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Sarah E. Colvin
Co-Founder & Chief Strategy Officer
Sarah Colvin is an accomplished professional with a diverse background in music, finance, and venture capital. She holds a degree in Opera and Voice from the New England Conservatory of Music and has furthered her studies in Voice at the University of North Carolina School of the Arts. Sarah has held key roles in various organizations, showcasing her expertise and leadership qualities. She has served as a VC Fund Advisor at StartFast Ventures, Co-Founder & Chief Strategy Officer at Amyna Systems Inc., and Founder of EPL Advisors LLC. Her experience also includes positions such as Managing Director at Inalytics, Vice President at Twin Capital Management LLC, and Director of Marketing at KG Funds Management LLC. Sarah's multifaceted career includes roles as an Independent Consultant in Hedge Fund & Business Development, Investor Relations at Brencourt Advisors, and time spent as a Professional Musician, showcasing her talents as a Freelance Musician and Private Instructor.
Highlights
Another article for the parents of school aged children as this year comes to an end.
This is the latest WBUR article by my sister, Molly Colvin, PhD ABPP. Molly is a developmental neuropsychologist, director of the Learning and Emotional Assessment Program (LEAP) at Massachusetts General Hospital, and assistant professor of psychology at Harvard Medical School.
It's ok to breathe a sigh of relief now that the year is over.
Many in my network have school aged children who have experienced an interruption in learning through the pandemic. For those whose children struggle with learning and emotional challenges, these interruptions have only made it more difficult to diagnose and track their progress. Early intervention in learning disabilities makes a HUGE difference later in life, but the testing criteria written before COVID-19 may not be sufficient today.
Molly Colvin's latest study on learning disorder diagnosis criteria found that "Current diagnostic criteria for learning disorders are insufficient because of ongoing COVID-19-related educational disruption. Diagnostic criteria for learning disorders should be modified to reduce the risk of misdiagnosis and ensure timely intervention."
"When education has been disrupted by COVID-19, rigid adherence to DSM-5 criteria for initial diagnosis of a specific learning disorder entails substantial risk of error. In the past two years, most youth have experienced some loss of academic instruction. Many have also experienced psychosocial adversity (such as death of a loved one or decreased social support). Interventions might not have been available within any given six-month span within the pandemic. These factors would seem to rule out the diagnosis of a learning disorder on the basis of the DSM-5 criteria. As educational disruption persisted, some schools altered the curriculum by eliminating content; consequently, it is increasingly difficult to know whether observed learning difficulties and/or low achievement scores reflect an underlying learning disorder or lack of instruction. This difficulty is confounded if standardized academic assessments use pre-COVID-19 normative data to assess COVID-19 era progress1."
Read the rest of the publication here: https://lnkd.in/g8h627Kt
#testing #education #learninganddevelopment Massachusetts General Hospital Harvard University Nature Portfolio
