What should I expect during the initial appointment?

During your initial appointment we will spend time reviewing concerns and goals for the client.  We will go over the case history report, report cards and any previous evaluation reports.  If we find that we help a client we will then set up a time for  formal testing if warranted.

How many session do I need?
This will depend on the needs of each individual client.  Many clients are seen 3 to 5x's per week. 

Does my child need to be tested 3 times after he finishes one of your programs? 

There are actually 3 opportunities for testing.  You may choose which work best for your situation.

The intensive interventions offered at CRSS often result in improvement that may be measured immediately upon completion of a program, 30 days after completion of a program, and up to 6 months after completion of a program.  Therefore, some test results such as ones received immediately after or 30 days after a program are preliminary.  The 6 month assessment is considered conclusive of the effects of an intensive program. 

How long will the positive changes last?

Long term studies conducted on clients who have completed the Fast ForWord programs, the Integrative Listening Program, the Interactive Metronome, and the Lindamood Bell programs have shown that progress was maintained at one year following completion of the program.  You should not worry that your child will lose the gains he/she made.  However, some children benefit from participation in a booster session or the next or advanced levels of some of the programs.

Other programs need to be repeated on a regular basis depending on the specific needs of the individual.  Your therapist or trainer will provide you with specific information on the best methods for customizing the program to meet your needs.   

My child finished the ____________ program, but we didn’t notice any significant changes until a couple of months later.  Why? 

The programs we use are neurologically intensive, brain-building programs.  Everyone’s system is different.  Some experience noticeable changes almost immediately, some experience a delayed result.  For each of the programs, we have checklists to help you identify the many areas that may be affected by the program; if you didn’t receive one from your therapist/trainer, ask for one.  Sometimes we don’t see immediate improvement in the area we expected, but we see dramatic changes in other areas.  Sometimes, as parents, we acclimate quickly to improvement in communication or behavior, and it’s not until a teacher, relative or a friend makes a comment that we realize our child has made significant gains. 

In the middle of the program, my child started to regress?  This concerned me.  Do we need to stop the program?

The programs are designed to improve neurological functioning.  For some people, this means that a short period of “neurological disorganization or dis-coordination” will appear just prior to noticeable improvement in that same area.  For example, one client may notice that he/she is bumping into door frames or knocking things over easily; this period lasts for a couple of days but will be followed by significant improvement in sports performance of timing, reflexes, and coordination.  Another client may exhibit a few “quirky” behaviors of interrupting while others are speaking, asking a lot of questions, or behaving impulsively when he/she doesn’t naturally behave that way; a few days later, communication skills make a noticeable improvement.  We regard those occurrences as clinically relevant, and we do not recommend taking a break from the program.  If the behaviors are strong enough or last for more than 3 days and are interfering with school or home life we can make adjustments to the programs.  

I heard my child should not receive standardized testing more often than every 3 years because he/she may “learn the test”.  How do you know a child is not simply “learning the test” and that is why they show improvement?

Many centers similar to CRSS are engaged in utilizing standardized tests as a means of accurate measurement of improvement.  Current research has established the use of standardized tests as an acceptable means for determining effectiveness of short-term intensive programs.  CRSS Strategies utilizes that research and carefully selects assessment batteries with subtests A and B, or we will use similar but different tests to measure gains.  Research has identified which assessment batteries and tests are “easy to learn”.  We avoid administering those tests as post-tests. 

We hope this list of Frequently Asked Questions is helpful to you.  If you have additional questions, please feel free to ask any of our staff and they will be more than happy to assist you