NEUROPSYCHOLOGICAL EVALUATION FOR DEVELOPMENTAL DYSLEXIA (elementary & middle school students)
(cost $1975) (procedure codes 96132, 96133, 96136, 96137)
This includes the initial interview, testing and written report. Procedure codes 90791, 96132, 96133, 96136, 96137. Additional
charges will apply if previous evaluations needed to be reviewed or additional conditions are present, such as anxiety or
depression that, will require additional procedures. 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 ). It involves
an assessment of overall cognitive functioning as well as reading, writing and spelling testing. Learning disorders other than
Dyslexia are also evaluated when indicated. A formal diagnosis is necessary if you are seeking insurance reimbursement or are
trying to obtain special accommodations in school, for standardized testing or for employment purposes. This evaluation results
in an integrated written report. Problems with Testing for Dyslexia. 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.
NEUROPSYCHOLOGICAL EVALUATION FOR DEVELOPMENTAL DYSLEXIA (high school, college & older adults)
(cost $2400) (procedure codes 90791, 96132, 96133, 96136, 96137)
This includes the initial interview, testing and written report. Procedure codes 90791, 96132, 96133, 96136, 96137. Additional
charges will apply if previous evaluations needed to be reviewed or additional conditions are present, such as anxiety or
depression that, will require additional procedures. 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 ). It involves
an assessment of overall cognitive functioning as well as reading, writing and spelling testing. Learning disorders other than
Dyslexia are also evaluated when indicated. A formal diagnosis is necessary if you are seeking insurance reimbursement or are
trying to obtain special accommodations in school, for standardized testing or for employment purposes. This evaluation results
in an integrated written report. Problems with Testing for Dyslexia. 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.
charges will apply if previous evaluations needed to be reviewed or additional conditions are present, such as anxiety or
depression that, will require additional procedures. 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 ). It involves
an assessment of overall cognitive functioning as well as reading, writing and spelling testing. Learning disorders other than
Dyslexia are also evaluated when indicated. A formal diagnosis is necessary if you are seeking insurance reimbursement or are
trying to obtain special accommodations in school, for standardized testing or for employment purposes. This evaluation results
in an integrated written report. Problems with Testing for Dyslexia. 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.
NEUROPSYCHOLOGICAL EVALUATION FOR DEVELOPMENTAL DYSLEXIA (high school, college & older adults)
(cost $2400) (procedure codes 90791, 96132, 96133, 96136, 96137)
This includes the initial interview, testing and written report. Procedure codes 90791, 96132, 96133, 96136, 96137. Additional
charges will apply if previous evaluations needed to be reviewed or additional conditions are present, such as anxiety or
depression that, will require additional procedures. 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 ). It involves
an assessment of overall cognitive functioning as well as reading, writing and spelling testing. Learning disorders other than
Dyslexia are also evaluated when indicated. A formal diagnosis is necessary if you are seeking insurance reimbursement or are
trying to obtain special accommodations in school, for standardized testing or for employment purposes. This evaluation results
in an integrated written report. Problems with Testing for Dyslexia. 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.
Robert D. Smith, PhD
Diagnosis of Dyslexia, ADD & Learning Disorders
Children & Adults
