Have you been frustrated by trying to find the cause of your child’s learning struggles? Do you suspect that it could be Dyslexia or Attention Deficit Hyperactive Disorder (ADHD) or auditory processing disorder (APD)? I frequently hear from parents how difficult it is to get the right diagnosis and treatment for their child, especially when many learning or attention issues can look very similar.
What I’ve found is that many children exhibit symptoms similar to these:
- Being easily distracted
- Not engaging in class
- Not following directions
- Slow, labored reading
Customized solutions to learning challenges.
Teachers and parents may feel like their children are not trying, not paying attention, or being disruptive when in fact what’s happening is that they try to pay attention but can’t follow what’s being said and eventually give up. These children may also receive a diagnosis of ADD or ADHD or APD or even Dyslexia but fail to see progress.
If your child exhibits any of these difficulties, we can help you address the underlying causes for these learning struggles. We offer Scientific Learning’s online products (Fast ForWord, Reading Assistant) at a low cost. Also, we offer personal online Brain Training Assessments and Brain Training.
Contact me with questions at: Maggie@centerforneurodevelopment.com
Maggie Dail, MA
ICAN Certified Neurodevelopmentalist
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Whitepaper by Maxine Young
This whitepaper is always a popular resource when we promote it. This is a great one to keep in your office or to email out in response to the email included above. This has also been added to the resources page.
APD/Fast ForWord® Research
- Heim, S., Choudhury, N. & Benasich, A. A. (First online: 15 December 2015).Electrocortical Dynamics in Children with a Language-Learning Impairment Before and After Audiovisual Training. Brain Topography.
Summary: After Fast ForWord use, children with language learning impairment (LLI) showed improved language skills and changes in patterns of neural activity that indicate “a change in cognitive control strategies.” This is consistent with other recent neuroscience studies on children with and without LLI (Stevens et al., 2008) and children with dyslexia (Temple et al., 2003). All of these studies suggest that the improved language and literacy performance seen after Fast ForWord use may result from better application of attentional and memory resources.
- Heim, S., Keil, A., Choudhury, N., Thomas Friedman, J. & Benasich, A. (2013). Early gamma oscillations during rapid auditory processing in children with a language-learning impairment: Changes in neural mass activity after training. Neuropschologia, 51, 990-1001.Krishnamurti.
Summary: The authors concluded that measures of brain wave efficiency are not only correlated with auditory processing problems in children with language-based learning disabilities, but that the Fast ForWord Language program improves at least one measure of the brain wave efficiency and that is in turn correlated with improvements both in rapid auditory processing accuracy and also language skills.
- Krishnamurti, S., Forrester, J., Rutledge, C., & Holmes, G.W. (2013).A case study of the changes in the speech-evoked auditory brainstem response associated with auditory training in children with auditory processing disorders. International Journal of Pediatric Otorhinoloaryngology, 77, 594-604.
Summary: After Fast ForWord use, the authors noted significant changes indicating plasticity in the auditory brainstem’s neural activity to speech stimuli.
Dyslexia Research: See The Difference
Amanda Miller’s Success Story: https://youtu.be/C5QBqgwJ8cM
Developmental dyslexia, characterized by unexplained difficulty in reading, is associated with behavioral deficits in phonological processing. The results of this study suggest that a partial remediation of language-processing deficits, resulting in improved reading, ameliorates disrupted function in brain regions associated with phonological processing and produces additional compensatory activation in other brain regions.
This study showed effective remediation with the children with developmental dyslexia, and that disrupted brain responsiveness to rapid auditory transitions of non-verbal sounds may be a risk factor for developmental dyslexia. Effective remediation through Fast ForWord® can foster neural plasticity that enhances brain responsiveness to rapid auditory transitions as well as improves language and reading skills.
This is great research from highly reputable institutions, but they’re a bit heavy on the scientific/technical side of things. Here is some more user friendly information: Read this