FAQ

How do I schedule an appointment?
Contact the staff at MIND at (636) 537-9800 to schedule an appointment. Neurological evaluations are typically scheduled on Tuesdays and Fridays. Academic evaluations will be scheduled based on our examiners’ availability.

What kind of paperwork will I need to fill out/bring to my child’s initial appointment?
Upon scheduling your child’s appointment, MIND will provide the ‘access codes’ to our online registration forms located on our website (www.MI4ND.com). *These forms need to be completed and received by our office no later than 24-hours PRIOR to the child’s appointment.

Parents/Guardians may also provide other medical or academic records (i.e. CT or MRI reports, IEP, previous standardized testing result, etc…) that they feel may be useful to the neurological and educational teams at the time of the assessments. If you have faxed or e-mailed the forms, please bring the originals with you.

How can I get the completed paperwork to MIND?
1) Scan in the forms and e-mail them to mi4ndmail@gmail.com
2) Drop the forms off or mail them (must be received the day prior to the appointment) to MIND
3) Fax the paperwork to (636) 343-5506

How long is the initial appointment?
MIND will schedule the neurological and academic evaluations on separate days to prevent your child from fatiguing and performing poorly. Each portion lasts roughly 90 minutes to 2 hours. After the evaluations, the examiners will meet with the family to present both the neurological and academic reports and will make a treatment recommendation.

I am unsure that my child would be a good fit with MIND. Is there a way to get more information without going through an evaluation?
MIND staff will be happy to schedule a consultation with its functional neurologists to answer specific questions regarding a student. Should you opt to schedule an evaluation after the consultation appointment, any fees paid for the consultation will be applied toward the evaluation fee.

Should my child take his/her medication the day of the initial evaluation?
MIND staff does not provide any type of recommendations regarding a child’s medication regimen. This is a decision that the prescribing physician would determine. If you have chosen to discontinue your child’s medication(s) on the day of the evaluation(s), please inform our staff so that future testing may be performed under the same conditions.

Does insurance pay for services at MIND?
MIND is an educationally-based facility and therefore does not bill insurance.

Does MIND charge per hour or per session?
Once the initial evaluations have been completed, the the results are reviewed by our team of professionals. At that time, it will be determined if your child is a candidate for our program, or if a referral is in order. If it is determined that your child would benefit from our program, treatment recommendations, with associated costs will be presented to the family. All fees are based on a treatment package.

How much does the therapy program cost?
Since each child presents with different challenges, and each program is tailor designed to meet their needs, there is not a ‘standard’ price. Pricing for an individualized treatment program is based on; the results of the neurological examination and standardized academic testing, length of the program, as well as which therapies are required.

How long is the typical therapy program at MIND?
All of our programs require a student’s participation of 3-days/week for the duration of their recommended plan. Each of these session may last up to an hour. However, the duration of the individualized program is as variable as the children we treat. While some programs may last as little as 6-weeks, others may extend to 24-weeks. All recommendations are dependent upon initial testing results.

What specific therapies are used at MIND?
The therapies used during your child’s program will be completely dependent upon your child’s needs and deficits. MIND utilizes over 41 different brain-based therapies designed to address; inattention, difficulty with concentration and focus, sensory integration disorder, visual-spatial disorganization, social processing disorder(s), incoordination, impulsivity/hyperactivity, fine/gross motor planning and execution, motor/vocal tics, emotional control, obsession/compulsion, Asperger’s Syndrome, ASD, as well as learning and behavioral disorders.

How are students scheduled for therapy?
MIND tries to accommodate families’ schedules to the best of its ability. However in order to ensure that our staff can provide your student with the necessary care and attention, MIND must limit the number of students it schedules each hour. Time slots are offered on a first-come, first-serve basis.

Do I need to stay for the therapy session?
MIND only requires family members to stay for the duration of the session if there are behavioral concerns. If family chooses to leave during the student’s session, our policies require that a parent or guardian accompany the student into the facility, and stay for the student’s transition in working with our staff. Additionally, MIND requires that a parent/guardian enter the facility to pick up the student. Not only is this for the student’s safety, but it also allows our staff the opportunity to communicate with the parent(s) regarding progress or concerns.

How soon will I see results in my child?
Much like a snowflake, every child is unique. While some children will progress more rapidly, others may require more sessions to see the same results. Results vary from child to child and are greatly dependent upon adherence to the program. During the initial consultation, the parents and our staff will establish ‘realistic and attainable’ goals each student. We feel that an open dialogue regarding these expectations is crucial so that everyone is on the ‘same page’ regarding the outcome(s).

