Common Myths About Dyslexia Debunked.

Dyslexia is one of the most misunderstood learning differences. Many people believe it involves letter reversals or skipping words. Others believe children will eventually “grow out” of reading struggles. These misconceptions can delay support, create unnecessary frustration, and impact a child’s confidence. 

Understanding what dyslexia truly is, and what it is not, makes a meaningful difference. In this article, we’ll clarify the most common myths, explain how dyslexia affects learning, and outline the supports that help individuals succeed.

What is Dyslexia?

Dyslexia is a reading and language-based learning difference that affects how the brain processes words. It primarily impacts reading accuracy, fluency, decoding (sounding out words), and spelling. Children with dyslexia may read slowly or inaccurately, struggle with phonics, avoid reading aloud, or have difficulty understanding what they read because so much effort is spent on decoding. Dyslexia is a neurodevelopmental condition, meaning the brain is wired differently. Therefore, it is lifelong and not something a child simply “grows out of.” 

Most importantly, dyslexia has no connection to intelligence, motivation, or effort. Children with dyslexia are just as capable and bright as their peers, but they learn to read in a different way. The challenges they experience stem from differences in how the brain processes language, not from laziness or a lack of ability. With the right intervention and support, children with dyslexia can learn to read and succeed academically, while building confidence in their strengths.

Despite growing awareness, many myths about dyslexia still shape how reading difficulties are understood. These misconceptions can cause parents, teachers, and students to misinterpret signs or delay seeking the right support matters, the next section covers six common myths about dyslexia, beginning with a misconception many people still believe.

Myth 1: “Dyslexia means you write letters and words backwards”

While some children with dyslexia may occasionally reverse letters like b/d or p/q, these mistakes are also very common in young learners without dyslexia. Letter reversals often occur as part of normal early literacy development and usually resolve by the end of first grade. Persistent difficulties beyond that point may indicate a need for evaluation, but reversing letters alone is not enough to diagnose dyslexia. 

Myth 2: “Kids with dyslexia are lazy or have low intelligence”

Dyslexia is unrelated to a child’s motivation or cognitive ability. Many children with dyslexia are bright, curious, and highly capable in areas unrelated to reading. Struggling with reading, writing, or spelling is due to differences in brain processing of language, not lack of effort. Without proper understanding and instruction, children may become frustrated and develop anxiety or low self-esteem, which can be mistaken for laziness. By recognizing dyslexia as a neurodevelopmental learning difference, parents and educators can provide the right support to help children reach their potential.

Myth 3: “Dyslexia is a vision problem”

Some parents worry that dyslexia is caused by visual problems, such as seeing words move or blur or skipping lines as they read. While children with dyslexia may experience coexisting visual or visual processing challenges, dyslexia itself is a language-based condition that affects how the brain processes written words. It is not caused by poor vision or eye function. 

Myth 4: “More reading practice is all they need”

It’s easy to assume that struggling readers simply need more time and practice, but dyslexia is not caused by a lack of exposure to reading material. While regular reading is important for all children, practice alone does not address the underlying difficulty with phonological processing and decoding. Research shows that students with dyslexia benefit most from structured, explicit instruction that directly teaches sound-letter relationships and builds skills step-by-step. Without targeted intervention, additional practice can become exhausting and discouraging rather than helpful. The key is not just more reading, but working through an empirically supported program that remediates the challenges associated with dyslexia. 

Myth 5: “Kids grow out of dyslexia”

Some people think that children will naturally overcome dyslexia as they get older, but this is not the case. Dyslexia is a lifelong learning difference that affects reading, spelling, and writing skills. While children can learn to read accurately and gain fluency with intervention, they may continue to face challenges in more complex reading, comprehension, and spelling tasks. Early identification and consistent support are key to helping children succeed academically and build confidence.

Myth 6: “Dyslexia only happens in English speaking children”

Dyslexia occurs in all languages and cultures, not just in English-speaking children. Children who are multilingual or learning additional languages may take longer to show signs of reading difficulty, which can sometimes be mistaken for language learning challenges rather than dyslexia. Regardless of the language, children with dyslexia struggle with decoding, fluency, and spelling. Recognizing that dyslexia is universal, helps parents and educators avoid assumptions and ensures that all children who need evaluation and support receive it. 

What Actually Helps (Support and Accommodations)

The most effective support for dyslexia focuses on structured, explicit reading instruction that directly teaches sound-letter relationships, decoding strategies, and spelling patterns in a clear, step-by-step way. Often called structured literacy, this approach is systematic, cumulative, and designed to build foundational language skills while reinforcing mastery over time. In school settings, accommodations such as extended time, audiobooks, reduced copying demands, access to notes, and speech-to-text / text-to-speech technology, can significantly reduce stress while allowing students to demonstrate what they truly know.

