Dr. Katherine Baum is board certified, which reflects the highest level of competence in the field. Assessments and treatment are in-depth, high-quality and evidence-based. She offers neuropsychological and cognitive assessment, ADHD assessment, testing for gifted or advanced academic programs, testing for academic accommodations, concussion testing and assessment, and traumatic brain injury.
Does My Child Learn Differently? Learning Disabilities 101
Katherine Baum, PhD
Does My Child Learn Differently?
As a parent, watching your child struggle in school can be a heart-breaking experience. If your child consistently falls behind, has trouble retaining information, or can’t focus in class, you might wonder if they have a learning disability or another developmental concern. But what exactly is a learning disability, and how can you tell if your child has one?
When it comes to children with learning disabilities, getting a proper diagnosis is the first step in accessing the support they need to succeed.
What Is A Specific Learning Disability?
A specific learning disability or disorder (SLD) is a neurodevelopmental condition that affects a person’s ability to take in information, process it, and send it back out into the world. Learning disabilities are seen in specific academic areas, like reading, math, and written expression, and exist regardless of an individual’s intelligence. They can be “invisible disabilities” because sometimes they are difficult to detect. A learning disability means that a child’s brain learns differently than their peers, but they can still progress in school.
Every child is unique. Children with learning disabilities can have a range of strengths and weaknesses, and the specific symptoms and severity can vary from child to child.
Signs Of A Learning Disability
How can you tell if your child has a learning disability? Although this varies widely depending on age, here are a few signs that you can look for:
*Struggling in school: Your child is consistently falling behind in school or is having trouble retaining information. He or she does not always understand what is said.
*Reading difficulties: Your child struggles with rhyming, sounding out or reading words, or reading fluently when their same-aged peers are able to do this more easily. He or she may mix up words or commonly make errors in spelling.
*Trouble managing classroom demands: Your child does not always follow directions, struggles with transitions, or does not interact appropriately with peers. This could be due to learning, social, behavioral, and/or psychological difficulties or diagnoses.
*Difficulty attending to homework or schoolwork. Your child avoids doing school work or has trouble staying focused on it. Other factors, such as executive functioning, attention, or emotional difficulties, could also play a role.
*Difficulty writing: Your child has trouble forming and spacing letters or words, or struggles to organize or get his or her thoughts on paper.
*Struggles with math: Your child has trouble with math concepts, including arithmetic, quantitative concepts, or completing multi-step math problems.
Is School Based Testing Different From Neuropsychological Testing?
Psychoeducational evaluations can sometimes be completed through your child’s school at your request. While both evaluations assess aspects of attention, mood, and behavior, neuropsychological evaluations are more comprehensive. Additionally, school-based evaluations test a small portion of the broad cognitive abilities that allow children to function.
Neuropsychologists work collaboratively with schools, including on testing, to ensure your child and family have the information necessary to best understand your child.
Resources
To learn more about the public school mandate to provide free and appropriate education to students with all levels of need or disability, see information about the Individuals with Disabilities Education Act. For more information on special education law and resources for advocating for the education of children with disabilities, see Wright's Law.
How To Help Your Child With Learning Differences
Start by talking with your child’s school. They can help you better understand the process for evaluating your child for special education support, including under the classification of specific learning disability. You can also rely on a neuropsychological consultation, as an outside provider familiar with developmental disorders and special education law can help support your family as you move through the process.
The earlier your child is diagnosed, the better their chances are for success in school and in life. With the right support and resources, children with learning disabilities can go on to lead successful, fulfilling lives.
Thank you to Dr. Katherine Baum for this guest post.
