Frequently Asked Questions
How do I know if my child may need support?
If reading, writing, attention, language, or academic confidence feels harder than it should, an evaluation or consultation can help provide clarity. Many families reach out simply because they sense something is not coming as easily as expected.
What ages do you work with?
We serve children as young as four through high school and college-age students and beyond, depending on individual needs.
Do you diagnose dyslexia?
Yes. Our comprehensive evaluations examine the language, literacy, and learning factors that influence reading development in order to form an informed diagnostic impression and guide recommendations for support.
Why is your program intensive?
Meaningful progress often requires enough high-quality practice for the brain to strengthen the pathways that support learning. Our intensive model provides the repetition, consistency, timely feedback, and momentum many students need to make robust, lasting gains—and to close the gap in less time than traditional approaches.
What does an intensive program look like?
Students typically attend Monday through Friday for approximately five hours per day over 7 to 12 weeks, depending on their needs and goals.
Do you only work with families in Arizona?
No. In addition to serving local families, we also welcome families who travel to us from across the United States and internationally.
How do you measure progress?
Progress is monitored carefully throughout each intensive. Data is collected hourly, daily, and used to guide daily treatment planning. Each child participates in pre and post-assessment measures designed to document growth using statistically sound methods.
What makes Wellington-Alexander Center different?
We don’t operate in silos. Our specialists collaborate as one integrated, transdisciplinary team so families don’t have to coordinate multiple providers or stitch together separate recommendations. Our evidence-based intensive model aligns support across reading and literacy, speech-language, sensory-motor development, attention and executive functioning, and confidence—all under one roof.
Does occupational therapy matter for learning?
For most students, yes. Sensorimotor development, regulation, handwriting, and fine motor skills play an important role in academic success. When sensorimotor deficits are present, it is important to address them alongside language and literacy needs otherwise overall progress may be slower or less robust.
Do you accept insurance?
We do not accept insurance directly. However, we are happy to provide the documentation you may need to submit to your insurance provider for any potential out-of-network reimbursement to which you may be entitled.
How much does it cost?
Because each child’s needs, schedule, and duration of treatment are individualized, program costs vary. We would be happy to discuss recommendations and associated fees during the consultation process.
How do families navigate time away from school during an intensive program?
We understand this is an important consideration. During intensive, students are working very hard to build foundational skills and are generally not expected to keep up with most schoolwork.
Should we wait until summer to begin?
Not necessarily. Meaningful progress can happen year-round, and for some students, beginning sooner can help reduce ongoing frustration, restore confidence, and prevent skill gaps from widening.
What happens after intensive intervention, and why is it important for generalization?
After a student makes meaningful progress, returning to school is often most successful with a thoughtful transition plan. Once the intensive phase ends, we focus on helping students use their new skills across settings and build the automaticity that supports long-term success.
How do I get started?
The best first step is to request a consultation. We would be happy to learn more about your child, answer questions, and help guide you toward the most appropriate next step.
Still have questions?
Our team is here to help guide your family toward the right next step.
How do I know if my child may need support?
If reading, writing, attention, language, or academic confidence feels harder than it should, an evaluation or consultation can help provide clarity. Many families reach out simply because they sense something is not coming as easily as expected. (Add link to common signs/dyslexia screening checklist)
What ages do you work with?
We serve children as young as four through high school and college-age students and beyond, depending on individual needs.
Do you diagnose dyslexia?
Yes. Our comprehensive evaluations examine the language, literacy, and learning factors that influence reading development in order to form an informed diagnostic impression and guide recommendations for support.
Why is your program intensive?
What does an intensive program look like?
Students typically attend Monday through Friday for approximately five hours per day over 7 to 12 weeks, depending on their needs and goals.
Do you only work with families in Arizona?
No. In addition to serving local families, we also welcome families who travel to us from across the United States and internationally.
How do you measure progress?
Progress is monitored carefully throughout each intensive. Data is collected hourly, daily, and used to guide daily treatment planning. Each child participates in pre and post-assessment measures designed to document growth using statistically sound methods.
What makes Wellington-Alexander Center different?
We don’t operate in silos. Our specialists collaborate as one integrated, transdisciplinary team so families don’t have to coordinate multiple providers or stitch together separate recommendations. Our evidence-based intensive model aligns support across reading and literacy, speech-language, sensory-motor development, attention and executive functioning, and confidence—all under one roof.
Our team meets several times each week and communicates daily to review progress and adjust plans in real time. Families often tell us they feel welcomed, supported, and cared for—and that they leave with clear, consistent guidance for home and school.
Does occupational therapy matter for learning?
For most students, yes. Sensorimotor development, regulation, handwriting, and fine motor skills play an important role in academic success. When sensorimotor deficits are present, it is important to address them alongside language and literacy needs otherwise overall progress may be slower or less robust. An occupational therapy evaluation helps determine whether sensorimotor challenges are contributing to your child’s learning difficulties and what supports may be needed.
Do you accept insurance?
We do not accept insurance directly. However, we are happy to provide the documentation you may need to submit to your insurance provider for any potential out-of-network reimbursement to which you may be entitled.
How much does it cost?
Because each child’s needs, schedule, and duration of treatment are individualized, program costs vary. We would be happy to discuss recommendations and associated fees during the consultation process.
How do families navigate time away from school during an intensive program?
We understand this is an important consideration. During intensive, students are working very hard to build foundational skills and are generally not expected to keep up with most schoolwork. The primary area that often requires continued attention is math.
Many families coordinate with their child’s teacher to gather essential math assignments and work on them together at home, while others choose to use a math tutor for additional support. Families also typically work with their school to arrange a temporary leave of absence and discuss appropriate expectations during this period.
Since each child’s needs vary, are happy to talk through what this can look like for your child and help you plan a structure that feels manageable and supportive. We can also provide a letter of medical necessity that families may share with their school to document the absence.
Should we wait until summer to begin?
Not necessarily. Meaningful progress can happen year-round, and for some students, beginning sooner can help reduce ongoing frustration, restore confidence, and prevent skill gaps from widening.
That said, timing is an important part of the planning process. High school and college students typically need a summer placement so they do not lose credits needed for graduation. For younger students (i.e., elementary and middle school), the decision is more individualized and should consider the bigger picture, including the severity of the dyslexia, the child’s level of frustration, sibling schedules, travel plans, school demands, and what fits best within the family’s lifestyle.
We are happy to talk through the timing with each family and help determine whether starting during the school year or waiting until summer makes the most sense for their child.
What happens after intensive intervention, and why is it important for generalization?
After a student makes meaningful progress, returning to school is often most successful with a thoughtful transition plan. Once the intensive phase ends, we focus on helping students use their new skills across settings and build the automaticity that supports long-term success. We call this next step the Transitional Unit (TU). TU focuses on helping children generalize the skills they have learned to real-life settings. TU support may include after-school sessions one to three times per week, communication with classroom teachers about gains made during treatment, and practical strategies to prompt and reinforce skills in the classroom. We also ensure parents feel confident supporting progress at home and understand the tools their child has learned.
