WINSi
Western Institute for Neurodevelopmental Studies and Interventions

Program Description

How is the program conducted?

1. Evaluation: The child undergoes an extensive evaluation which involves psychoeducational assessments, speech-language testing, a neuropsychological test battery, occupational therapy evaluation, a medical history and neurological examination, as well as an interview with the parents and child which focuses on psychosocial issues. Many children referred to us have already undergone recent extensive evaluations. We do not repeat this testing but may need to assess specific areas that were not addressed in any previous test batteries.

2. Intensive Cognitive Rehabilitation: After reviewing the findings from the evaluation, the staff develops a program which is tailored to the individual’s needs. Typically, the program consists of nine weeks of individual therapy.

3. Follow Through Therapy: After the student has completed the intensive program, he or she returns to WINSi for continued therapy after-school and throughout the summer. Depending on the student’s needs, this can range from 1 to 5 hours a week. The duration of the follow-through phase varies and depends upon how rapidly the child becomes independent and successful with academic skills. Typically, the follow-through phase may last anywhere from 1 to 3 years.

What is involved in the intensive cognitive rehabilitation program?

• Speech/Language Therapy: The initial phase of speech/language therapy involves comprehensive training in phonological awareness. Individuals will progress through this phase at different rates. Once phonological awareness is solidly achieved, the student practices decoding and encoding strategies at increasingly complex levels. After reading accuracy is established, the student begins training to increase reading fluency (speed and phrasing). Depending upon the students needs, the program may be expanded to include reading comprehension, vocabulary knowledge, morphology, and word relationships as well as syntax or sentence structure. Older students often need assistance with the organization and integration of larger volumes of written information. Writing skills are taught hand in hand with comprehension at the sentence, paragraph, and essay level. Pragmatics, the use of language in social context, is addressed as needed in both therapy sessions and in interactions with staff and peers.

• Occupational Therapy: In occupational therapy, the treatment targets oral awareness, fine motor coordination, handwriting, learning to touch type, learning to regulate arousal levels and sensitivity to sensory stimuli. Training in life skills, such as organizational strategies, keeping track of appointments, and in some cases money management may also be involved.

• Individualized Math Instruction: Children with language and/or reading disorders often struggle with math. Instruction is tailored to begin at the level at which each student is successful with the goal of meeting math curriculum criteria in the standard developmental sequence. The Math Program focuses on the development of both conceptual as well as procedural knowledge.

• Treatment of behavioral and social-emotional problems: If a child presents with social-emotional difficulties or behavioral problems, these are addressed in various combinations of individual or group therapy. Parents and other family members are integrated into these interventions as needed.

• Medical Treatment: If medical management of ADHD or other behavioral problems is required, this is provided and the response to treatment is closely monitored so that rapid and effective adjustment of medication is possible.

Schedule

The intensive program is a nine-week, 5 hour a day, 5 days a week program which is delivered on a one-to-one basis and is carefully monitored. Each treatment session lasts for 50 minutes and is followed by a 10 minute break for recreational activities. Each day the therapists meet and evaluate the individual’s progress and response to treatment. Behavioral issues are closely monitored. The next day’s therapy plan is then developed for that individual.

Extended Intensive Program

On some occasions, nine weeks is not sufficient for a student to achieve the desired level of progress before returning to school. Children with severe reading, language or behavior problems may need to remain at WINSi for continued intensive therapy. The length of extended intensive therapy is determined on an individual basis.

Transition Back to School

After the intensive nine-week program is completed, each student’s academic skills are re-evaluated to measure therapeutic gains. The WINSi staff meet with parents to share results and recommendations, and a meeting with WINSi, parents, and the child’s teachers is scheduled during which this information is shared. WINSi and the school work collaboratively to determine any helpful modifications in the classroom.

The Post-Intensive Follow-Through Program

As soon as the student returns to school, follow-through therapy begins. The student comes to WINSi after school 1 to 5 hours a week to work on classroom assignments in one-on-one sessions conducted by the same therapists the students have seen in the intensive program. Each student’s progress is carefully monitored in a collaborative manner involving school teachers, parents, and WINSi therapists. Follow- through therapy continues with decreased frequency until the student has reached a level of independence and successful academic functioning. This may take 1 to 3 years.

Follow-through therapy is a crucial part of the program and ensures that the student is applying his newly acquired skills in all schoolwork. Behavioral issues continue to be addressed as needed. Without continued monitoring of academics and behavior, there is serious risk that the student could lapse back into the maladaptive strategies used habitually prior to coming to WINSi. Another critical aspect of the Follow-Through Program is daily practice of reading aloud to a parent at home. Research has demonstrated that daily practice is essential if the child is to maintain and further improve reading ability. This requires parental monitoring, encouragement, and sometimes positive incentives. The psychotherapeutic interventions continue as needed.

Testimonials

Former WINSi Student

When I was growing up all through school I never felt like I was performing as well as I thought I could. I used to have to dumb down my writing and the things that I said because I didn’t want people to see that I could not spell. This was very frustrating because I always felt like no one truly knew that I was smart. Growing up I never really knew for a fact that I was dyslexic. I would struggle in school because my school and parents would say, "You are smarter than that" or "You just need to apply yourself." I was placed in specialized classes to help me read better but they never really helped. When I was I the fifth grade, I told my mom that I wanted to be put back in regular classes. I was retested and allowed to rejoin my classmates. When I did finally make the jump back, I felt like I had missed a lot and I definitely felt that there was a gap between my classmates and me. I have gone to multiple tutoring services like Sylvan Learning Center and they didn’t help. They tried to tutor me, but that was not what I needed. I didn’t have the skills that I needed to read or decode words that I didn’t know. When I was I high school, I found a way to fake my way through class. I’m sure that many of my teachers noticed that I had difficulties, but just thought I wasn’t trying. I managed to make decent grades all the way through high school with out reading a single textbook. I found I was getting the information I needed from a class usually just by sitting in the front of a class and listening to the teacher. When I came to CU, I got to see just how much I was struggling with the big D. My classmates could study for an hour or two and that was fine. I would have to hide in the library for 4 to 5 hours just to do readings. Eventually, this started to catch up with me because I would blow off the reading. They where so difficult for me to do. I tried to get extra time for testing but the disabilities people told me that there was nothing that could do because I had no testing that said in black and white that I had a learning disability.

After the first week of winsi that I took in September I already felt much more confidant. I read one of the longest books I have ever read in my life for fun. This was probably the 7th or so book that I have read for fun. The program has not only helped me read and write better, it has also boosted my self-esteem. I feel like I am able to be myself and show people that I am intelligent. I have noticed that I am much more confidant in social situations. I no longer am the person holding my tongue because I don’t want to accidentally say the wrong thing. The program was also allowed me to see a lot of other things. I have a tendency to be very critical of myself and not give myself credit when I do something right.  Except for the waking up at 8 o clock in the morning, I loved the winsi program. The staff are some of the nicest people I have meet since I have moved to Colorado. Normally, if I were to try and write a paper it would have about a thousand spelling errors and now every time I start typing I am amazed to see how few errors I have. This program has changed my life. Since I was younger I have delt with depression and I think a major part of it has to do with my disability. Everyday when I leave I feel like I have accomplished so much. It is almost too much to put into words the way my life has changed in the last 9 weeks. For the first time I am excited about the future. Dyslexia is a bitch, but I know I can deal with it and it doesn’t have to be a problem anymore.

WINSi Parent

To All the Staff,

Thank you for sharing all your knowledge, caring and support with [my child] and myself. They say having a child is like having a piece of your heart running around outside of your body. Thank you for taking care of my heart. For all you do, thank you.