This guest blog from Open Minds Psychological e xplains why schools request mental health evaluations after a behavioral or psychiatric crisis and how families can access fast, trauma-informed, school-compliant assessments. Based in Pennsylvania, Open Minds offers 48-hour turnaround times and specializes in school-ready documentation that helps students return to class safely and with support. When the School Says Your Child Needs a Mental Health Evaluation If you’ve received a call or letter from your child’s school saying they can’t return until they’ve had a psychological evaluation, you’re likely feeling overwhelmed, frustrated, and unsure of what to do next. You’re not alone—and you’re not doing anything wrong. These situations are incredibly stressful, especially when you’re navigating them without a roadmap. At Open Minds Psychological, we specialize in trauma-informed, school-compliant assessments. Let’s walk through why schools make this request, what it means for your child, and what steps you can take to get the support you need, fast. As a team of clinicians who’ve worked with hundreds of children and teens in crisis, we understand both the urgency and the emotion behind school-required evaluations. Many of us are parents ourselves—and all of us believe that a child’s future should never be defined by their hardest moment. “I was afraid my child would be labeled forever. But instead, she felt seen. The clinician actually listened—and the school finally had a plan that made sense.” – Parent, Bucks County According to the American Psychological Association, early re-entry planning after hospitalization significantly reduces school refusal and emotional relapse in students. Ready to get help now? If your school has asked for an evaluation and you’re unsure what to do next, schedule a consultation with Open Minds Psychological today to get clear, expert guidance. Why Schools Request a Psychological Evaluation The Role of Schools in Student Safety Schools have a legal and ethical responsibility to ensure a safe learning environment. When a student experiences a behavioral or emotional crisis—whether that’s a panic attack, aggressive outburst, self-harming comment, or hospitalization—the school may request an evaluation to understand whether it’s safe for the student to return and how best to support them. Q: Why did the school say my child needs a psychological evaluation? A: They’re making sure it’s safe for your child to return and want expert guidance on how to support them. Common Triggers Psychiatric hospitalization or ER visit Suspensions involving threats or aggression Major changes in behavior or emotional state Self-harm or suicidal ideation reported at school Legal & Liability Factors Schools may also be navigating state guidelines or district policies that require formal documentation from a licensed professional before readmitting a student after a behavioral or psychiatric crisis. What Is a High-Risk Psychological Assessment? A Focused, Trauma-Informed Evaluation Unlike standard psychological evaluations, a high-risk assessment is designed to evaluate immediate concerns about a student’s emotional and behavioral stability in a school setting. Q: What exactly is a high-risk psychological assessment? A: It’s a short-term, focused evaluation that checks if your child is ready to go back to school and what support they may need. evaluation that determines if a student is emotionally and behaviorally ready to return to school after a crisis. What It Includes Brief clinical interviews Behavior and risk screenings Review of medical/school documentation Feedback and written recommendations for school reintegration What It Doesn’t Do This isn’t a full diagnostic battery—it won’t label or pathologize your child. Instead, it aims to answer two questions: Is it safe for your child to return to school? What support will help them succeed when they do? Looking for ways to support your teen during this process? Explore our therapy for adolescents page to see how ongoing therapeutic support can help your child feel understood and regain confidence. How to Request a School-Compliant Evaluation: Step-by-Step Get the school’s referral or request in writing – This is usually an email or letter stating that an evaluation is needed. Contact a licensed child psychologist – Prioritize providers experienced in school settings and turnaround within 24–48 hours. Prepare documentation – Include hospital discharge notes, school communication, or prior evaluations. Attend the assessment appointment – Bring your child, and ensure time for both parent and child interviews. Submit the evaluation report to the school – The clinician will provide a formal letter with return-to-school recommendations. Additional Parent Questions (People Also Ask) Q: Can I use my own psychologist instead of the school’s? A: Yes, you can choose your own licensed provider—as long as their report meets the school’s requirements. Families have the right to choose their own licensed provider, as long as the evaluation meets school documentation standards. Q: What if the school pushes back on our evaluation? A: Ask them why—it’s often a formatting issue, and the clinician can usually revise it to fit their policy. to clarify their requirements. A clinician can often revise or supplement the report to meet district criteria. Q: How fast can we get this done? A: Open Minds can usually schedule and complete the full evaluation—including paperwork—within 48 hours., we typically complete high-risk evaluations within 48 hours—including written documentation for the school. Take the next step today: Schedule an appointment or call us to get your child on the path back to school. For a deeper, step-by-step walkthrough, visit our full Psychological Evaluation Guide.
Where Can I Have My Child Evaluated for Autism, ADHD & Giftedness? If you have concerns about your child's development or learning, then you likely already know that many local providers have waitlists as long as 18-24 months for evaluations. As a parent who was once putting my child's name on those lists, I grew frustrated and made it my mission to collect parent recommended resources with minimal wait times who can help families get answers as early as possible. Here are many excellent options to consider.
