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Processing Skills for Learning

Reading: Accuracy, Fluency & Comprehension Behavior, Regulation & Self-confidence Focus & Attention Organization & Executive Function Auditory Processing, Listening & Memory Language — Comprehension & Expression Spelling & Writing Processing Skills for Learning Reflex Integration, Sensory Processing Meaningful Math

Traditional academic testing provides information about how much knowledge a person has and how they use that knowledge. However, if they are struggling in academics, this type of testing does not help us to understand WHY they are struggling with reading, writing, spelling, math, or other content areas.

By evaluating the type and amount of weakness of the learning skills, we can determine a logical solution to address those areas. Once the learning skills are strong, learning is easier, attention improves, and confidence is boosted. We see this over and over again!
It was once thought that the brain you’re born with is the brain you’ll always have and that your IQ won’t change over time. This idea has been discounted by brain research comparing pre- and post-testing using functional MRI. According to studies by neuro-scientists, Dr. Michael Merzenich, and others, your brain has plasticity, or the ability to change with specialized, intensive, and sequential training. When specialized training “stretches” an individual’s thinking, a chemical and physical change occurs in the brain, forming new neuropathways.

Research now proves that this kind of “neuro-rehabilitation” is possible and that with the right programs and challenge level which target the area of deficiency, new higher-functioning neuro-pathways can be developed to enhance a student’s overall learning, attention, communication, and performance. This type of brain training can be thought of as physical therapy for the brain, and it can enhance skills and independence for people of all ages with learning and communication disabilities, brain injuries, and learning and attention problems.

Learning Skills / Processing Skills Problems

  • Learning takes more effort (has to work harder than others)
  • Makes more mistakes and doesn’t self-correct them
    Homework takes too long (20 minutes of homework takes an hour)
  • Difficulty paying attention
  • Doesn’t test well; can’t recall facts or steps to complete problems on tests
  • Constantly requires tutoring, after-school help, summer school, or special education to get through classes
  • Slow thinking (processing) speed; can’t keep up or learn as fast as peers
  • Weak memory
  • Poor attention (or diagnosed with ADD / ADHD)
  • History of developmental delays; speech and language delay
  • Poor visual processing or poor auditory processing (the brain is not receiving the information correctly)
  • Family history of learning, attention, or communication problems
  • Poor reasoning and problem-solving (cause and effect, sequencing)
  • Doesn’t get slang, jokes (non-literal language)
  • Can’t keep up with conversations or fast-talking peers
  • Weak vocabulary, spelling, reading, or math
  • Poor communication skills
    Weak executive functioning
  • Responses are illogical
  • Self-esteem and confidence are eroding
  • Learning is frustrating and homework may end in tears

What Our Learning & Processing Skills Programs Do:

Our Brain Skills Bootcamp Program effectiveness is based upon evidence-based, clinical research on how new neuropathways are created in the brain. These neuropathways allow better connections and improved communication between different areas of the brain so that thinking is faster and more efficient. This is necessary for independent learning!

How our processing skills program is designed:

  • The tasks are fun and intense for students because the activities feel like challenging games, and not like academics
  • Teaching is one-to-one, by an encouraging professional, and there is immediate correction and feedback
  • Parents and students will notice changes quickly
  • This is necessary for raising confidence and building resilience as the program becomes increasingly challenging
  • Tasks are sequential and build upon the last task
    “Loading” the task is necessary to push easier levels to become automatic
  • This is done by increasing the number of processing skills used at the same time
  • This is done by auditory and visual distractions, motor sequences, and increasing the speed of the task, increasing the speed, and by adding auditory and visual distractions
  • Students pass levels quickly, noticing success after success
  • They also highlight each level passed, which increases awareness of improvement and motivation!
  • This is a powerful motivational factor for our students and it is useful for facilitating improved attention and cognitive processing
  • Program adaptations are made when necessary to ensure student success until they can do the task level without adaptations
  • Average improvements of 7.5 years growth in processing skills after training
  • Overall learning will be easier and faster!
  • Self-image and attitude improve!
  • Remembering instructions
  • Reduced errors
  • Able to sound out words
  • Reduced reversal of letters and words
  • Tasks take less time to complete
  • Easier to stay on task, improved attention
  • Homework takes less time and is easier
  • Reading comprehension improves
  • Students are able to remember more
  • Math skills improve
  • Able to make associations and conclusions
  • Phonemic Awareness
  • Auditory Processing of sounds
  • Reading-Decoding Skills
  • Reading-Comprehension
  • Spelling
  • Math foundational facts
  • Logic and reasoning for math and social skills
  • Listening comprehension
  • Speed of completing a task
  • Remembering names
  • Speed for keeping up in social conversations
  • Sports: sensory-motor integration, visual processing, quicker reactions
  • Sweeping eyes from left to right for reading (less skipping of lines & losing their place on the page)
  • AND SO MUCH MORE!