Assessment Services

The Wellington-Alexander Center is able to provide comprehensive assessments in the areas of:

  • Language (spoken and written)
  • Sensorimotor Control
  • Attention
  • Memory and Cognition (thinking and problem solving)

In order to have an accurate picture of how a person learns, we must have a thorough assessment. This, in tandem with evaluations performed by other specialists  or neuropsychologists, helps us to tailor a program to the specific challenges and strengths of our clients. Our assessments involve 1:1 sessions with an evaluator who administers standardized tests that are specific to the neurological processes for efficient learning.  The data from the assessment will be shared with parents in a complete and detailed report, and this information will be used to make appropriate recommendations for treatment.

Intensive Intervention

We are best known for the effectiveness of our Intensive Intervention program, which addresses the whole child by combining the language and occupational therapy services daily for approximately 3-5 hours  for a duration of 4-9 weeks, allowing for a quick return to school with the ability to progress and learn. Though beneficial for all levels, this program is most important for individuals with moderate to severe language and sensory motor issues.  Each treatment plan is tailored specifically to the child, and each session is delivered on a one-to-one basis. Treatment plans can be adjusted daily, even hourly, to ensure optimal outcomes. 

Research shows that the more intense the treatment, the better the outcome. We have provided links to the most current research in the published articles section of our Resources page as well as Visual Data. This will help to clarify why this degree of intensity is critical. When neural pathways are reinforced daily, the gains far exceed gains result from equivalent hours of therapy received 1-2 days/week over a period of years. 

What comes after the Intensive Intervention? Our team carefully coordinates a transitional program (TU) to ensure that all the new  strategies and skills are fully applied back in the school environment. Using the new pathways daily makes them become stronger and more automatic to ensure old habits do not intervene. This means we come to your child's school, work with teachers and support staff to ensure a collaborative extension of the Intensive. For the 9-10 week transitional period, your child will also come for transitional sessions 1-4 times per week (50-minute session after school at the Center or by Skype) to reinforce the new language and sensorimotor skills and we will maintain weekly communications with the child's teacher to discuss progress and strategies. Please contact us to schedule a complimentary consultation to answer any questions you may have about this program.

​Beyond our transitional period, our staff is available to serve as a resource or to reinforce skills on an as-needed basis.

Speech and Language Therapy

A core strength at the Wellington-Alexander Center is our speech and language therapy services. While we are highly skilled with the intensive therapy needed by individuals with language-based challenges, our therapists do offer traditional speech and language therapy services in the areas of fluency, oral-facial myofunctional therapy and articulation. Our speech and language services are provided on a one-to-one basis and each treatment plan is individualized. 

Occupational Therapy

Often students with language-based learning challenges also have concurrent issues with sensorimotor skills, visual perceptive processing and/or attention deficits. These issues can greatly affect optimal language and cognitive development. Here is where our occupational therapy team can make a big difference. Working together on-site in real-time, means that our professional team can adjust treatment as necessary and in tandem with our speech and language services. That collaborative care and hour-by-hour feedback means your child's team is monitoring progress and optimizing outcomes. This is where we put attention not only to overall strength and balance, but special emphasis on those skills affecting handwriting, visual/ocular motor skills and oral control.  

Preschool Enrichment

Wondering what you can do to help your preschooler build a solid foundation for reading, spelling and writing? Is there a family history of learning difficulties? Worried that your little one might be showing some early warning signs?  Early intervention is the way to go. At the Wellington-Alexander Center, we focus on identifying and addressing learning strengths and challenges early. Since warning signs may be present in children as young as 2 1/2 years, we offer brief screening tests to see if there may be a risk for developing dyslexia or another language-based learning challenge. If a child is identified as being at risk, a comprehensive evaluation will assess the child's strengths and challenges in order to plan the appropriate prevention or intervention program. For more information or to schedule a complimentary consultation to discuss your concerns, please call 480-629-4461 or contact us.

Academic Reading Therapy (ART)

A.R.T is Wellington Alexander's solution to provide research-based therapy for children with mild dyslexia or other reading problems. To find out more about this program please click here.


The Wellington-Alexander Center specializes in  assessment and intensive intervention for those with dyslexia or other language-based learning challenges. We are the only provider of dyslexia intervention services in Arizona that offers comprehensive, collaborative methods that are backed by 25 years of research. We differ from typical learning centers because we provide:

  • a medically-based, scientifically proven multidisciplinary intervention program that aims to treat the root cause of your child's difficulties, not just the symptoms; 
  • evaluation and treatment for clients of all ages, from toddlers to adults;  and
  • coordinated speech-language therapy, occupational therapy, and psychological services in one-to-one sessions with a formal transitional program in the months to follow.

It is never too early or too late to form new pathways to strengthen language skills.