Thank you to our friends at InStride Health for this guest post! At its core, perfectionism is the tendency to have very high standards for ourselves or others. Not all perfectionism is harmful. Research shows that some perfectionistic behaviors are useful and help young people reach meaningful goals. This adaptive form of striving pushes kids and teens to work hard, take pride in their efforts, and stay flexible when things don’t go exactly as planned. The trouble begins when perfectionism becomes driven by anxiety, guilt, fear of judgment, fear of failure, and shame. Often individuals engaging in problematic perfectionistic behaviors experience fixed thinking and unrealistic expectations. These internal pressures can be relentless and emotionally exhausting, fueling self-criticism, procrastination, and avoidance. And instead of helping kids grow, they slowly shrink the world they feel comfortable living in. Here are some ways problematic perfectionistic behaviors can show up in a young person’s life. School and the Pressure to Get Everything Exactly Right Academic settings are a breeding ground for problematic perfectionistic behaviors. A young person might feel a need for things to be done in a very specific way, redoing steps or checking their work repeatedly to relieve the discomfort of imperfection. Others may delay starting work because beginning feels risky, or finish a task and avoid turning it in because it isn’t perfect. Over time, school becomes less about learning and more about controlling outcomes. Social Life, People-Pleasing, and the Fear of Being Seen Imperfectly Social situations are another area where problematic perfectionistic behaviors can show up. Some young people might overthink what they say, rehearse conversations, or avoid certain social situations altogether. Others become chronic people-pleasers, feeling they need to always be agreeable or helpful. Fears of being judged, embarrassed, or perceived negatively can make them feel they must present a “perfect” version of themselves at all times. This limits friendships, prevents authentic connection, and makes everyday social interactions, like starting conversations, meeting new people, or speaking up, feel stressful. Hobbies, Creativity, and the Loss of Play Perfectionism doesn’t just affect academics or relationships; it can drain the joy out of hobbies and creative activities. Kids and teens may pull back from or even stop doing the things they love, like drawing, playing music or sports, participating in plays, or trying new things because they feel pressure to be the best. They are scared to even try out of fear that they won’t excel right away or become a star, and their world becomes less playful and curious and more fear-driven. Decision-Making and the Fear of Choosing Wrong Another place problematic perfectionistic behaviors show up is in decision-making. Buying gifts, picking out clothes, or deciding where to eat can start to feel overwhelming. Young people may spend so much time thinking through options and trying to find the “best” one that they freeze, avoid choosing, or hand decisions off to others. Avoidance becomes a way of staying “safe.” If they don’t choose, they can’t choose wrong. Unlearning Problematic Perfectionistic Behaviors Because problematic perfectionistic behaviors are learned, they can be unlearned, with the right evidence-based support and practice. At InStride Health, we help young people understand that targeting these behaviors in treatment isn’t about lowering expectations or giving up on values like hard work or trying their best. Instead, it’s about teaching them to notice and name these behaviors and associated thoughts and emotions and then choosing new, more flexible ways to respond. This work includes tolerating imperfections and uncertainty through exposures, engaging with thoughts more flexibly, and building genuine self-compassion. As perfectionism loosens its grip, young people can rediscover the confidence, curiosity, and freedom to try things without needing them to go perfectly. And their world expands again.
6 Common Special Needs Planning Missteps & How to Avoid Them Guest Post by Pat Bergmaier, CFP®, ChSNC® Over the years, I’ve met many well-meaning, loving parents who mistakenly assume they’re “all set” when it comes to handling the unique financial needs of their child with special needs, only to find out later that they’ve missed a key step. It’s understandable, but these situations can often be avoided with some proper planning help. Here are some frequent planning missteps to be aware of that could impact the financial future of your child or family member with special needs.
Thank you to Dr. David Danish, President and Psychiatrist at Philadelphia Integrative Psychiatry and Chris Smith, Board Certified Behavior Analyst and Licensed Behavior Specialist for answering this parent question.
Join me in welcoming ABA Centers of Pennsylvania to Bala Cynwyd and Wayne/King of Prussia. They are smashing lengthy local waitlists for autism diagnosis and care, getting children 2-17 years in within 47 days of their initial contact and they work with most major insurances.
Beyond Autism Opens their 3rd Location in Havertown Pa! Beyond Autism is a collaborative center that provides individualized ABA, Speech and Occupational Therapy for children and adolescents diagnosed on the Autism Spectrum. They partner with families living with autism to build a strong foundation for their children in early childhood and beyond and passionately believe that their team inspires and supports change through evidence-based teaching methods and practices. Their newest location recently opened in Havertown and they continue to offer services out of their West Chester and Media locations. Applied Behavior Analysis (ABA) is a scientific, data based field that has utilized principles of learning and behavior for over 30 years to teach children with Autism enhanced social behaviors like self-care, play, motor skills, language, academic, self-help and other living skills. Their typical timeframe to begin services ranges from 2-4 weeks and, best of all, Beyond accepts all major commercial insurances. While they are not a Medicaid provider, they do offer a hardship program for those in need of financial assistance. Beyond offers a variety of service areas which include but are not limited to: Autism Spectrum Disorder Childhood Apraxia of Speech Early Intervention of Speech/Language Delay Expressive and Receptive Language Disorders Fluency/Stuttering Disorders Artic Phonological Disorders Social Skills/Pragmatic Language Deficits Learning Disabilities Augmentative and Alternative Communication (AAC) Feeding and swallowing Their occupational therapy program focuses on providing skilled based services in the following areas: Activities of daily living (i.e dressing, feeding, toileting & tooth brushing) Sensory processing Fine and gross motor skills Self-regulation and social skills Visual motor & perception skills Play and leisure skills Learn more and contact them at the link below and welcome Beyond Autism to the neighborhood!
