We provide individualized testing for dyscalculia in children, teens, and adults, led start to finish by one psychologist. Dyscalculia affects how a person understands numbers, performs calculations, and applies math skills in daily life.
Every evaluation begins with a cognitive and executive function baseline, then builds out around math-related learning, focusing on number sense, place value, calculation, quantitative reasoning, and practical math concepts such as time and money. One psychologist guides the full process and assesses how these challenges contribute to academic frustration and everyday functioning.
From the first clinical interview through the feedback session, the same psychologist owns every step, so the process stays personal, individualized, and never handed off to another provider.
Children who count on their fingers well past their peers, struggle to recognize numbers, reverse digits, or fall behind grade-level math expectations.
Teens who avoid math classes, freeze on calculations and word problems, or rely on a calculator for everyday arithmetic.
Adults who dread budgeting, splitting a bill, tracking time, or handling calculations at work, often after struggling with math for years.
Your evaluation begins with a one-hour clinical interview where your psychologist gathers a detailed history of math development and academic performance, from early number sense through current challenges. This conversation helps determine which assessments will most effectively identify the source of math-related difficulties.
Your psychologist coordinates a personalized testing battery that combines cognitive and executive function assessments with targeted math and numerical processing evaluations conducted by an in-house learning disability specialist. Testing involves 2 to 6 hours of in-person evaluation over one to two days. This combined approach evaluates both underlying cognitive patterns and specific math skill breakdowns. Questionnaires are also sent to you and to teachers or others involved in your learning environment.
All testing data from both the psychologist and the learning disability specialist are compiled into a detailed diagnostic report covering cognitive abilities, numerical processing, math fluency, problem-solving, and any co-occurring conditions (such as ADHD, dyslexia, or anxiety around math).
Approximately two to three weeks after testing, you return for a feedback session. Your psychologist walks through the diagnosis and provides individualized recommendations: math intervention strategies, academic accommodations, assistive tools, and next steps tailored to your specific learning profile.
The licensed psychologist and a third-party LD specialist each conduct their respective components of the evaluation and then share findings before the feedback session. The psychologist contributes the cognitive and executive function baseline as well as any co-occurring condition findings. The LD specialist contributes the dyscalculia-specific assessment data. Both clinicians attend the feedback session and present a unified clinical picture, so you are getting two areas of specialized expertise in a single coordinated process.
Yes. Dyslexia and dyscalculia frequently co-occur, and screening for both is incorporated into the evaluation when relevant. The LD specialist component of the evaluation includes tools that can identify dyslexia-related reading and language processing difficulties alongside dyscalculia-specific math processing findings. Having both identified in a single evaluation means the recommendations address the full scope of the learning disability picture.
The report covers the cognitive and executive function findings from the psychologist’s assessment, the dyscalculia-specific findings from the LD specialist’s testing, any co-occurring diagnoses, and individualized recommendations. Recommendations address educational accommodations, instructional strategies, workplace modifications, and referrals to specialized tutors or support services. The report is formatted to meet school, university, and employer documentation requirements.
Common signs include difficulty counting, problems learning basic math facts despite repeated practice, trouble understanding number sense and quantity, difficulty telling time, poor directional sense, struggling to follow multi-step math procedures, and avoiding math-related tasks. Many children with dyscalculia are bright in other subjects, which makes the math difficulty seem disproportionate and puzzling to teachers and parents. An evaluation clarifies whether dyscalculia is the explanation.
Yes. ADHD and dyscalculia frequently co-occur, and ADHD specifically can compound math difficulties through attention, working memory, and processing speed challenges. Comorbidity screening for ADHD is built into the evaluation, and the cognitive baseline conducted by the psychologist directly measures attention and executive function. If both are present, the recommendations address each condition and how they interact.
Yes. Core Spring Diagnostics works with children, teens, and adults from Kenosha and surrounding communities seeking dyscalculia testing. The two-clinician evaluation team, combined with a thorough cognitive baseline and comorbidity screening, provides a level of clinical depth that standalone screening tools cannot.
"*" indicates required fields
Thank you for sending us your information. We’ve received your details and will be in touch soon.
