About Our Lead Evaluator & Founder
Background
Mr. di Salvatore's experience as a teacher in public schools and as a parent of children with special needs has allowed him the advantage of understanding educational interventions available to students via an IEP, and it has allowed him unique insight into an education agency's responsibilities and limitations in providing a free and app
Mr. di Salvatore's experience as a teacher in public schools and as a parent of children with special needs has allowed him the advantage of understanding educational interventions available to students via an IEP, and it has allowed him unique insight into an education agency's responsibilities and limitations in providing a free and appropriate public education (FAPE).
Mr. di Salvatore obtained multiple credentials allowing him instruction with children with severe to profound disabilities, mild to moderate disabilities, and in early childhood education. In Utah, he taught preschool and severe-profound education, and in Arizona, he taught mild-moderate education to migrant children whose language was only Spanish. In California, he taught mild-moderate education and a class for youth with emotional-behavioral disorders. He implemented Applied Behavior Analysis (ABA) principles with all of his students given its benefits toward IEP goal mastery. He is BICM trained (Behavior Intervention Case Manager) and he consults with IEP teams regarding behaviorally-appropriate interventions. Mr. di Salvatore is comfortable making ABA recommendations for student populations that require it for educational benefit; particularly when less intrusive interventions have been unsuccessful. He has supervised the implementation of ABA plans and the development of Behavior Support Plans (BSP) within the school setting.
In private life, Mr. di Salvatore has raised several children who were twice exceptional (i.e., Gifted with a disability) or with significant special needs, including adopted and foster children. His adult-age children are now successfully living independently or attending local universities. In combination, his children present with the following disabling conditions: Intellectual Disability, Autism Spectrum Disorder, Specific Learning Disabilities, Sensory Integration Disorder, Attention Deficit/Hyperactivity Disorders, Emotional Disorders, Obsessive-Compulsive Disorder, Social Phobia and Tic Disorder.
Mr. di Salvatore's dedication and life service to special populations are the result of professional and personal experiences; both positive and negative. He founded this company, IEE4KIDS, LLC, for the purpose of empowering students with disabilities and their families with information that is educationally- and developmentally-relevant. His primary focus is in identifying an individual's unique profile of strengths and weaknesses to determine the best plan for future success. Mr. di Salvatore's assessments are comprehensive, relevant and applicable across settings, and ensure that a student's best interests are clearly represented and advocated for without bias. His recommendations are unbiased and driven by neuropsychological assessment data.
Experience
Mr. di Salvatore has served individuals with disabilities for over three decades. In his current capacity, he conducts independent educational evaluations (IEEs) for 15 years. He has 27 years of special education experience serving as a special education teacher for children in grades preschool to high school, as school psychologist and a
Mr. di Salvatore has served individuals with disabilities for over three decades. In his current capacity, he conducts independent educational evaluations (IEEs) for 15 years. He has 27 years of special education experience serving as a special education teacher for children in grades preschool to high school, as school psychologist and administrator. Prior to public school service, he was an Early Head Start Research Evaluator for 3 years for Utah State University, leading the evaluation of infants with developmental delays born to Spanish-speaking families in low-income communities, and concurrently worked as an Early Childhood Care Inspector to evaluate child care centers.
Mr. di Salvatore serves as a Licensed Educational Psychologist (LEP 3251) and is a Diplomate of the American Board of School Neuropsychology (ABSNP 10518). Different from a clinical neuropsychologist who approaches educational evaluations from a highly clinical perspective, Mr. di Salvatore is an LEP with training in educational neuropsychology and who is able to provide educationally meaningful recommendations. He has been a Memory Intervention Specialist for over 12 years, having been personally trained and mentored by the leading expert in the Neuropsychology of Memory and Learning.
Mr. di Salvatore a Diplomate of the American Academy of Experts in Traumatic Stress (DAAETS 6618) and is an active member of the National Center for Crisis Management. He is the author of the Comprehensive Assessment of Student Stress (CASS), a universal screener and comprehensive assessment designed to aid schools in universally evaluating social-emotional wellbeing after a crisis event and to aid mental health practitioners in the evaluation of a child's coping mechanisms, social adjustment difficulties, and posttraumatic stress (PTSD). He began his volunteer service as a trauma healing practitioner for indigenous communities in 2016.
Mr. di Salvatore is a member of the International Neuropsychology Society and actively attends global symposiums to expand his knowledge and integration of world views on the diagnosis and treatment of neurological and psychological disorders.
Unique Qualifications
Unique Qualifications
Mr. di Salvatore has special interest in the pattern analysis of neuropsychoeducational assessment data. He utilizes student data to determine correlations and establish patterns in the assessment of specific disability populations. He is currently focused in the analysis of assessment data for student populations with limitations in stre
Mr. di Salvatore has special interest in the pattern analysis of neuropsychoeducational assessment data. He utilizes student data to determine correlations and establish patterns in the assessment of specific disability populations. He is currently focused in the analysis of assessment data for student populations with limitations in stress management, social perception, empathy development, and social-emotional learning. These specific populations include youth with Autism Spectrum Disorders, Nonverbal Learning Disability, Fetal Alcohol Spectrum Disorders, severe learning disabilities, AD/HD, Anxiety-based disorders (i.e., Social Anxiety Disorder, Obsessive-Compulsive Disorder, Generalized Anxiety), and Posttraumatic Stress Disorder. Of applied importance, he has a unique interest in the identification and healing of youth with traumatic histories (e.g., child abuse, domestic violence, bullying victimization, homophobia and transphobia) through the application and use of indigenous healing methodologies that include holistic and relational healing practices.
The result of his findings and experience has been presented at nationwide and statewide presentations for the National Association of School Psychologists (NASP), California Association of School Psychologists (CASP), California Speech-Language-Hearing Association (CSHA), the California Teachers Association (CTA), County Office of Education conferences, university symposiums, and local district professional development workshops.
Mr. di Salvatore is a multilingual psychologist; fluently speaking Spanish and English, and with 10+ years of experience speaking French and Italian. His evaluations consider the sensitive nature of cultural and linguistic influences. He conducts Spanish and English assessments when applicable, and he utilizes alternate assessment measures for students that warrant their use. Mr. di Salvatore's evaluations include the sensitive practice of non-discriminatory assessment and they consider the impact that various psychological and cultural constructs have on intellectual assessment. For students whose evaluations are limited by culture, language, or by the Larry P. vs. Riles injunctions in the state of California (i.e., children of indigenous background, learners of English as a second language, students of African-American and/or of Black ancestry), neuropsychological assessment is his standard practice