Support does not lower expectations, it removes unnecessary barriers. When children, teens, or adults receive both targeted instruction and practical accommodations, they are better able to build reading skills while maintaining confidence and engagement. The goal is not just to help someone “get by,” but to strengthen skills while creating an environment where they can succeed academically, professionally, and in daily life.

When to Seek an Evaluation and What to Ask For

An evaluation may be helpful when a child, teen, or adult consistently struggles with reading accuracy, fluency, spelling, or written expression, despite effort and instruction. In young children, early signs may include difficulty with rhyming, learning letter names, or connecting sounds to letters. Teens and adults may read slowly, avoid reading-intensive tasks, rely heavily on memorization, or feel exhausted by written work. If these patterns persist, a comprehensive evaluation can provide clarity.

An evaluation should assess decoding, reading fluency, spelling, phonological processing, and overall language skills. The purpose is not simply to provide a label, but to understand an individual’s learning profile and identify the specific supports that will make the greatest difference. With clear results, families and individuals can advocate for structured reading intervention, appropriate accommodations, and long-term strategies that promote growth and confidence.

If you are noticing these signs in yourself or your child, Psychology 360 offers comprehensive evaluations and consultation services, including data-driven dyslexia testing, to help guide next steps.

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Conclusion: Setting the Record Straight

Dyslexia is not associated with low intelligence or a lack of effort. It is a lifelong, language-based learning difference that affects how the brain processes words. When myths are replaced with accurate information, children and adults are better positioned to receive the support they truly need.

One practical next step is to begin a conversation with your child’s school, teachers, or a specialist trained in structured reading intervention. Early understanding and the right support can change not only academic outcomes, but confidence and long-term success as well.

Additional Reading & Resources:

Can Autism Go Away? What Every Parent Should Know

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This article is for education only. A diagnosis can only be made through a comprehensive evaluation.

What you’ll learn:

  • Why so many parents ask this question
  • What autism is, in plain language
  • What real progress can look like over time
  • When a comprehensive autism evaluation can help

Quick answer:

Autism does not “go away” like an illness. Autism is a neurodevelopmental condition linked to how the brain develops, and impacts how individuals perceive and interact with their environment. What can change is how autism shows up day to day. With the right support and intervention, there can be great progress made in the areas of communication, coping, learning, and independence. Ultimately, some individuals diagnosed with autism may be able to navigate the world with few or limited support; though this is not the same as autism being “cured.”

Key takeaways:

  • Autism is tied to brain development, not a temporary condition.
  • Skills can improve with the right support.
  • The best goal is growth and support, not chasing a cure.

Why Parents Ask This Question

If you have ever wondered, “Can autism go away?” you are not alone.

Most parents ask this because they want their child to have an easier life. You might be hoping social challenges fade, language catches up, or meltdowns become less frequent. That hope makes sense.

Some early traits can shift as children grow. A child may learn new skills, get better at routines, or find better ways to communicate. This can make autism feel less obvious over time, even if underlying needs remain.

You may see stories about a child who “grew out of autism.” Sometimes that reflects big improvements. Sometimes it reflects a different diagnosis, a change in how traits present, or a very early diagnosis that did not persist.

What Is Autism, Really?

Autism spectrum disorder (ASD) is a neurodevelopmental condition. That means it relates to how the brain develops, and how a person experiences and responds to the world.

Key traits

Autism is typically defined by two broad areas:

  • Differences in social communication and interaction
  • Restricted or repetitive behaviors, interests, or routines

Many autistic people also experience differences in attention, movement, sensory processing, and learning.

The science: how the brain develops differently

Autism is linked to differences in brain development and wiring. It is not caused by one single factor, and it is not something a child “catches.”

Can Children Outgrow Autism?

This depends on what you mean by “outgrow.”

Clarifying the difference between symptom improvement vs. losing the diagnosis

Symptom improvement means a child builds skills and needs less support over time. Losing the diagnosis means a person no longer meets full diagnostic criteria at a later evaluation. While either one of these may occur, neither one means that the individual no longer has a neurodevelopmental condition. As explained earlier, neurodevelopmental conditions persist through the course of one’s life. 

Studies on long-term developmental outcomes

Research shows that a minority of individuals diagnosed with ASD may later not meet criteria. Researchers sometimes call this an “optimal outcome.”

At the same time, diagnostic outcomes can be complicated in very young children. Some children diagnosed early may not meet criteria later. This may reflect developmental changes or a misdiagnosis early on due to confounding factors. 

Common misunderstandings among parents and educators

  • “They don’t look autistic anymore, so autism is gone.”: Sometimes skills improve. Sometimes the person is masking. Sometimes supports are working well.
  • “If the diagnosis changes, the original diagnosis was fake.”: Not always. Development is complex, and diagnosis can evolve with better information.
  • “Therapy cures autism.”: Therapy does not cure autism. Therapy can build skills and reduce barriers.

