Tools for Learning Program can help with many conditions:
- Difficulty sitting still
- Eye/hand coordination
- Fine motor weakness
- Sensory Integration Disorder
- Vestibular hyperacusis (auditory sensitivity)
- Vestibular Processing Weakness
- Learning Style assessment
- Twice exceptional (gifted/learning disabled)
- Issues staying focused
- ADD (Attention Deficit Disorder) symptoms
- ADHD (Attention Deficit Hyperactivity Disorder) symptoms
- Auditory distractibility
- TBI (traumatic brain injury)
- Post-concussive syndrome
- Low auditory and visual memory
- Physical Midline Processing Weakness
- Mental Midline Processing Weakness
- Vision Tracking Weakness
- Auditory Processing Disorder
The Tools for Learning Program Approach:
1) Assessment Process
The SOI evaluation will be followed by a Sensory Integration Screening, Behavioral Vision Screening, Central Auditory Processing Evaluation, Digit Span Evaluation (to test short-term auditory and visual memory), and a balance screening.
The end result is a complete roadmap of your intellectual abilities and how you learn.
Having discovered which tasks are causing you difficulty, such as learning to read, we can help you acquire the abilities needed to achieve success in that particular area. Once you are trained in those abilities, you can learn to perform the task at an optimum level.
2) Assessment Tools
- Structure of Intellect Testing (SOI)
- SCAN auditory Processing Evaluation
- Visual Dyslexia Screening, Evaluation
- Sensory Integration and Balance Screening
- Preliminary Behavioral Vision Screening
- Learning Style Assessment
3) Immediate Correction Tools
4) At-home Correction Tools
- Customized Home Program
- Balametrics Learning Breakthrough Program
- The Listening Program auditory therapy
- Structure of Intellect Basic and Intermediate Training
5) Group Tools and Workshops
- Teacher and In-Service Workshops
- In-school Training on correction tools
- Classroom Integration of the Power Tools for Learning Program
Our Assessment & Correction Tools:
Structure of Intellect (SOI) Method for Success
- Identify the abilities required for learning to read, write, arithmetic, math, critical thinking, or requisites for any given career
- Test for those abilities
- Develop those abilities that are low, maintain the abilities that are gifted, and develop further any average abilities.
- Monitor levels of performance to assure success
- Cross-references strengths and weaknesses with Common Core requirements to identify areas of concern for Common Core curriculum.
Auditory Processing Disorder Evaluation
- To determine possible disorders of central nervous functions by assessing auditory maturation
- To identify individuals who may be at risk for auditory processing or receptive language problems who may require additional audiological and language testing
- To identify individuals who may benefit from specific management strategies to improve auditory and language processing abilities (Our recommendation: The Listening Program www.advancedbrain.com)
Sensory Integration Disorders and Correction Protocols
Sensory Integration occurs in the nervous system. Sensory information is received from the environment through all of the sensory systems to include touch, hearing, vision, taste, smell, movement, and balance. When all of these systems come together in a coordinated fashion, integration of the senses takes place.
Senses and sensations are coordinated by the vestibular formation, a part of the cerebellum which is one of the more older and more basic brain systems. the organization of sensory information into reception and expression of information occurs when there is sensory integration. The following functions are affected by sensing skills:
- Academic learning
- Control of body behavior
- Motor skill performance
A delay or lack of development in one sensory area will affect the other senses as well.
An infant or child who who demonstrates sensory integration disorder may appear clumsy or slow in body coordination or have poor eye-hand coordination. When this individual enters school, he or she may fail to thrive academically or may show spasmodic or uneven achievement because there have been five years of uncorrected behavior.
As a result of dis-integral sensory systems (which are purely physiological) individuals perceive they are unable to function in the same manner (or as easily) as their playmates or siblings and begin to develop poor self-esteem, lack of confidence, and a fear of criticism. These students then begin to develop what is called an emotional overlay.
Sensory Integration Disorder is a common but misunderstood problem that affects an individuals’ behavior, influencing the way they learn, move, relate to others, and feel about themselves. Sensory Integration Disorder is the inability to process information received through the senses. The disorder or “dysfunction” occurs in the central nervous system, with the brain being the command center for the senses. When a “glitch” occurs in the sensory system, the brain cannot analyze, organize, connect, or integrate sensory messages.
The result of the dysfunction is that the individual cannot respond to sensory information in a meaningful, consistent way. He may also have difficulty using sensory information to plan and organize what he needs to do. Consequently, learning may become difficult.
The Sensory Integration Correction protocol addresses and corrects symptoms related to:
- Attention Deficit Disorder (ADD)
- Attention Deficit Hyperactivity Disorder (ADHD)
- Auditory Processing Disorders
- physical and mental midline processing issues
- dyslexic symptoms
The Balametrics Program uses the Balametrics board as the key component to the program and focuses on balance stimulation activities to strengthen the vestibular system. The vestibular system is the first sensory system to develop in the child within the womb and serves as an organizational tool for other brain processes (Belgau, 2010). The vestibular system obtains raw information from the vestibular organs (three semicircular canals and the otolith organ). When the head moves, hair cells detect motion of the fluids inside each canal. The brain uses this information to calculate changes in inertia in a similar way that an airplane senses changes in position and velocity. The otolith organ uses a pendulum-like appendage, the utricle, to orient the sense to the vertical force of gravity.
According to Dr. Belgau the vestibular system combines the inertial information from the three semi-circular canals with the gravitational orientation provided by the otolith organ; it is the basis of our inertial gravitational model of the world and is our model of the world as three-dimensional space with a clear sense of up and down. As the infant develops in the womb other major brain systems—motor, tactile, auditory, and visual processing systems also develop, but these sensory systems develop in relation to the vestibular system, or sense of balance.
The vestibular system plays a key role in the foundations of perception and balance problems and can cause many seemingly unrelated problems related to learning and brain function. The most common reasons parents and adults seek the help of a professional therapist is because of symptoms related to ADD (Attention Deficit Disorder) or ADHD (Attention Deficit Hyperactive Disorder). This inability to remain focused or attentive in a classroom or work environment has created a massive increase in the diagnosis and treatment of ADHD in the United States and an increase in medication use in children to treat these symptoms.
Dr. Belgau has noted that children with ADD have a slow reaction time that can be indicative of slow brain processing. Many physicians and psychiatrists diagnose ADD and ADHD based on reaction time tests and prescribe medication to speed up reaction time. Many parents looking for alternatives to medication for their child may want to look at what may be causing the ADD or ADHD. The Balametrics protocol uses balance therapies to improve brain processing speed and efficiency without the use of medications. A fundamental reality is that the higher the level of balance, the faster the brain must react. It has been determined that there is a mathematical relationship between the number of brain neurons in the network and the reaction time in the network. By increasing the balance difficulty of a specific activity the brain is forced to constantly recalibrate itself and involve more neurons in order to perform faster. This addresses the slow reaction time symptomatic of ADD and ADHD by changing the physiology of the brain. ADD and ADHD are physiological problems, not mental or emotional problems, but will escalate into emotional problems if not treated. Studies have indicated that many children who demonstrate ADD and ADHD symptoms also have sensory integration disorder as well. Dr. Belgau states that because the behavioral problems demonstrated by those with ADD and ADHD are not the result of a mental problem but a physiological problem, the therapy involved in correction must affect the brain on a physiological level. After a complete sensory screening a protocol is developed to address the ADD and ADHD symptoms. The prescription is not one of medication, but one for balance board activities.