The MIND staff is in regular contact with the student’s family to discuss progress or concerns after each session. In addition to the pre-scheduled re-evaluations, each student’s performance data is evaluated on a session-by-session and weekly basis to allow for treatment modifications if necessary.

What is the weather policy at MIND?
MIND follows the Parkway School District Inclimate Weather Schedule. You may also refer to Fox 2 News school and business closing listing.   Additionally, you may receive an email confirming that MIND will be closed. Please note that all missed appointments due to inclimate weather will be rescheduled.

 

WHAT ARE THE DIFFERENCES BETWEEN THE MIDWEST INSTITUTE FOR NEUROLOGICAL DEVELOPMENT AND OTHER ORGANIZATIONS PURPORTING TO RENDER SIMILAR SERVICES?

The differences are ENORMOUS:

WHAT MIND “IS”:

  • Midwest Institute for Neurological Development (MIND) is the Midwest’s first brain-based treatment and educational center dedicated to the evaluation and management of neurobehavioral and neurodevelopmental disorders, as well as learning disabilities.
  • In a collaborative effort to bridge the gap between the medical arena and our educational system, MIND has selected experts in the fields of neurology, neuroscience, neurological rehabilitation, physical therapy, occupational therapy, speech and language, special education, reading specialists and psychological examiners to provide the most comprehensive and evidence-based program for each child.

WHAT MIND IS “NOT”:

  • MIND is NOT a franchise. Franchisors are masters at limiting variables, so that anyone purchasing a franchise, despite their background or education, can reproduce a consistent product or service.  For example, anyone can undergo franchise training to become a “Sandwich Artist”.  Upon completion, this employee should be capable of reproducing a product that is consistent with that of another franchise store elsewhere. While this model has proven to be quite effective within the food industry, it does not lend particularly well when there are variables present. As such, the “recipe-based” approach does not work well with neurodevelopmental and neurobehavioral disorders since every child is unique in their own presentation.

 WHAT ARE THE QUALIFICATIONS OF THOSE EVALUATING MY CHILD?

  • Unlike other organizations, ALL evaluations and assessments offered at MIND are rendered by state licensed and advanced degreed professionals within their fields.

WHO IS EVALUATING MY CHILD? 

  • ACADEMIC /COGNITIVE TESTING:
    • MIND utilizes academic diagnosticians and psychologists who are certified to render standardized achievement, cognitive (IQ), reading, and psychological assessments. All results are reviewed verbally, and finalized in a written report. Since we only use certified and degreed professionals, our testing is recognized as a reliable resource by all school districts, counselors, and psychologist.  It has also been classified as “supportive documentation” for IEP and 504 eligibility purposes.
  • INDEPENDENT NEUROLOGICAL EVALUATION:
    • Neurological examinations at MIND are rendered by board certified and fellowship trained physicians. The physicians at MIND hold multiple advanced certifications in: neurodevelopmental and neurobehavioral childhood disorders, vestibular disorders and rehabilitation, and electro-diagnostic testing and interpretation. Our medical team combines the latest research-supported examinations with broad-based diagnostic testing. This integrated, evidence-based approach to enables us to fully assess neurological function.

DOES MIND RENDER A DIAGNOSIS?

  • Since your child is being evaluated by board certified and fellowship trained physicians, a diagnosis is rendered. You will be provided documentation of the objective findings observed during the examination supporting the given diagnosis, and recommendations.
  • Unlike some franchise models, MIND addresses more than just “2 problems”. Although it has been purported by these groups that all neurodevelopmental and neurobehavioral problems fall into one-of-two categories: LEFT brain problem or RIGHT brain problem, this claim is not currently supported by the evidence-based literature. While it is well known that certain hemisphere’s of the brain “specialize” in various functions (i.e.…left brain is dominant for language), the vast majority of ALL brain function involves both hemispheres of the brain.

WHAT TYPES OF PROBLEMS DOES THE MIND PROGRAM ADDRESS?

The MIND program has demonstrated success with:

  • ADD/ADHD
  • Autism (ASD)
  • Sensory Processing Disorder
  • Asperger Syndrome
  • Social & Communication Delays
  • Tourette Syndrome
  • OCD & Anxiety
  • Sensory-Motor Dysfunction
  • Emotional Control Difficulties
  • Low Self-Esteem/Confidence
  • Fine & Gross Motor Delays
  • Motor Stereotypy & Tics
  • Learning Disabilities
  • Dyslexia & Dyscalculia
  • Speech & Language Disorders
  • Visual-Spatial Processing Dys.
  • Executive Function Dysfunction
  • Concussion/TBI
  • Gut-Brain Axis Imbalance
  • Apraxia

While the professionals at MIND would like to help EVERY child, we are aware that our program may not demonstrate the same level of benefit for everyone.  As such, we are unable to accept every student into our program. This is often determined after the initial evaluation.