What Progress Does Look Like

Progress in autism is not about “getting rid of” the diagnosis. It’s about supporting the child in ways that help them grow, connect, and thrive on their own terms. While autism doesn’t go away, real, meaningful, and lasting improvements are absolutely possible.

Early diagnosis and evidence-based intervention

When a child’s needs are understood early, families and schools can match support to the child. This often improves daily functioning and reduces stress for everyone.

How therapies can help children

Depending on the child’s profile, supports may help them:

  • Improve communication (speech-language therapy, AAC supports when appropriate)
  • Build social skills (structured social learning, coaching, naturalistic approaches)
  • Manage sensory challenges (occupational therapy, environmental supports)
  • Strengthen learning and coping skills (behavioral and developmental interventions when appropriate)

Reaching full potential

The goal isn’t to change who your child is—it’s to remove unnecessary barriers so they can thrive. Effective intervention empowers them to:

  • Gain confidence in daily life
  • Build relationships with others
  • Navigate school and community settings
  • Feel understood and supported

Progress means more than milestones. It means your child feels safe, capable, and connected.

The Role of Comprehensive Autism Evaluations

If you are asking whether autism can go away, you may also be asking something deeper: “What is really going on for my child, and what do they need?”

Why accurate diagnosis matters

A careful evaluation can:

  • Clarify whether a child meets criteria for ASD
  • Identify strengths and support needs
  • Rule in or rule out other explanations (language disorder, anxiety, ADHD, learning differences, sensory processing differences)
  • Guide next steps at home and school

What a full evaluation includes

A comprehensive evaluation may include:

  • Developmental and clinical history (parent interview)
  • Standardized measures of social communication and behavior
  • Cognitive and academic testing when appropriate
  • Screening for co-occurring concerns (attention, anxiety, sensory needs, adaptive skills)

When to consider an evaluation through Psychology360

Consider an evaluation if:

  • You see persistent social communication differences
  • Routines, transitions, or sensory needs create daily stress
  • School is recommending assessment or additional supports
  • You want clear answers and an action plan, not guesswork

Supporting Your Child’s Lifelong Growth

Support works best when it is practical and consistent. If autism affects learning or school participation, support like an IEP or 504 plan can help match expectations to your child’s needs.

Long-term supports at home and school

Helpful support often include:

  • Clear routines and visual supports
  • Predictable transitions
  • Skill-building goals that are specific and measurable
  • Sensory-friendly environments
  • Coping skills for stress and overload

Tools to help your child thrive, not “fix” them

Think in terms of access and support:

  • What makes communication easier?
  • What reduces friction at school?
  • What helps your child recover after stress?

Final Thoughts: Focus on Growth, Not a Cure

A better question than “Can autism go away?” is often: How can I help my child grow with autism?

Autism does not disappear like a short-term illness. But progress is absolutely possible. With the right support, many children build stronger communication, more confidence, and better daily functioning over time.

Wondering if your child might be on the spectrum? Schedule a comprehensive autism evaluation with Psychology360 to get the answers you need.

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Breaking Down the Different Levels of Autism

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Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition that affects how individuals interact with others, communicate, learn, and navigate the world around them. This article explores a brief history of ASD classifications, how ASD is currently classified in the DSM-V-TR, what the “spectrum” part of Autism Spectrum means, and breaks down the three levels of Autism Spectrum Disorder to better understand what “Level 1, 2, or 3” means in practical terms.

Brief History of Autism Spectrum Disorder Classification

Autism has been conceptualized differently over time and in various diagnostic manuals. Autism was first included in the Diagnostic and Statistical Manual of Mental Disorders, Third Edition (DSM-III) as a subset diagnosis. In the next iteration of the DSM (DSM-IV, published in 1994), autism was divided into several subtypes, including Autistic Disorder, Asperger’s Disorder, and Rett’s Disorder. With publication of the DSM-5 (2013), these subtypes were reclassified again as a continuum of symptoms under a single diagnosis, Autism Spectrum Disorder (ASD).

Under these primary diagnoses, three levels were further distinguished due to the varying needs individuals have. Some individuals may need significant levels of support to function in their everyday lives, while others may need minor support. The purpose of identifying levels is to help professionals describe the current needs more clearly in order to identify the most appropriate supports, services, and interventions. 

Levels of ASD

Level 1 (Requiring Support) 

  • Often described as “high-functioning”
  • Experiences social challenges (including struggling with understanding social nuances or difficulty navigating peer social interactions)
  • May demonstrate rigid thinking or inflexibility

Level 2 (Requiring Substantial Support)

  • Can communicate and maintain relationships, but social challenges are more noticeable and significant enough to impact several domains of life (i.e. school, work, social life, family)
  • Strong need for routine and may significantly struggle when routines change
  • Interests may be all-consuming and dominate the individual’s conversations/attention
  • May need regular support to manage daily activities, including prompting to take care of basic needs

Level 3 (Requiring Very Substantial Support)

  • Individuals typically have significant communication difficulties
  • May only engage in social interactions in order to get their needs met
  • Frequent stimming behavior that interferes with daily life (such as flapping arms, rocking, spinning)
  • Intense distress when routine is interrupted
  • Highly sensitive to sensory input
  • Requires daily support

What does the “Spectrum” part of an Autism Spectrum Disorder mean? 