Do you have a child who is exploring potential careers and wishes to do more research? Here are my top 3 websites to explore job goals! O*Net Online O*Net Online is a fabulous website that you could spend hours on. Do you have a specific job that you are interested in researching? You can search for it specifically and you can see all of the job duties associated, the education required, salary information, as well as other jobs that are related to that position. You can also explore jobs based on a specific skill set, by professional associations, job duties, etc. The website also designates which jobs are “bright outcomes”, meaning that the industry is growing and therefore jobs will most likely be available in your field. The website also includes a free interest profile which is helpful in narrowing options. Overall, I could spend hours doing research on O*Net! It is my favorite website by far! Pennsylvania’s Center for Workforce Information & Analysis This website provides labor statistics based on information gathered from the state of Pennsylvania and breaks it down by counties. My favorite statistic to explore is the “Top 50 New Hires”. This is updated every quarter, so it has the most up to date information. This list shows the top 50 employers in each county who have hired workers. This list can be beneficial to explore what type of industries are prevalent in the area that you live in or wish to live in, as well to give ideas of employers to explore for potential jobs. You can find an employer and then search their site for the types of jobs that they are hiring for. The information is extremely interesting, especially when comparing different counties. Occupational Outlook Handbook This website is similar to O*Net Online because it also allows you to explore different job goals in a variety of ways including by pay, educational level, projected new jobs, and projected growth rate. This website is developed using the US Bureau of Labor Statistics. There is a video on the home page which gives you information on how to best use the site. It is another great option for you and your child to explore different job goals. The Pennsylvania Office of Vocational Rehabilitation, or OVR, provides vocational rehabilitation services to help persons with disabilities prepare for, obtain or maintain employment.
If you are a parent of a child with an intellectual disability or autism, it can be overwhelming knowing which agencies you need to connect with to support your child. One of the first agencies that you should explore is the Office of Developmental Programs (ODP). Pennsylvania’s Office of Developmental Programs has a mission to assist Pennsylvanians with developmental disabilities to achieve greater independence, choice, and opportunity in their lives. Services include (but are not limited to) assistive technology, benefits counseling, community support, therapies, transportation, employment support, educational support, respite care, housing, etc. The services provided are tailored to the needs of your child. You must contact your county ODP office and schedule a time to speak with the intake person who will gather your information. ODP provides services through Administrative Entities. An administrative entity is an agency that can oversee ODP services. As a parent, you will have a choice of which Administrative Entity you would like to work with. It is encouraged to reach out to speak to the different Administrative Entities available to determine which one is the best fit for your family. I also encourage you to discuss with other members of your community who may have worked with them in the past. Once assigned to an administrative entity, you will be assigned to a Supports Coordinator who will be your main point person as you navigate services. It is important that this person is kept in the loop and informed of any important changes. Services are funded through something called a “waiver”. Some waivers are available at birth, therefore there is no need to wait to enroll for ODP. There are different waivers available and although several of them overlap in the types of services they provide, they may differ in the amount of funds that can be spent on a yearly basis. This can impact the number of services your child can access and at times, you may have to prioritize what is most important for them to have. Your supports coordinator will let you know which waiver you are eligible for and will help develop a plan, an Individualized Service Plan, which will outline the services provided. The ISP is updated on an annual basis. I have had discussions with families in the past who have been hesitant to enroll with ODP because they had misconceptions of the services that they provide. They believed that the services were just for individuals with significant cognitive disabilities and that their child would not be eligible. Some families I have worked with didn’t realize that individuals with autism were eligible for ODP as well. In reality, ODP provides funding for an extensive amount of services. If your child is going to need supported employment services, ODP will work hand in hand with the Office of Vocational Rehabilitation to provide the on-going on-site support. ODP funds have also been used to pay for the tuition for autism programs through universities. I have also seen ODP funds be used to fund Uber rides to and from employment. Your supports coordinator will be the one to assist you in determining how funds are used. Why is it important to enroll now versus waiting? For some waivers, it may be first come first served and may require for you to join a wait list. The number so individuals accessing these services continues to grow and there are limits to the funding available. In addition, it is important to have the supports coordinator involved early so that they can assist with the transition out of high school. In addition, to be eligible, you must provide documentation and complete an application. This process can take time, so you do not want to wait to get started. For more information about ODP, please visit ODP’s website which features The Gold Book , which explains services and waivers in digestible way.