WHAT IS THE STUDENT-TO-INSTRUCTOR RATIO?

There is no “one-size-fits-all” system at MIND. Our professional team works with students and their families to address each child’s unique developmental, behavioral, emotional, social and academic needs.  Each of our customized programs, includes one-on-one sessions, divided into two parts: one with a highly qualified therapist to address neurological deficiencies observed in the initial examination, and the other with an advanced degreed teacher to meet diagnosed educational challenges.

What kind of long-term results can I expect for my child?

An intra-office study followed a group of children for a 36-months from the date of completion of their particular brain-based educational program. All participants in the study entered into our program with an established diagnosis rendered by a pediatrician, pediatric neurologist, and/or an educational diagnosis rendered by certified psychological examiners/Special School District. Those diagnosis included; ADD/ADHD, Asperger’s Syndrome, sensory integration disorder, Tourette Syndrome, motor/vocal tics, as well as dyslexia, CAPD, reading and other learning difficulties. METHOD: Each child was re-evaluated at a 6-12 month interval for the duration of the study, utilizing the protocols used to establish the initial base-line data, and the exit examination at completion of their individualized program. Standardized academic testing was rendered at the 12-month and 36-month interval for validity.   RESULTS: A review of the statistical data collected revealed:

• 6-MONTH FOLLOW-UP:
• No measurable regression in any domain tested, from the completion of the child’s program.
• Parent completed outcome study revealed:
• 99% of the participants continue to experience the benefits even 6-months after completion of program.
• VERY SATISFIED with overall improvement regarding:
– Attention
– Impulsivity/hyperactivity
– Social processing/interaction
– Organization
– Sensory integration issues
– Gross and fine motor processing
– Coordination
– Short term memory/recall
– Behavioral/emotional control
– Reading fluency and comprehension
– Language and dyslexic symptoms
– Learning difficulties
– Motor/vocal tics
– Math – calculations and concepts
• 100% of parents reported that they would re-enroll current child or enroll sibling(s) in future brain-based program with MIND to further/improve skills.
• 12-MONTH FOLLOW-UP:
• No measurable regression in any given domain tested, from the completion of the child’s program.
• Parent completed outcome study revealed:
• 97% of the participants continue to experience the benefits even 12-months after completion of program.
• VERY SATISFIED with overall improvement regarding:
– Attention
– Impulsivity/hyperactivity
– Social processing/interaction
– Organization
– Sensory integration issues
– Gross and fine motor processing
– Coordination
– Short term memory/recall
– Behavioral/emotional control
– Reading fluency and comprehension
– Language and dyslexic symptoms
– Learning difficulties
– Motor/vocal tics
– Math – calculations and concepts
• 100% of parents reported that they would re-enroll child in future brain-based program with MIND to further/improve skills.
• 24-MONTH FOLLOW-UP:
• No significant (< 2%) measurable regression in any given domain tested, from the completion of the child’s program.
• Parent completed outcome study revealed:
• 91% of the participants continue to experience the benefits even 18-months after completion of program.
• VERY SATISFIED with overall improvement regarding:
– Attention
– Impulsivity/hyperactivity
– Social processing/interaction
– Organization
– Sensory integration issues
– Gross and fine motor processing
– Coordination
– Short term memory/recall
– Behavioral/emotional control
– Reading fluency and comprehension
– Language and dyslexic symptoms
– Math – calculations and concepts
• SATISFIED with overall improvement regarding:
– Motor & vocal tics
• 100% of parents reported that they would re-enroll child in future brain-based program with MIND to further/improve skills.
• 36-MONTH FOLLOW-UP:
• < 8% regression in any given domain tested, from the completion of the child’s program.
• Parent completed outcome study revealed:
• 87% of the participants continues to make improvements academically, 24-months after completion of program.
• VERY SATISFIED with overall improvement regarding:
– Attention
– Impulsivity/hyperactivity
– Social processing/interaction
– Organization
– Sensory integration issues
– Gross and fine motor processing
– Coordination
– Short term memory/recall
– Behavioral/emotional control
– Reading fluency and comprehension
– Language and dyslexic symptoms
– Math – calculations and concepts
• SATISFIED with overall improvement regarding:
– Motor & vocal tics
– Mathematical concepts
• 100% of parents reported that they would re-enroll child in future brain-based program with MIND to further/improve skills.