ASD is referred to as a spectrum because each individual is unique, with their own strengths, challenges, and ways of navigating the world. ASD presents as a broad range of characteristics and symptoms. It can be helpful to think of the spectrum as a profile of strengths and challenges, as opposed to experiencing “less” vs “more” symptoms or characteristics.

Can ASD Levels Change? 

Yes! An individual’s level of ASD reflects how much support they need in their daily life at the current moment. This can change over time, or even within a specific environment. As individuals learn new skills, receive effective support, or their life circumstances change, their independence can increase and they may be less impacted by their diagnosis.

Final Thoughts 

Each individual that has been diagnosed with Autism Spectrum Disorder (ASD) is unique. Understanding the level of support someone needs assists in identifying the most appropriate services, treatments, and strategies. At Psychology360, we take a caring and comprehensive approach, looking at the whole person in order to best understand their individual strengths, challenges, and goals.

Understanding Pathological Demand Avoidance (PDA)

Pathological Demand Avoidance (PDA), also referred to as Pervasive Drive for Autonomy, is a complex and often misunderstood profile that can appear in individuals with Autism, ADHD, PTSD, Anxiety or other diagnoses. This blog explores what PDA looks like in everyday life, why traditional behavioral strategies often fail, and how to approach support with empathy and flexibility. You’ll learn the core characteristics of PDA, how it differs from defiance or opposition, and practical strategies for building trust and reducing anxiety. Whether you’re a parent, teacher, or clinician, understanding PDA can help you offer the right kind of support and avoid common missteps that make things worse.

What Is PDA?

The core feature of PDA is an intense resistance to everyday demands and expectations. PDA is often driven by high anxiety. These aren’t just refusals or oppositional behavior, they are deeply rooted, involuntary responses to a perceived loss of control.

Though PDA is not an official diagnosis in the current Diagnostic and Statistical Manual of Mental Disorders (DSM-5), many clinicians and families find it a useful term to describe a specific set of traits. 

Key Characteristics of PDA

  • Avoidance of everyday demands, often using social strategies (e.g., distraction, excuses, negotiation).
  • Surface sociability, which can mask deeper social communication challenges
  • Intense need for control to manage anxiety
  • Sudden mood changes and emotional outbursts
  • Comfort in role play or fantasy, sometimes used to escape or manage real-world demands
  • Obsessive behavior, often focused on people rather than things or topics

It’s important to remember that demand avoidance in PDA isn’t manipulative. It is often a coping mechanism—a way for the individual to self-regulate in a world that often feels overwhelming.

Because PDA isn’t always well understood, it can lead to misdiagnosis or inappropriate support strategies. Individuals may be mislabeled as having oppositional defiant disorder (ODD), conduct disorder, or simply seen as “difficult,” when in fact, they need PDA-informed and anxiety-aware approaches to treatment. 

The first step in identifying PDA is through a thorough evaluation. Psychology 360 takes a PDA informed approach to each individual they work with. 

Supporting Someone with PDA

Traditional approaches that rely on firm boundaries, consequences, or strict routines may backfire with someone who has PDA. Instead, support should be:

  • Collaborative: Offer choices and shared decision-making where possible.
  • Flexible: Reduce perceived pressure by reframing demands as invitations or options.
  • Low-demand: Avoid unnecessary instructions, especially when the individual is feeling anxious.
  • Relationship-focused: Build trust and safety first—this lays the groundwork for progress.
  • Creative: Use humor, role play, and imagination to reduce resistance.

Understanding the person behind the behavior is key. Individuals often respond better when they feel respected, empowered, and safe

Final Thoughts

PDA is not about being difficult. It’s about living in a world that feels overwhelming—and using avoidance as a way to cope. With understanding and the right strategies, individuals with PDA can thrive and find success in all areas of life. Support starts with understanding. Contact Psychology 360 to speak with professionals trained in PDA-aware approaches.

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Additional Reading & Resources:

  • PDA Society (UK): https://www.pdasociety.org.uk
  • Books: PDA by PDAers, Understanding Pathological Demand Avoidance Syndrome in Children, The Panda on PDA

Immediately Start Improving Your Executive Functioning by Building Your Organization Skills

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Organization is a Key to Success

Building your organization skills is key to preventing procrastination, keeping you on task, and eliminating distractions. When you are organized you can focus better and accomplish tasks quicker, allowing you to beat the overwhelm.

