Our Mission

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 Dehn's PSW Model is built off of theoretical principals, theories, and research originating from cognitive psychology, educational psychology, and neuroscience.

Scholastic learning and performance depend primarily on a subset of psychological processes known as cognitive processes. Significant weaknesses or deficits in one or more cognitive processes will create learning challenges and often result in a specific learning disability (SLD).

The complexity of neuropsychological processing makes it difficult to identify and assess discrete processes. 

Furthermore, completion of any given task requires the interaction of numerous processes. The list of processes recommended for a learning disability assessment (see below) has also been restricted to those that have strong evidence-based relations with the acquisition of specific academic skills. 

The list excludes skills and abilities that are primarily the product of processing, such as verbal or crystallized abilities. The subsequent table displays the processes that have the strongest relations with specific academic skills.

The model focuses on key neuropsychological processes that function as aptitudes for specific academic skills. The processing areas indicated are:

- Attention

- Auditory Processing

- Executive Functions

- Fine Motor Processing

- Fluid Reasoning

- Long-Term Recall

- Verbal Long-Term Recall

- Visual-Spatial Long-Term Recall

- Oral Language Processing

- Orthographic Processing

- Phonological Processing

-  Processing Speed

-  Visual-Spatial Processing

-  Working Memory 

-  Verbal Working Memory 

-  Visual-Spatial Working Memory

Selective testing is conducted by developing a hypothesis of the involving psychological processes, selecting only those subtests that are needed to measure the processes and skills under consideration, and utilizing a cross-battery approach in the selection of composites and subtests required to assess the chosen processes (Dehn, 2014).

In Dehn's PSW model, there is support for a diagnosis of SLD when all the following occur:

• At least one psychological process is identified as an intra-individual weakness or as a deficit. (A deficit is defined as a process score that is both below average and an intra-individual weakness)

• The intra-individual weaknesses are statistically significant.

• Intra-individual weaknesses with non unitary subtest scores should not be used to diagnose a disability.

• There is at least one processing strength. Ideally, there should be a statistically significant intra-individual strength, but a processing score within the average range may be considered a strength.

1.  Helping Parents Understand the IP Process: 

We Educate parents about the IP process, its importance, and the benefits it provides to their children. We explain the different components of an IEP, such as goals, accommodations, and services, and help parents understand their rights and responsibilities.

2.  Advocacy and Support: 

We offer parents personalized guidance and support throughout the IP process. Attend IP meetings with them to provide insights and ensure their concerns are addressed effectively.

3.  Psychoeducational Assessments: 

We explain the purpose and significance of psychoeducational assessments in identifying a child's strengths and weaknesses. Assist parents in interpreting assessment results and understanding how they can inform the child's educational plan.

4.  Collaboration with School Districts: 

We help foster open communication and collaboration with school district personnel, teachers, and administrators. Act as a-mediator between parents and schools, encouraging a positive working relationship the benefit of the child's education.

5.  Workshops and Seminars: 

We organize workshops and seminars for parents to incur their knowledge about special education, IEPs, and the remedial academic inter-vent programs available in their area.

6.  Referral to Educational Attorneys/ Specialists: 

We refer parents to relevant special and experts who can provide additional support, such as educational psychologists, speech and language pathologists, auditory processing technicians, occupational therapists, adaptive P.E providers, IBI supports and counseling services.

7.  Customized Intervention Programs: 

We help Identify and recommend appropriate remedial academic intervention programs based on each child's unique needs and learning challenges. Ensure parents understand how these programs can complement and enhance their child's education.

8.  Tracking Progress: 

We encourage parents to regularly monitor their child's progress a communicate with teachers and school staff to assess the effectiveness of the intervention programs.

9.  Community Resources: 

We provide parents with information about local resources, support groups, and organizations that can offer further assistance and advocacy.

10.  Empowerment and Self-Advocacy: 

We empower parents to become strong advocates for their children's education. Teach them how to effectively communicate with educators, ask questions, and express their concerns confidently.

11.  Cultural Sensitivity: 

Be mindful of cultural differences and diverse backgrounds among parents, respecting their values and beliefs while working together to support the child education.

12.  Staying Updated: 

Stay informed about the latest developments in education.

Remember, each child's educational journey is unique, and our role is to provide personalized guidance and support to help parents make informed decisions and access the resources they need to ensure their child's academic success.