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VERBAL SKILLS
Lingering speech errors (R, L, SH, TH, etc.)
Has stronger verbal skills than reading and writing skills
Has stronger listening skills than reading and writing skills
Mispronounces words despite instruction (Winsconsin/Wisconsin, conditution/constitution)
READING
Does not rhyme without effort
Guesses at words particularly based upon context, pictures, or the first letter or syllable of the word.
Skips the word if unknown, not even attempting to decode the word
Still has difficulty reading, spelling, and memorizing sight words
When reading out loud, may replace real words with similar sounding nonsense words without noticing
Rarely comprehends what he or she has just read, orally or silently
Is past third grade and still confuses letters and numbers with similar appearances such as: /6/ and /9/, /b/ and /d/, /p/ and /q/, /u/ and /n/
Often depends on memorization to read
Has tendency to guess at words based on shape rather than decoding, such as reading 'skate' for 'shade', even if it does not make sense
Adds sounds to words, deletes sounds in words, skips whole syllables, moves sounds around within words
Often misreads or skips small words, such as: 'the', 'from', 'to' and 'of'
Lacks fluency in oral reading, or is scoring low on fluency tests at school
Often skips whole lines and loses his/her place while reading
WRITING DEVELOPMENT & WRITTEN EXPRESSION
When spelling includes correct letters, but not in the correct order (mlik instead of milk)
Uses an odd pencil grip, and frequently breaks pencil lead
Hand fatigues quickly when writing, or fingers/knuckles are red/white from applying extreme pressure when writing
Writing is so messy that student cannot read their own writing
Does not orient writing to the baseline, the letters "float"
Spells words with inconsistent patterns, spelling the word in different ways throughout the paper
Has decreased mechanics of writing in her/her language skills such as spelling, capitalization, punctuation, sentence structure, use of tense, etc.
Struggles to be accurate or fast enough with far point copying (from the board)
Performs poorly on spelling tests, or may sueceed on weekly test but does not recall correct spelling when writing
BEHAVIOR
Is often viewed as the class clown, trouble maker, too quite, lazy, or a liar
Sensitive, emotional, strives for perfection
Teachers see signs of ADHD, but parents may not until it's time to do homework
MEMORY AND COGNITION
Cannot do math facts quickly or automatically
Still cannot recite the alphabet without singing it
Struggles with word recall, using vague words like "thing" or "stuff" frequently
Often misspeaks words such as: 'fork for spoon' or 'boat house for house boat'
Confuses similar looking words or words with similar meanings: constitution/constellation, trumpet/trombone
Confuses similar sounding words: olive cart/ a la cart, hot guys/Hawkeyes
Struggles to hear the sounds in a word, even when it is enunciated: 'amilance for ambulance' or reconize for recognize
Homework takes an exceptionally long time to complete
School based standardized test scores are slowly beginning to decline
Greatly dislikes reading out loud
Struggles to put thoughts into words, especially when under pressure or distressed
Difficulty remembering phone numbers and addresses
Difficulty following multi-step directions
Has a low frustration tolerance when it come to reading, writing, and/or spelling
Has had his/her self esteem impacted because of difficulty in reading, writing, and/or spelling
Cannot tie shoes, or cannot tie a tight knot once they learn how to tie them
Has not concept of elapsed time or cannot tell time on a traditional clock with hands
Cannot spell middle name correctly
Is still unable to recite and spell the days of the week, and the months of the year in the proper order
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