Here’s what to do…

Prioritize, Prioritize, Prioritize

Start with making a list of the most important tasks you need to complete. Typically, you can figure this out by the dates each task is due.

When tackling large projects, it helps to break down pieces of the project by weeks. If you push big projects back until the due date, you will find yourself thinking, “How am I possibly going to get this done,” and become easily stressed.

Schedule Your Plan of Attack

Plan out your schedule in advance on a calendar to ensure you meet each of your deadlines. You can either hang a monthly calendar in your work area where you can easily see it or use Google calendar.

Start by writing in your due dates. It’s a good idea to set your due date a day or two in advance. That way if something comes up at the last minute, you can still meet your deadline.

Then figure out how much time you need to complete each task, overestimating your timeframe and placing those blocks of time on your calendar. If you have an assignment that will take you four hours, but you only like to work in two-hour periods, break that assignment into two time blocks.

Highlight your assignments in different colors to help you visualize which assignment to work on at what time.

Lastly, set reminders on your phone to let you know when it’s time to start working on your tasks.

Create an Organized Space

Research has shown it takes about 23 minutes to regain your focus after becoming distracted. Imagine how much more time you have to accomplish tasks when you stay focused! Creating an organized work space helps eliminate distractions so you can keep focusing.

First, make sure your workspace is in a quiet area. If this is not entirely possible, soundproof headphones and white noise can help lessen those distractions.

Keeping folders or files for each subject allows you to easily access the next task you need to work on.

Finally, adding a little ambiance to your work area keeps you coming back to focus on your assignments and projects; however, to decrease distractions, keep your decor at a minimum.

Let’s Get Organized!

Go ahead and implement these executive functioning tips, so you can begin focusing more, procrastinating less, and feeling less stressed!

6 Effective Ways for Tackling Anxiety in Teens

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Heart beating fast… trouble breathing… sweaty palms… flushed skin… a sense of uncertainty… These are all things we tend to feel when anxiety strikes, and it is uncomfortable for anyone. It’s a normal emotion that everyone experiences from time to time, whether you’re worried about passing a test, speaking in front of a public audience, or visiting the doctor for a check-up.

Anxiety tends to increase during adolescence due to all the developmental changes a teen goes through, and eventually tapers off as they grow older. So, if your teen has been struggling a little more with feelings of anxiety lately, don’t worry… it’s normal.

Not only is feeling anxious challenging for your teen, it’s also tough seeing your child struggle with this strong emotion. So, how can you help your teen through it? Let’s learn some effective ways of tackling anxiety in your teen.

Have a Chat with Your Teen

First and foremost, tell your teen it’s normal to feel anxious. Share your anxious experiences with them. This helps your teen feel less isolated and gives them an opportunity to relate their own experiences with you. Tell your teen you want to hear about what’s making them feel anxious. Then just listen.

Be sure to acknowledge their worries or concerns and support your teen. Let him or her know that you are there for them and that you can overcome these feelings together.

If your teen doesn’t wish to talk, don’t force them. Just let them know you’ll be ready to listen when they are ready.

Set Small Goals

Create small steps together to help your teen face his or her anxiety. For example, if your teen feels anxious when performing a speech in front of their class…

  • Goal #1: Say speech out loud in front of a mirror
  • Goal #2: Give a speech to mom
  • Goal #3: Practice speaking to the whole family
  • Goal #4: Present to a couple of friends
  • Goal #5: Speak in front of the entire class

After each goal accomplishment, celebrate together! If you make a big deal out of their tackles, they can feel much more powerful in their capabilities.

Focus on Positives

If your teen enjoys writing, journaling is an excellent way to focus on positives. Have your teen write down 2 or 3 new accomplishments every night. These can be as simple as finishing all their homework or as exciting as winning first place in the track meet.

Saying or writing down affirmations may also work. These can include:

  • “I got this!”
  • “I’m doing my best!”
  • “I’m not going to let [whatever makes them anxious] get in my way!”

Evaluate the Worst-Case Scenario

Your teen can make a list of the pros and cons related to their anxiety. What’s the worst that could happen? And if the worst-case scenario does happen, how can they handle it? Work it out together.

Teach Self-Relaxation

Sitting in front of the TV or chilling on your phone are not considered useful relaxation techniques. These can actually heighten anxiety. Think about it… watching devastating occurrences on the news, sitting on the edge of your seat while viewing a suspense movie, or an Instagram post about an ex and his new crush. Phew!

Instead, try some of these relaxation techniques:

  • Deep breathing: Slowly breathe in through your nose and out through your mouth at least 5 times.
  • Muscle Relaxation: Tense up the muscles in your body, and then relax.
  • Coloring: Take your time and focus on the colors.
  • Grounding: Focus on your surroundings using your 5 senses. What are things you can see, feel, hear, smell, and taste?
  • Explore nature: Go for a walk and notice everything you see or hear in nature.

