Our What Is Dyscalculia page discusses signs of dyscalculia among different age groups. Children with dyscalculia have difficulties in math that go beyond failing a math test or falling a little behind in class. Ask yourself: is my chlid a year or more behind in math class? Does extra help at school seem to not help at all? Are there numerous areas in math that my child just doesn't seem to be grasping? If you answered yes to these questions, it would be beneficial to test your child for dyscalculia.

The assessment is administered one-on-one and involves a series of hands-on mathematical tasks. It is not a dry online, or paper and pencil, series of questions. The tasks are engaging and designed to avoid frustration and anxiety. The student is not pushed to complete tasks that are beyond their current level. In all, the assessment takes about an hour, and is a positive relation-building experience for both student and tutor. 

Progress is monitored on a weekly basis using EasyCBM. It is a quick assessment, taking only a few minutes at the beginning of a tutoring session. Progress monitoring aids in tracking growth and planning instruction.

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For students with dyscalculia, receiving one-on-one or small group help twice per week is ideal. Once a week is workable if there is reinforcement of concepts at home between sessions.

Targeted interventions at school with small groups is nearly always beneficial. Students with dyscalculia, however, need more. As one pair of researchers stated, "In the case of developmental disorder, co-morbidity is a rule not the exception." In other words, dyscalculics are likely to have other developmental or learning difficulties that compound their struggles with math. Unless a small group is very small, it is difficult for an interventionist to accommodate the diverse, individual needs of each and every learner. An effective intervention, for a dyscalculia student, requires highly individualized remediation techniques.