iLs Associate:
Elena Mendoza, Educational Therapist, Integrative Learning
Client:
“B”, Male, 8 years, 5 five months of age
Presenting Problems:
Dyslexia/Reading Disorder
Previous Therapies:
Traditional Educational Therapy
Background:
B was diagnosed with dyslexia after receiving a complete neuropsychological/psycho-educational evaluation. In addition to difficulty developing his reading and writing skills, B had trouble focusing in class.
B has struggled with remembering sound-symbol relationships and decoding unfamiliar words. Reading aloud with accuracy was challenging and well below grade level. However, he did not have difficulty expressing his ideas verbally.
All tasks consisting of phonological awareness, reading and spelling required more “thinking time” for B. New sounds and generalizations would require several repetitions in directions and practice before mastering. A frequent response from B in therapy was, “Wait, huh? I don’t get it”.
iLs Program Used:
iLs Sensory Motor and Reading & Auditory Processing Programs
Frequency of Therapy:
B began traditional educational therapy beginning in June. After 35 hours of educational therapy, he began iLs in September. Prior to the test results below, B had completed 24 iLs sessions over a period of approximately three months.
Educational Therapy Goals:
- Phonological Processing
- Decoding
- Reading Fluency
- Spelling
- Language Processing
Summary of Changes:
|
PRE iLs |
POST iLs |
|
| Woodcock Reading Mastery – Revised (Subtest: Word Attack) | ||
|
Mental Age |
7-9 |
12-4 |
|
Grade Level |
2.7 |
6.9 |
|
Percentile |
47th |
91st |
| Lindamood Auditory Conceptualization Test (LAC-3) | ||
|
Mental Age |
6-6 |
8-3 |
|
Grade Level |
1.7 |
3.2 |
|
Percentile |
25th |
50th |
| Gray Oral Reading Test: (GORT-4) | ||
| Rate | ||
|
Mental Age |
<6-0 |
7-0 |
|
Grade Level |
<1.0 |
2 |
|
Percentile |
5th |
16th |
| Accuracy | ||
|
Mental Age |
<6-0 |
9-0 |
|
Grade Level |
<1.0 |
4.0 |
|
Percentile |
5th |
75th |
| Fluency | ||
|
Mental Age |
<6-0 |
7-9 |
|
Grade Level |
<1.0 |
2.7 |
|
Percentile |
5th |
37th |
Results and Recommendations:
B went from reading in the 47th percentile to the 91st percentile over a three month period (Woodcock Reading Mastery Test). Additionally, he seems to have much greater emotional regulation and focus than before. These changes are serving him well in his academics as well as in his relationships at school and at home.
We continue to use iLs, with the goal of completing the full 40 hours of Reading & Auditory Processing Program and beginning the Interactive Language Program.
Parent Observations:
After B was tested his mother emailed me with the following comments:
“B has made such a huge improvement in reading that many of the challenging issues are not there anymore. I’m not sure what to attribute it to, but I’m sure it’s a combination of iLs, maturity, educational therapy and confidence. When it’s time to do homework he gets his books, sits down and does the work. We no longer have a power struggle, rocking at the table, etc. He’s focused, and gets it done mostly on his own, which is a BIG change since last year. This week he had to read a couple paragraphs for a reading comprehension story and at first he wanted me to read it. I told him that he should read it to me. He read the whole passage without one mistake. He is now starting to see that he can do the work on his own.
Up until September, he was a huge, loud force of nature in our home. Always antagonizing his sister and brother (he still does this but not as much) obnoxious, and at times annoying. Now, he’s able to change his behavior when it gets a little out of bounds. Previously it would take a lot of coaching and being sent to his room. Now all I need to do is remind him and generally he’s able to change his behavior.
My last comment is that I’ve noticed B and I now have a much better relationship. He used to be so hard for me to handle. He is a big, strong boy who is very strong willed. When I would ask him to do his homework, stop doing this, stop doing that, it became a strain on our relationship. In fact, between the two boys, I found them both to be really hard in their own ways but at times B would definitely make my days very difficult and challenging. I never felt that I was getting through to him and often I would lose my patience with him. Now, B and I have a great relationship. The power struggle seems to have ended. Thank you for all your help. B is definitely on the right path.”
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