FAQ
What are the major causes of learning problems?
About 85 to 90 percent of learning difficulties are due to poor underlying learning skills.
These skills include:
These skills include:
Attention/Concentration: the ability to stay on task or ignore distractions. For example, continuing to read a book while another group is in a discussion. Phonetic awareness: the ability to blend sounds, segment (unglue) sounds, and analyze sounds. Problems with reading new words or spelling errors in writing result from poor phonetic awareness. Memory: the ability to recall short or long term information. For example, copying from a board (short term) or taking a final history exam (long term). Comprehension: the ability to understand. Visualization: the ability to create mental pictures. For example, seeing "in the mind" a math word problem before trying to solve it. Processing Speed: the ability to handle and process information quickly.
FAQ
Are learning difficulties due to a lack of instruction?
This is easy to determine. If you or your child is able to understand and perform as others do with extra help or tutoring, then the cause of the struggle is poor or inadequate instruction. But if good performance is achieved only after long hours, sweat, or many mistakes, then the problem is deeper.
Heredity does play a role, but it is minor. It is generally believed that between 40% and 70% of our mental abilities are learned, not inherited. Therefore, we can accomplish far more if we stop blaming the problems on genes, which we can't change, and start enhancing the skills that are learned and can be changed.
Are learning difficulties inherited?
Can a child with normal intelligence have a problem with learning?
Absolutely. IQ is only an average of many different learning skills, which means it's possible for someone who has "normal" intelligence to have scored high on some skills and low on others. And if those "low" scores are in the skills required for reading or math, then reading or math achievement will be low even though IQ is "normal."
Interpreting Achievement and IQ Test Scores
Sample Student
Student: John Doe
Grade: 5th
History: low grades, reading problem
Achievement Test: Grade 2.5 (2.5 years behind)
IQ Test Score: 100 (average)
Memory subtest: 100
Visual processing subtest: 130
Auditory processing subtest: 70
Sample Student
Student: John Doe
Grade: 5th
History: low grades, reading problem
Achievement Test: Grade 2.5 (2.5 years behind)
IQ Test Score: 100 (average)
Memory subtest: 100
Visual processing subtest: 130
Auditory processing subtest: 70
The school will define this child as being LD (learning disabled). His achievement tests are significantly lower (more than two years) than his intelligent tests (average). It is thought that he is not working up to his potential, but that the skills required for average academic performance are present. Therefore the school will provide him with remedial academic help.
Here's the problem with the above interpretation.
Claiming that this child's potential is average is misleading. IQ tests do not indicate the child's potential. They measure the present level of underlying mental skills, which allow us to predict a student's performance.
Claiming that he has the skills required for average academic performance is wrong. The low auditory processing subtest shows that he does not have adequate skills for reading and spelling.
Providing remedial academic help is not what is needed. In determining the help required, look for the causes, not the symptoms. You won't find causes by looking at averages. The IQ-subtest shows a cause and effect relationship. His low auditory processing skills are causing the reading problem, which affects his academic achievement. For effective learning, this child needs auditory processing training, not remedial reading.
If his IQ test score were 94, he would not get extra help in school because he would be considered to be "working up to his potential." Then why not increase his potential by building his underlying skills? Most schools will not do it because of the cost - effective mental skill training must be done one-on-one.
Is The Brain Gym’s program based on clinical results or laboratory studies?
The Brain Gym’s program was developed in clinical settings using real people with real learning problems but utilizing and applying the best scientific research.
The Brain Gym’s program is directed by some of the nation's most highly regarded experts on learning in the fields of clinical and neuropsychology, visual and auditory processing, and education. These experts have been responsible for hundreds of professional articles, research projects, books, publications, and lectures throughout the world. Their purpose is to ensure that new developments in learning are applied to help those with cognitive deficiencies succeed.
In the last few years, great strides have been made by researchers to expand our understanding of how the brain works. This has allowed the creation of better learning models and remedial strategies to help those who have difficulty learning. Today, The Brain Gym’s program is at the forefront of using this knowledge to make significant improvement in learning skills.
Why are most of The Brain Gym’s training procedures non-academic?
Academic content could cause some students to resist training because it may seem too much like school, which the student may associate with negative experiences. Also, the short-range goal of The Brain Gym is improved learning performance. The Brain Gym improves the student's learning performance so that the student is able to learn more easily and efficiently. This then makes it possible to achieve The Brain Gym's long-range goal of improved academic or job related performance.
Why is The Brain Gym training provided one-on-one instead of in groups?
Our training program is provided one-on-one for two reasons. First, the activities need to be sequenced according to each student's skill level. Each training task demands very specific skills. The student needs to be constantly challenged. If the task is too easy, it's boring. But if it's too hard, it's frustrating. Procedures that are challenging will cause the most improvement.
Second, we need to provide immediate feedback. Students need praise when performing correctly as an incentive to keep working, and they need correction when making an error so they are aware of the mistake. Later, they learn to recognize and correct their own errors.
How is The Brain Gym’s program different from other remediation programs?
