for diagnosis and medication to make their job easier, and believe many children are unnecessarily diagnosed and medicated in this country. I fear a label and a diagnosis for my son that will hurt him rather than help him. I want to tread carefully, while respecting the schools opinion. I simply want what's best for my son. I intend on having an independent evaluation — not with the professional the school recommends. What advice can you offer me?
May I start with your comment that you want what is best for your son. I also believe that his teacher and principal also want what is best for your son. This shared desire needs to be the starting point. Sit down with them and listen to their concerns. You mention that he has had similar problems since kindergarten; thus, if the school professionals are concerned again this year, something needs to be clarified. Ask questions about what they are observing in class. Share what you are seeing at home. Try to find common ground on what the current concerns are and think through with them why these concerns might exist.
I believe that behavior is a message. Our task is to find out what message your son is sending. Why does he show an attitude? Why does he sometimes refuse to do his work? Why might he talk out of place or not listen? Where are his academic skills now as compared to where they should be? Try not to be defensive. Listen. Think about their concerns. Raise your questions: “Is he gifted and bored? Are you not setting consequences for his behaviors?”
At the end of this meeting, try to plan next steps. Maybe they will try additional efforts and meet again in month. Maybe you will agree to studies to clarify why he is having difficulty. If testing is done, ask to meet again after the results are available to discuss the results and to plan any needed interventions.You and the school professionals share a concern about your son. Don’t react in frustration or misread their intentions. Do what we teach our kids. Sit down and talk.
(February 2009)
How can I help an ADHD child with "sluggish cognitive tempo?"
After extensive testing by various places, my son has been diagnosed by a psychologist with ADHD-PI and sluggish cognitive tempo. He has just started taking band and playing the flute. Band is held at the end of the day when the other students have a study hall. As expected, he is having difficulty finishing tasks and tests in class.
The teachers want me to withdraw him from band to give him extra time to finish these things. He wants to continue band. He does not have an IEP yet. I am waiting for the written report from the psychologist to schedule an appointment with the counselor. The school tells me that with ADHD he does not qualify for additional resources.
Is sluggish cognitive tempo considered a learning disability? Will the diagnosis qualify him for additional resources, such as a resource teacher or just an IEP? Should I withdraw him from band and make him concentrate on academics or should I insist that the school make other accommodations to allow him to finish his unfinished assignments?
It appears that the school has done formal testing, called psycho-educational testing. These data should clarify why he has “sluggish cognitive tempo.” The most frequent causes are weaknesses in what is called processing speed or in what is called working memory. If these are the reasons, targeted special education tutoring should help.
You are correct — ADHD is not a disability under education law, thus, an IEP will not be done. ADHD can be considered under what is called a “504 Plan” and would include some assistance, such as the study hall.
Your options: You might let him stay in the band and provide a private special education tutor to work on his areas of difficulty. If formal psycho-educational testing has not been done, you might request that the school do these studies (or have them done privately).
(January 2009)
For more information on this topic, please visit the Evaluation / LD Testing section in LD InDepth.