Just Make Sure Your Teen is Healthy

Teens are developing mentally and physically, so an excellent way to ease those anxious feelings is by practicing healthy habits. Here’s a list to follow:

  • Engage in physical activity
  • Eat balanced meals and snacks
  • Get enough sleep. Teens should be getting at least 10 hours each night
  • Limit screen time and teach them about using social media appropriately
  • Practice positive coping strategies – take deep breaths, go for a walk, listen to music, do something that makes your teen happy
  • Maintain structure and a daily routine

Ready, Set, Tackle!

Every teen is different, so if you try one of these strategies and it doesn’t work, that’s okay. Try them all to learn which methods work best for your teen. Also, you know the saying, “Change doesn’t happen overnight?” The more your teen practices these strategies, the easier it is to cope with anxiety.

Now, get ready to set up one of these strategies and let the tackling begin!

Concussions in Sports Statistics

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Concussions are being diagnosed more frequently than ever before. According to the Center for Disease Control, the number of reported concussions has doubled in the last 10 years. Emergency room visits for concussions in ages 8 to 13 has doubled. Concussions rose 200 percent among 14- to 19-year olds in the last decade.

Below are national concussions in sports statistics from the CDC:

Basketball Concussion Statistic:

  • 2 out of 3 concussions in boys’ basketball result from a collision with another athlete
  • 1 out of 2 concussions in girls’ basketball result from a collision with another athlete

Cheerleading Concussion Statistic:

  • 91% of concussions in high school cheerleading happen during stunts

Field Hockey Concussion Statistic:

  • 60% of field hockey concussions result from being hit by a stick or ball

Football Concussion Statistics:

  • 63% of concussions in high school football are from tackling
  • The average high school football player has 592 head impacts

Ice Hockey Concussion Statistic:

  • Nearly 65% of concussions in ice hockey result from a collision with another athlete

Soccer Concussion Statistic:

  • 3 out of 4 concussions from heading in boys’ soccer happen when players collide
  • 1 in 2 concussions from heading in girls’ soccer happen when players collide

Lacrosse Concussion Statistics:

  • 3 out of 4 concussions in boys’ lacrosse result from a collision with another athlete

Volleyball Concussion Statistic:

  • Nearly 40% of concussions in girls’ volleyball happen when diving for the ball.

Wrestling Concussion Statistic:

  • 1 out of 2 concussions in wrestling result from a takedown

Diagnosing and understanding concussions are imperative to your mental health. You need the guidance to find the right recovery from a concussion. Book a baseline scan with Psychology 360 today to test your brain health.

All statistics are from the www.cdc.gov/HEADSUP

Signs of Autism

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What is Autism?

Autism Spectrum Disorder is a neurodevelopmental disorder that can range in a spectrum. It can be very mild to very severe, and the timing and severity of first symptoms can vary widely. Autism is characterized by:

  • cognitive impairments
  • difficulty in communication
  • forming relationships
  • repetitive behaviors
  • social impairments

Identifying signs can vary depending on age, but the most obvious signs tend to appear between the age of 2-3 years.

Possible signs of autism in babies and toddlers:

  • By 6 months
    • lack of social smiles or other joyful expressions directed at people
    • limited or no eye contact
  • By 9 months, no sharing of vocal sounds, smiles or other nonverbal communication
  • By 12 months:
    • no babbling
    • no use of gestures to communicate (e.g. pointing, reaching, waving etc.)
    • no response to name when called
  • By 16 months, no words
  • By 24 months, no meaningful, two-word phrases
  • Any loss of any previously acquired speech, babbling or social skills

Possible signs of autism at any age:

  • Avoids eye contact and prefers to be alone
  • Struggles with understanding other people’s feelings
  • Remains nonverbal or has delayed language development
  • Repeats words or phrases over and over (echolalia)
  • Gets upset by minor changes in routine or surroundings
  • Has highly restricted interests
  • Performs repetitive behaviors such as flapping, rocking or spinning
  • Has unusual and often intense reactions to sounds, smells, tastes, textures, lights and/or colors

If you have additional questions or concerns about an autism evaluation, contact Psychology 360 today.

PLEASE NOTE: This screening measure has been adapted from Autism Speaks Inc. Please visit autismspeaks.org for additional information and resources.

Extended Time on the Law School Admission Test (LSAT)

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Nearly all American Bar Association (ABA) approved law schools require the LSAT as part of the admission process. One of the most challenging aspects of the LSAT are the time limits of 35 minutes on each of the five sections, which include Reading Comprehension, Analytical Reasoning, two Logical Reasoning sections and an unscored section (which is used to pretest new test questions). There is also a 35-minute unscored writing sample administered at the end of the test.

