Hello, and welcome to issue #5!
I'm honored to interview my long-time colleague, Ruth C. Heitin, Ph.D.
Dr. Heitin has been a special education consultant in private practice in Northern Virginia since 1992. She serves students in all aspects of the special education process including psycho-educational evaluation of students, consultation, support in the eligibility process, and participation in writing Individualized Education Programs (IEP's) and Section 504 Plans. She also serves as an expert witness in mediation and due process. Her article, "When Parents and Schools Disagree." has been widely published on the Internet and can be found at:
www.wrightslaw.com/info/advo.disagree.heitin.htm.
Ruth Heitin, Ph.D.
Educational Consultant
100 West Howell Avenue
Alexandria, VA 22301
(703) 519-7181
[email protected]www.educationalconsultingva.comInterviewKD: Why should someone seek diagnostic testing for oneself or for one's child?RH: It is not parents' natural instinct to think that anything is wrong with their child, so any inkling of difficulty is usually based on some fact. At the very least, testing can identify learning strengths and weaknesses which can then direct more effective study patterns and instructional methods. Research has shown that the earlier the intervention, the greater the chances for successful remediation. Reading disabilities, for example, are best diagnosed and treated before the age of nine. Finally, testing can be a powerful tool to help a students understand their particular styles of learning, and this awareness itself is key in the process of academic improvement.
KD: What do people find most difficult about the testing process?RH: Making the decision to go ahead with testing is generally the most difficult step for parents. Too often, the decision to test is delayed until the child is experiencing undeniable difficulties. At that point, the situation is complicated by having to deal both with the child's academic needs and eroded confidence.
KD: What should we look for in a diagnostician and what makes for an excellent diagnostic report?RH: An excellent diagnostic report must first and foremost address the diagnostic question at hand. If the question is educational in nature, then the diagnostician must have experience working with students with a very wide variety of learning issues. I often tell my clients that I can't imagine how someone can effectively diagnose and recommend treatment for reading disorders if that person has never had the experience of teaching a child to read. As for the diagnostic report, an effective report must include all the necessary components required by schools, to allow the child to gain access to the interventions that are necessary. A full background history is important in any report. In assessment of learning, there must be a comprehensive evaluation of the skills of information processing, the child's overall cognitive functioning and an in-depth analysis of academic achievement. Recommendations in the report should be tied directly to the findings in the testing and the behavioral observations. Finally, a diagnostic report must be completed in a timely manner. Too often, it takes evaluators months to complete the final report, and in the meantime educational opportunities are lost, since the schools must review the completed report before making any decisions about the child.
KD: What is the ultimate goal of diagnostic work? RH: The ultimate goal is to have a positive impact on the child's life. By identifying learning issues early and implementing appropriate interventions, we may be able to stave off the development of a full-blown learning disability. If a learning disability already exists, we can identify appropriate methods that match the student's needs. I have often seen that the very process of testing itself can be a very positive experience, as it lets the child know we are aware of, and are addressing, the difficulties. I often receive calls from parents telling me of the positive changes that have come from the testing.
KD: What is the toughest part of being a diagnostician?RH: I love what I do, but there are certainly challenges. Taking all the data and background information, identifying the individual child's needs and putting all of this into a comprehensive report require a great deal of time and focus. I am very aware that by the time parents come for testing, they are already anxious to know the results. It takes a great deal of discipline to get the reports done in a timely manner, and I work to complete them within two weeks of testing. This makes for additional challenges for me, but it allows us to begin to implement immediate, positive changes for the child.
KD: What is the most enjoyable or rewarding part of being a diagnostician?RH: The most enjoyable part is getting to know the children and their families. In the five hours of one-on-one testing time, I come to know the children well, and they generally bask in the attention. After testing, it is common for me to continue to work with families, helping them negotiate the process of obtaining the supports that are needed. It is a special treat when I have the opportunity to re-evaluate a student over time. Having been in practice for more than seventeen years, I have worked with students early in their school careers and continued to be a resource to them into their college years. Those cases are especially dear to my heart.
KD: What is one pearl of wisdom you would offer clients about testing?RH: May I offer two? If you have concerns, don't delay testing, and do research when choosing an evaluator.
