Power Tools for Learning, Inc., established in 1997, assists individuals of all ages with learning difficulties. Founder Vickie Bockenkamp started the business as a result of her own experience with learning difficulties. She struggled with undiagnosed learning differences as a child and tried to cope with them as an adult. Later, watching her own child suffer with similar learning problems, she became determined to find a way to help herself, her daughter, and others struggling with learning differences.
Bockenkamp started her training with the Davis Dyslexia Training Program in Burlingame, CA, followed by training with Structure of Intellect (SOI). She is now an Advanced Associate Trainer for Structure of Intellect. Vickie also studied with Dr. Frank Belgau of Balametrics, Inc., becoming an Advanced Level trainer with the program. Adding to the training programs, Bockenkamp was part of the National Association for Child Development’s Psycho-Acoustic Research Team and trained in the application of the Listening Program developed by Advanced Brain Technologies.
In 2001 she developed a protocol for correcting Sensory Integration Disorders linked to an individuals’ ability to efficiently process information for maximum learning potential. The protocol addresses and corrects dyslexic symptoms, Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing Disorders (APD), and physical and mental midline processing disorders. The protocol also addresses behavioral visual processing issues that contribute to stress while reading.
Bockenkamp has used her Structure of Intellect training as a gateway tool into the public education classroom with great success. She continues to offer training to educators and other individuals interested in the Power Tools for Learning protocols.
Bockenkamp has a Masters of Science degree in Psychology, and has completed all course work for her Doctorate in Educational Leadership with an emphasis on Curriculum and Instruction. She is currently completing her research and dissertation exploring teachers’ perceptions related to student learning styles and the influence on reading comprehension. Her latest research on student learning styles bridges the gap between how students performed in a private practice setting and the individuals’ classroom performance.