Some applicants will be granted extended time, typically time and a half, if they meet certain criteria. For example, applicants who have been diagnosed with ADHD, a learning disability, such as dyslexia, or a psychiatric diagnosis, such as anxiety that affects the ability to perform.

In addition, those who have previously been approved for extended time on other exams, such as the SAT or ACT will likely receive approval for extended time on the LSAT.

In order to apply for extended time, applicants need to submit a psychoeducational evaluation that has been completed within the past three years. The evaluation should provide a diagnosis and a detailed description of how the reported symptoms affect the applicant’s ability to function.

Register for the LSAT

  1. You must be registered for the LSAT prior to beginning the application for accommodation. You may register for the LSAT online, by phone, or by submitting a paper registration form.
  2. Complete the appropriate forms:
    1. Candidate Form
    2. Evidence of Disability
    3. Statement of Need for Accommodation
  3. Obtain and submit all required forms and documentation by the receipt deadlines listed on the LSAT Registration Dates & Deadlines page.

Once you are registered for the LSAT, you may apply for accommodations, such as extended time. If you are in need of a psychoeducational evaluation to submit with your accommodation application, contact our office. Below is an overview of the process.

The Evaluation Process at Psychology 360

  1. Initial phone consultation: A complimentary 20-minute phone call to review the process
  2. Testing: 5-6 hours of face-to-face testing
  3. Results Session: 1-hour feedback session to review results, diagnosis if indicated, and an individualized treatment plan outlining specific accommodations and recommendations. A comprehensive written report is also provided during this session. This report will need to be submitted with the application for accommodations.

The time frame to complete an evaluation is typically 2 to 3 weeks. Dr. Dohrenwend and her staff serve as advocates throughout the entire evaluation process.

LSAT Accommodation Decisions

The Law School Admission Council (LSAC)  encourages you to register and submit all required documentation well in advance of registration deadlines so you can receive timely notification of the decision. Currently, there is only one deadline for test registration. There is no longer be a “late registration” deadline.

When the request for accommodation is granted. LSAC will make arrangements with the test center and send both you and the test center supervisor confirmation of the accommodation granted. Since some test centers may be unable to provide certain types of accommodation, LSAC strongly recommends that you register early to allow sufficient time for alternate arrangements, if necessary. LSAC cannot guarantee that you will test at the center for which you hold an admission ticket. Additionally, your test may be scheduled for an alternative, later date/time. You must notify Accommodated Testing if you change your test center location. This notification must be received in writing by the applicable test registration deadline.

In addition to the most frequently requested accommodation of extended time (time and a half) additional LSAT accommodations Include the following:

  • Extended time: 100 percent (double time)
  • Additional rest time during breaks (the standard break is 10-15 minutes between third and fourth sections)
  • Additional breaks between sections
  • Stop-the-clock breaks
  • Use of computer and printer for the Writing Sample
  • Use of spell-check
  • Private testing room
  • Use of a reader
  • Use of a scribe
  • Scratch paper
  • Use of magnification devices
  • Large-print (18 pt.) test book
  • Screen-readable HTML test
  • Sit/stand with a podium
  • Use of line marker
  • Marking answer choices in the test book
  • Reserved or assigned seating location
  • Permission to bring and eat food
  • Permission to bring and take medications or earplugs

For more information or to schedule an evaluation, call Psychology 360 at (858) 877-3601 or email

ADHD Diagnosis: 3 Things You Need to Know

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How does ADHD Diagnosis help my child?

What does an ADHD Diagnosis mean and how can it help?It seems everyone is talking about ADHD and ADHD Diagnosis these days. With such increase in awareness, many parents start to wonder whether their own child may have a touch of ADHD.

If your child seems unable to keep up with his or her peers, or seems to get in trouble more than others then you may have concerns about ADHD and wonder what you should do. Treat it like every other challenge in parenting:

1- Get the information you need
2- Make sure you understand it
3- Become empowered to make the best choices for your child

This article will help you get started with: “How is ADHD diagnosed?” and “What if ADHD is diagnosed?”

 Get the information you need : Choosing a doctor and understanding how ADHD is diagnosed.

Choosing a doctor for ADHD diagnosis.

There’s no single test that will tell you whether your child has ADHD.  In fact, the diagnosis often begins with a parent or teacher recognizing that the problems are beyond the child’s ability to control.  After that moment of recognition, prompt diagnosis by a specialist is critical.

You should seek a diagnosis from a specialist with significant experience in ADHD.  Without proper diagnosis and intervention, the child can be branded or self-identify with labels such as “lazy”, “irresponsible”, or worse.

Before making an appointment, do your research! Is the doctor or clinician specialized in diagnosing ADHD and other related conditions?  Do they work regularly with schools to ensure your child’s success?

