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. For more detailed information on the evaluation, please click here.
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 ten weeks of individual therapy. For more detailed information about the cognitive rehabilitation portion of the program, please click here.
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. For more detailed information about follow through therapy, please click here.
What is involved in the intensive cognitive rehabilitation program?
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.
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.
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.
Children in our Intensive Program work hard and it is important for them to have breaks during the day in which they can go outside or participate in other recreational activities. Recreational Therapy is also a time for children to acquire or practice social skills and work on improving self-esteem. Social skills consist of our everyday behaviors that allow us to effectively communicate with other people. For some children, these daily interactions are difficult and frustrating experiences, and improved social skills may be part of an individual treatment plan.