Dr. Cherry Lee developed the Dysgraphia Informal Writing Assessment tool while working at TEA.  She tells us how we can use this tool to not only to help us diagnose dysgraphia, but also to track progress.

What have we learned about the neuropsychology of reading disorders? What are the early signs? How do we test for dyslexia? What interventions should we consider?

When recommending interventions, there are gimmicks and there are real solutions.  The federal government tells us that we have to use evidence-based interventions.  ESSA gives us guidelines for understanding the quality of research outcomes for various intervention programs. The What Works Clearinghouse provides a great searchable sight to sort through what the research says.  

The unconventional student has cultural experiences that create very different results for an area we traditionally thought was an innate construct of our cognition.  Carl Romstad tells us how our assessments prove this wrong and helps us to consider what these subtests really tell us about a child's cognition. He explains how he is trying to find more reliable ways to assess a child's Fluid Reasoning, even among the most culturally diverse populations.

Dr. Milton Dehn talks to us about the role of Executive Functioning in our Evaluations.

Georgene Moon has served on the board of several professional organizations.  She tells us why it is important to be involved in organizations like TEDA, TPED, and NCED. 

The authors of CSEP would like to share tips and considerations for making our assessment reports better. 

Ashley Arnold answers our questions about the administration and interpretation of the ABAS III.

Who should serve children with dyslexia? On November 15, 2021, Mike Morath received a very important memo from the Office of Special Education that appears to have answered this question.

What role should attention play in our assessments of cognition