Our evaluations are designed to identify underlying math-related difficulties and understand how they impact academic performance and confidence. One psychologist guides the entire process, building an individualized picture of each person’s cognitive and learning profile.
Every evaluation begins with a cognitive and executive function baseline, then provides an in-depth understanding of math-related learning skills, focusing on number sense, place value, calculation, quantitative reasoning, and practical math concepts such as time and money. We also assess how these challenges contribute to math-related academic frustration and everyday functioning. For families across Racine, one psychologist oversees the full process, with a learning disability specialist joining for the math-specific testing and both attending your feedback session.
Children who struggle with basic math concepts, counting, number recognition, or keeping up with grade-level expectations.
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.
Math anxiety is an emotional response to math-related situations that can impair performance. Dyscalculia is a neurological learning disability that affects the underlying ability to process numerical information. Both can make math difficult, but they require different interventions. A formal evaluation at Core Spring Diagnostics distinguishes between them by testing mathematical processing directly and exploring the history and context of math difficulties through the clinical interview.
Yes. Dyscalculia affects everyday life beyond the classroom, including managing personal finances, reading analog clocks, estimating quantities, following recipes with measurements, and understanding timetables. Adults with undiagnosed dyscalculia often develop complex workarounds for these challenges. A formal evaluation can clarify whether dyscalculia is the explanation and provide recommendations for practical accommodations and strategies.
Executive function, including working memory, cognitive flexibility, and processing speed, is critical for multi-step math procedures and problem solving. Executive function difficulties can compound dyscalculia or independently impair math performance. The psychologist conducts a comprehensive cognitive and executive function baseline at the start of the evaluation, which separates executive function contributions from the core dyscalculia-specific processing deficits identified by the LD specialist.
Both the psychologist and the LD specialist attend the feedback session. The psychologist presents the cognitive and executive function findings and any co-occurring condition diagnoses. The LD specialist presents the dyscalculia-specific results. Together, they walk through how the findings interact and what the combined picture means for diagnosis and recommendations. You leave the session with a full understanding from both clinical perspectives.
Yes. The written report from a Core Spring Diagnostics dyscalculia evaluation documents specific diagnoses, functional limitations, and targeted accommodation recommendations in the format schools require for 504 plans and IEPs. The report is designed to be handed directly to a school’s special education team or student services coordinator.
Yes. Core Spring Diagnostics works with children, teens, and adults from Racine and the surrounding area seeking dyscalculia testing. The evaluation combines a psychologist-led cognitive baseline with LD specialist-led dyscalculia testing and a joint feedback session, providing a level of clinical depth that standard academic screenings cannot match.
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