Traditional help for individuals with learning problems has typically focused on one of four methodologies:
§sensory therapy (vision, auditory)
§motor therapy (speech, occupational)
§psychotherapy (motivation)
§academic remediation (remedial reading, learning disabled programs, tutoring)
Although these methods may be effective in correcting a sensory, motor, or very specific academic problem, they have had limited results in significantly improving learning performance.
PACE, on the other hand, is a process-specific approach using planned, repetitive exercises that place demands on deficient mental functions. When the student masters the exercise, a more demanding exercise that targets the same mental skill is available to continue the training.
What results does The Brain Gym’s program get?
Our pre and post test results show changes in cognitive skills which are unmatched. And our studies are not just done on small control groups of 15 to 25 students but on thousands of students and by a multitude of providers throughout the country. Average gains in deficient learning skills are greater than 3.6 years in only ten weeks! These gains are reflected in IQ scores that show an average 28 point increase where IQ was below the norm and an average 13 point increase where IQ was initially above the norm!
For more details and PACE Study Results from 2001 click here >>
For the 1996 & 1997 Results Click here>>
Is The Brain Gym’s program based on clinical results or laboratory studies?
The Brain Gym’s program was developed in clinical settings using real people with real learning problems but utilizing and applying the best scientific research.
The Brain Gym’s program is directed by some of the nation's most highly regarded experts on learning in the fields of clinical and neuropsychology, visual and auditory processing, and education. These experts have been responsible for hundreds of professional articles, research projects, books, publications, and lectures throughout the world. Their purpose is to ensure that new developments in learning are applied to help those with cognitive deficiencies succeed.
In the last few years, great strides have been made by researchers to expand our understanding of how the brain works. This has allowed the creation of better learning models and remedial strategies to help those who have difficulty learning. Today, The Brain Gym’s program is at the forefront of using this knowledge to make significant improvement in learning skills.
Why are most of The Brain Gym’s training procedures non-academic?
Academic content could cause some students to resist training because it may seem too much like school, which the student may associate with negative experiences. Also, the short-range goal of The Brain Gym is improved learning performance. The Brain Gym improves the student's learning performance so that the student is able to learn more easily and efficiently. This then makes it possible to achieve The Brain Gym's long-range goal of improved academic or job related performance.
Why is The Brain Gym training provided one-on-one instead of in groups?
Our training program is provided one-on-one for two reasons. First, the activities need to be sequenced according to each student's skill level. Each training task demands very specific skills. The student needs to be constantly challenged. If the task is too easy, it's boring. But if it's too hard, it's frustrating. Procedures that are challenging will cause the most improvement.
Second, we need to provide immediate feedback. Students need praise when performing correctly as an incentive to keep working, and they need correction when making an error so they are aware of the mistake. Later, they learn to recognize and correct their own errors.
How is The Brain Gym’s program different from other remediation programs?
Traditional help for individuals with learning problems has typically focused on one of four methodologies:
§sensory therapy (vision, auditory)
§motor therapy (speech, occupational)
§psychotherapy (motivation)
§academic remediation (remedial reading, learning disabled programs, tutoring)
Although these methods may be effective in correcting a sensory, motor, or very specific academic problem, they have had limited results in significantly improving learning performance.
PACE, on the other hand, is a process-specific approach using planned, repetitive exercises that place demands on deficient mental functions. When the student masters the exercise, a more demanding exercise that targets the same mental skill is available to continue the training.
What results does The Brain Gym’s program get?
Our pre and post test results show changes in cognitive skills which are unmatched. And our studies are not just done on small control groups of 15 to 25 students but on thousands of students and by a multitude of providers throughout the country. Average gains in deficient learning skills are greater than 3.6 years in only ten weeks! These gains are reflected in IQ scores that show an average 28 point increase where IQ was below the norm and an average 13 point increase where IQ was initially above the norm!
For more details and PACE Study Results from 2001 click here >>
For the 1996 & 1997 Results Click here>>
For more information or to schedule a screening, contact:
The Brain Gym, Yardley Area The Brain Gym, Reading Area
267.467.9125 484.269.8969
Call Us Today!!
Yardley 267-467-9125
Reading 484-269-8969
Yardley 267-467-9125
Reading 484-269-8969
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We also service the following areas: Trenton New Jersey NJ, Lawrenceville New Jersey NJ, Pennington New Jersey NJ. Look for us on the Internet under the following keyword phrases: Reading Help, Dyslexia Help, Teach Your Child to Read, Improve Concentration, Special Education, Learning Struggles, Keep Your Brain Sharp, Think Faster, Work Faster, Spelling Help, Improve Spelling, Spelling Success, Learn to Spell, Teach Your Child to Spell, Learn Math Facts, Math Help, Improve Math Skills.
We also service the following areas: Trenton New Jersey NJ, Lawrenceville New Jersey NJ, Pennington New Jersey NJ. Look for us on the Internet under the following keyword phrases: Reading Help, Dyslexia Help, Teach Your Child to Read, Improve Concentration, Special Education, Learning Struggles, Keep Your Brain Sharp, Think Faster, Work Faster, Spelling Help, Improve Spelling, Spelling Success, Learn to Spell, Teach Your Child to Spell, Learn Math Facts, Math Help, Improve Math Skills.
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