Our Clinical Principles Are Our Foundation

We believe that most learning differences come with legitimate strengths. At the same time, we acknowledge the challenges people with learning differences face.

We strive to make our evaluations the most accurate, our support services the most effective, and our customer experience second to none.

We speak candidly with every customer. We eliminate euphemisms and jargon throughout the process. We write reports that are clear, concise, and informative.

Everything we do is evidence-based and data-driven. We always avoid appeals to authority and never rely excessively on clinical judgment.

Bloating increases costs and therefore reduces access to learning differences services. We will never sell our clients redundant services.

Too many people are denied access to quality services; others are issued erroneous diagnoses in what can be a pay-to-play process. We offer evaluations that are accessible and accurate.

The sole purpose of our recommended academic accommodations is to enhance learning; insufficient or excessive accommodations prevent a student from reaching their potential.

Effectiveness measures how an intervention performs in the real world; efficacy is how an intervention performs in ideal circumstances. We favor practical recommendations.

We serve people with learning differences over all other stakeholders.