1. Assessment

We begin with an in-depth Psychoeducational Assessment, administered and evaluated by Dr. Cooper. This assessment is offered from ages 3 through adult with emphasis on reading, language, speech, attention deficit disorder (ADD or ADHD), Central Auditory Processing Deficit (CAPD) as well as giftedness.

An accurate diagnosis of the presenting problem is critical in being able to effectively help the individual. Too often symptomatology can represent more than one underlying cause. For example, children who are often thought to have ADHD actually may be manifesting an auditory processing problem and/or emotional/social problems.

When doing an assessment, it is therefore mandatory that academic, cognitive, social and emotional factors all be taken into consideration so that not only can we tell what level the individual is functioning at, but also why.

When a learning disability is accurately identified, we can then provide the most effective and efficient remedial programming.

2. Evaluation

This procedure takes time. It takes time because Dr. Cooper must explore not only the learning strengths and weaknesses that affect academics, but also must evaluate the individual's emotional status and cognitive style in order to determine his/her true learning potential.

3. Consultation

Once the Assessment is completed, an extensive report and consultation is provided. This report includes an explanation of the findings in terms of academic and social/emotional factors affecting you/your child. Discussion includes how best to further and fulfill your/his/her own specific needs, both in terms of appropriate treatment and budgetary considerations.

4.Treatment

Treatment begins with seeing Dr. Cooper, allowing her the opportunity to integrate the remedial programming in order to further academic standing together with the counselling necessary to help the individual surpass their negative feelings associated with previous educational experiences.

A student who has recently been admitted to an Ivy League university phoned Dr. Cooper to thank her. He attributed his academic success to her methodology of integrating remediation with counselling.

He recounted the following story.

Some time ago, this student was struggling with his remedial work to little avail. Dr. Cooper recognized this, and set aside his remedial work for a time. Dr. Cooper, the student, and the student's family focused the next number of sessions on dealing with the student's feelings.

This, he felt, propelled him forward at a much faster rate academically once he came to terms with his underlying issues. He came to realize, in fact, that he was capable of producing excellent work, and the ensuing remedial work with Dr. Cooper took far less time.

5. Review