NEUROPSYCHOLOGICAL EVALUATION FOR DEVELOPMENTAL DYSLEXIA AND ADHD (ADD)
(cost $2030) (procedure codes
96132, 96133, 96136, 96137
)
This
is
for
the
purpose
of
determining
whether
a
child
or
adult
has
the
reading
problem
that
meets
the
criteria
to
receive
a
formal
diagnosis
of
a
Reading
Disorder
(developmental
dyslexia
)
and
attention
deficit
disorder
(
ADD
or
ADHD
).
It
involves
an
assessment
of
overall
cognitive
functioning,
tests
of
attention,
questionnaires,
rating
scales
and
reading
tests.
A
formal
diagnosis
is
necessary
if
you
are
seeking
insurance
reimbursement
or
are
trying
to
obtain
special
accommodations
under
the
American
with
Disabilities
Act
in
school,
for
standardized
testing
or
for
employment
purposes.
This
evaluation
results
in
an
integrated written report.
Problems with IQ Testing:
Traditionally,
the
principal
method
of
diagnosing
learning
disabilities,
such
as
dyslexia,
has
been
to
compare
measured
intelligence
and
achievement
level
such
as
reading.
It
is
expected
that
the
reading
score
for
instance,
will
be
significantly
below
the
IQ
score
if
dyslexia
is
present.
Other
factors
are
also
considered,
but
he
center
piece
to
diagnosis
is
this
discrepancy
in
scores. However, there are serious problems with this approach that are frequently not considered in a diagnostic evaluation.
First,
the
concept
of
intelligence
being
a
single
ability
accurately
represented
by
a
single
score
such
as
IQ
has
been
seriously
challenged
by
research.
The
overall
functioning
that
is
represented
by
IQ
is
actually
the
result
of
at
least
four,
(and
possibly
more)
separate
cognitive
abilities.
The
are
most
commonly
identified
as
verbal
reasoning,
nonverbal
reasoning,
working
memory
and
processing
speed.
When
these
are
all
functioning
at
the
same
level,
then
a
single
score
such
as
the
IQ
can
be
regarded
as
validly
representing
a
person's
intelligence.
However,
It
is
not
uncommon
for
people
with
learning
disabilities
to
have
very
uneven
functioning
in
these
four
areas,
perhaps
ranging
from
very
low
to
very
high.
Consequently,
a
child
or
adult's
reasoning
and
learning
abilities
may
be
much
higher
than
what
is
reflected
in
the
IQ
score.
Unfortunately,
it
is
the
lower
IQ
score
that
is
often
used
in
calculating
the
discrepancy
between
ability
and
achievement
such
as
reading
resulting
in
a
discrepancy
that
is
deemed
within
normal
limits.
Consequently,
the
learning
disability
that
is
actually
present
is
not
detected.
Failing to detect a problem that is actually present is called a false negative.
There
are
additional
consequences
in
not
properly
interpreting
intelligence
tests.
Working
memory
and
processing
speed
are
considered
aspects
of
attention
and
are
closely
associated
with
some
type
of
attention
deficit
disorder.
Impairments
in
these
areas
strongly
suggests
that
an
evaluation
for
ADHD
or
ADD
is
in
order.
Relying
on
the
traditional
IQ
score
may
mask
actual
impairments
and
result
in
failure
to
detect
a
problem,
when
in
fact
a
problem
is
present.
Again
a
false
negative.
This
can
also
result
in
serious
under
measurement
of
actual
ability
or
potential.
Unfortunately
many
psychologists
are
only
trained
to
use
the
traditional IQ score and ignore indications that a traditional IQ score is invalid.
Problems with Testing Reading:
Automaticity
is
acquired
in
the
latter
stage
of
reading
acquisition
when
decoding
of
words
is
automatic
and
therefore
rapid,
which
allows
more
mental
resources
to
be
directed
to
the
task
of
reading
comprehension.
Automaticity
is
necessary
for
practical
reading
typical
non-dyslexic
readers.
However,
the
extra
steps
and
mental
effort
the
dyslexic
reader
must
use
to
perform
basic
decoding
continues
to
reflect
the
ongoing
interference
that
their
dyslexia
has
with
practical
reading.
Most
reading
tests
that
are
used
to
evaluate
for
dyslexia
are
untimed
and
do
not
require
Automaticity
of
decoding
and
will
often
fail
to
detect
the
presence
of
dyslexia
in
a
person
who
has
had
substantial
remediation.
People
with
dyslexia
who
have
had
substantial
amount
of
remedial
reading
instruction
can
often
perform
well
on
these
untimed
tests.
Consequently,
it
is
important
to
administer
reading
tests
that
require
Automaticity
of
decoding
for
the
evaluation
to
have
a
reasonable
chance
of
detecting
dyslexia.
Unfortunately,
such
tests
are
often
not
included
in
an
evaluation,
which
may
result
in
a
false
negative
diagnostic
conclusion.
Problems with ADHD or ADD testing:
There
is
considerable
controversy
at
the
present
time
over
what
are
the
core
symptoms
of
ADHD
or
ADD.
ADD,
which
is
ADHD,
Predominantly
Inattentive
Type,
is
particularly
difficult
to
diagnose
because
hyperactivity
or
impulsiveness
are
not
the
primary
symptoms.
People
with
ADD
are
not
disruptive
and
are
often
well
behaved
in
classrooms.
Their
symptoms
involve
internal,
silent
problems
of
mental
processing
of
information
that
results
in
poor
academic
performance.
Because
their
symptoms
are
not
readily
noticed
by
observers,
their
condition
often
goes
undetected
despite
the
suspicion
that
something
is
just
not
right.
Because
of
the
controversy
regarding
the
core
symptoms
and
the
difficulty
detecting
symptoms
evaluations
often
result
in
false
negatives
when
in
fact
there
is
a
problem.
Evaluations
require
a
care
review
of
all
tests,
history,
grade
reports,
teacher
reports
and parent reports.
Robert D. Smith, PhD
Diagnosis & Treatment for Dyslexia, ADD & Learning Disorders
IQ Optimization
Children & Adults