DLS Frequently Asked Questions

Frequently Asked Questions (FAQs)

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Frequently Asked Questions

What is the difference between a schools′ assessment and an assessment given by DLS?

The primary purpose for a school assessment is to identify eligibility for additional school services and support. Our primary purpose is to show how an individual learns. We uncover what may be getting in their way and what are the best ways to support them on their specific academic path.

Does the school have to take our results?

All schools must consider our scores; however, the school has the right to interpret and determine if the student is eligible for services or accommodations under federal guidelines.

What are the types of tests that DLS administer?

Specific tests vary depending on the needs of the individual. In general the areas covered are: problem solving, flexibility, educational language and skill, and processing. An evaluation of the individuals′ current performance and past history is also taken.

How long does it take to get the results of an assessment?

It takes approximately eight weeks for a full report to be completed. A rushed report is possible, depending on the current schedule of assessments, for an additional fee.

Does DLS diagnosis ADD ⁄ ADHD?

We can identify if attending issues, such as ADD ⁄ ADHD, are affecting learning and how best to address these affects within the process of learning. Our assessments are designed to look at how any condition is affecting learning and processing. We do not diagnose any medical conditions; other professionals can use our assessments to help them determine if there is a medical condition present. If an assessment shows signs of attending issues we can refer to outside medical professionals to get a clear diagnosis.

What are the age ranges that DLS test?

We can test someone as young as six years old and have also tested people in their eighties. There is no cap on when a person can get tested. For specific areas, such as speech and language, we do test children younger than six years of age. Usually pre-reading and writing skill tests are more observational in nature and focus on early language development.

Are the reports written in a way that parents, students and non-educators can understand them?

Our write ups of the assessments serve a main purpose and that is to be as useful to as many people as possible, this includes parents, schools, outside professionals and institutions.

Is there any reason why someone would get their learning profile assessed if they do not display any warning signs of a learning difference?

The general learner can greatly benefit from getting assessed. An assessment can help them understand more about how they learn best and how to be more efficient learners. Understanding how they learn can help them with increased academic success or further career success.

Frequently Asked Questions by Parents

Should what I say change depending on how old my child is?

In general, younger children may not need to know as much about the assessment process as older children or adolescents might. Young children may simply want to know whether they will have fun and what the place looks like. You may find it helpful to tell your youngster that a lot of the assessment will be fun and even amusing. Your child will sit at a table for most of the assessment and will, in most cases, work primarily with one assessor. Older students may need to feel that their time away from school or any other activity will be worthwhile. Older students should be told about the importance of the assessment and that their participation and cooperation in the process will be helpful to their parents, teachers and themselves.

How long do evaluations take?

At DLS, assessments usually last six hours. If the assessment is scheduled on two days, the assessment starts in the morning, and is scheduled for three hours at a time. If the assessment is scheduled for one day, the assessment starts in the morning, the evaluator and the child work together until lunch time. Breaks are taken for snacks. Parents are asked to provide lunch for their child; many parents take their child to one of the nearby restaurants. After lunch, the evaluator and the child work together until mid-afternoon. Once testing is completed, the evaluator will again meet briefly with parents. On rare occasions, a return visit may be required due to time constraints.