Category Archives: Child Feedback Sessions

Parent Handout: Talking to Kids About Testing (Spanish and English)

When I talk to parents about assessment, many express a common concern:

“When we tell her she’s getting tested, she’ll think something’s wrong with her!”

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Intellectual Disability and Child Feedback

When Dr. Skye McLennan picked up 6-year-old Noah from his classroom for his first testing session, she asked him if he knew why he was coming with her. 

“Because I was bad?” he hesitantly replied.  

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Spreadsheet: Visuals and Videos for Feedback Sessions

Feedback sessions can be very talk-heavy.

Even if I am diligent about using the child’s words, it still can be a lot of language for a young person to process! 

To help, I started collecting child-friendly videos, graphics, books, celebrity profiles, and websites that relate to specific diagnoses and the power of neurodiversity.   You can find them all in the spreadsheet below.

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Explaining Multiple Diagnoses To Kids

For the complete How to Explain a Diagnosis to Kids series, visit

Finding developmentally appropriate, positive, non-overwhelming language to explain one diagnosis to a child is hard enough…

But what about when the child has multiple diagnoses?

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Handout: Child Feedback Language Guide

When talking to a child about their testing results, it’s hard to find language that is positive, developmentally appropriate, and not overwhelming. 

Over the past few months, I’ve shared a set of articles dedicated to finding this language and helping us explain common diagnoses to kids, including:

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Explaining (Reframing) Oppositional Behavior to Kids

The evolving conversation around neurodiversity celebrates the unique minds and superpowers of neurodivergent profiles such as ADHD, Dyslexia, Autism, and more. 

But what about the kids who struggle with explosive, disruptive, or oppositional behaviors?

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How to Explain Dyslexia to Kids

The dyslexic adults I see often come in thinking they’re lazy, or broken, or worse, stupid.

As children, they were told that they had a deficit – and the conversation stopped there.  

When those same dyslexic adults and I do an assessment together, we learn that they are far from lazy, broken, or stupid.  In fact, we end up rewriting the narrative of their entire childhood.

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