Diagnosis can take several hours of test taking, talking, and analysis so it’s unlikely that your general practitioner is equipped with the right tools and resources.  You will probably be referred to a specialist but you shouldn’t feel obligated to go to any particular referral.  You need to find a professional trained in diagnosing ADHD because they will also screen for other related issues that may be involved.  Even if the school has done their own diagnosis, having an outside diagnosis will help during the IEP or 504 plan process.

Dr. Dohrenwend at Psy360 specializes in ADHD diagnosis. Her comprehensive approach considers each individual’s primary concerns, unique circumstances, and relevant medical, academic and social/emotional history. You may wish to contact your local chapter of Children and Adults with Attention-Deficit Hyperactivity Disorder (CHADD) for additional information.

How ADHD Is Diagnosed

In order to be diagnosed with ADHD, a patient must demonstrate at least six of the symptoms of inattention, hyperactivity, and impulsivity. In addition, these symptoms must have persisted for at least 6 months with a negative impact on the child’s social and academic activities. Doctors must conduct thorough clinical interviews or issue detailed surveys for parents and teachers to complete. Additional screening tests are needed to identify or rule out other conditions such as anxiety, autism, and mood disorders. A standardized ADHD rating scale is used for analysis and diagnosis.

The comprehensive approach for ADHD diagnosis used by Dr. Dohrenwend includes computer-based measures, paper and pencil tests, parent surveys and teacher surveys, and in-office interviews.  Her standardized computer-based measures look at reaction time, sustained attention and vigilance in both auditory and visual conditions.

Understanding your Child’s ADHD Diagnosis and Understanding ADHD treatments

The more you know, the more you can help. While you’re waiting through the diagnostic process, take the opportunity to understand even more. Your doctor may even have some initial feedback to help guide your thoughts or questions.  CHADD is a great online resource for information and support.

ADHD DIagnosis can help you change the way ADHD impacts the life of someone living with it.Try learning about what your child is experiencing. You already have experience with how ADHD is affecting family members, teachers, and friends but how much do you understand about how ADHD can affect the daily life of someone living with it?  Invite your child to help you understand what it’s like in their world.

Learn more about how you can help your child navigate life with ADHD.  Important talking points include: how ADHD may affect them in social situations and how to self-advocate in school and elsewhere.

Start to research the process for implementing a 504 plan or IEP.  Reach out to the student counselor for guidance on the process at your school. When the time comes, the counselor, teachers, and the doctor will work together with you and your child to put in place the appropriate accommodations, but it’s always helpful to familiarize yourself with the actual process so you can be prepared.

Find out about recommended treatments and therapies. There are many approved therapies and medications available and just as many personal opinions about which ones are effective. It’s informative to learn about how people decide what treatment path to try and what they eventually choose. Keep in mind that ADHD is not a one size fits all condition so treatments are nearly always custom fit and regularly tweaked’ for best results.[/vc_column_text][vc_empty_space][vc_separator type=”normal” color=”#d1d1d1″ border_style=””][vc_column_text]3- Become empowered to make the best choices for your child : Give yourself a break and then Plan for success.[/vc_column_text][vc_empty_space][vc_column_text]

First, give yourself and your child a break. After years of frustrating, even painful situations, you no longer need to feel hopeless about being able to change. Let them know that ADHD doesn’t define who they are and many successful people have ADHD.

Next, plan for success.  It is important to keep in mind that a diagnosis is not a sentence of hardship, it is actually the first step in the path of bringing relief. A parent can end their speculating and start planning for success.


Next, what are some steps to plan for success?

  1. Talk to your child’s doctor about treatment options. These may include ADHD medications, behavior therapy or social skills groups. Remember there is no ‘one size fits all’ treatment plan and you will probably have several options available to you.
  2. Make sure your doctor is accessible since you’ll need to talk often as you work to find the right medication dosage or other therapeutic approaches.
  3. Invite your child to be a part of the discussion of expectations and pros and cons of any treatments.  They need to know what they can expect to experience in different treatments and that you and the doctor want to know how they’re feeling every step of the way. Additionally, they will learn to explain their situation in terms others can understand.
  4. Talk to your doctor about accommodations at school and home and strategies for social settings.  Your child needs a strong advocate to get the most appropriate support and services put in place.  You should feel comfortable proceeding as a team; parent, doctor, child, and teacher/counselor. Communicate regularly with your child’s teachers and specialists about whether supports and services are working.
  5. Teach your child to self-advocate. This is usually part of any treatment plan you need to help reinforce it whenever you see an opportunity.  Your doctor can help with some of the ways your child can ask for help when they really need it. Self-advocacy is a skill that offers benefits for a lifetime.

You’re not alone in parenting a child with ADHD. Some parents find it helpful to connect with other parents in the community.  Visit CHADD to find local ADHD support groups and other local connections for parents like yourself.  Contact Dr. Dohrenwend at Psyc360 to talk about your concerns and schedule a consultation to discuss ADHD diagnosis.

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