Research has found cognitive training and neuro-biofeedback to improve working memory and attention in youngsters and adults with disorders such as ADHD, autism, traumatic brain injury, etc.
This service consists of adult directed, specialized computer games that focus on goal areas in attending and memory challenges in both the visual and auditory systems. These games gradually increase in difficulty as students make progress/pass levels of the games. All games require attention and focus on the presented details and require more and more accurate memory to be successful. Working memory is also challenged and practiced as students move through the levels.
In general, 20 sessions has been found to be the minimum standard of care to improve attention without medication. Our policy is to have some form of thorough assessment before beginning training as well as the IVA (Integrated Visual and Auditory Continuous Performance Test). Select subtests of the WISC-V assessing visual memory, auditory memory and working memory will also be administered/used as baseline information. Post testing will be comprised of these same assessments to measure growth in critical functions.
Neurofeedback is exercise for your brain. We specialize in using qualitative electroencephalogram (QEEG) alongside computerized cognitive training to treat and remediate learning difficulties, attentional problems, and executive dysfunction. After a series of neurofeedback and cognitive training session.
What does neurofeedback look like? During a single 60-minute neurofeedback session, you will painlessly have a Bluetooth headset placed on your head to measure brainwaves during cognitive working memory training. These brainwaves are shown to you through a proprietary application and in a way that you naturally learn self-regulation skills. This non-invasive approach invites people from all ages, including those who suffered debilitating accidents to those with ADHD, learning disorder, and even gifted individuals. While most people notice improvements after several sessions, the research literature suggest that at least 20 sessions are recommended for full and sustained benefits over time.
Dyslexia / Reading Intervention
Current research indicates that a multi-sensory, phonological-specific, direct teaching approach to reading does lift students struggling to read. The methodology currently used presents the phonological processing of sounds and words and auditory processing of language with visual, tactile, and auditory input. The Orton-Gillingham system of instruction along with other evidence-based strategies will be used. Results are charted and kept confidential. Pretesting will be done during the first session.
Dysgraphia / Writing Intervention
Dysgraphia is a neurological disorder of written expression that impairs writing ability and fine motor skills. It is a learning disability that affects children and adults and interferes with practically all aspects of the writing process, including spelling, legibility, word spacing and sizing, and expression.
Even in the digital age, handwriting is an important skill necessary for success in the classroom and beyond. With dysgraphia, the mechanics of writing and other foundational writing skills are difficult, making a student more likely to fall behind peers without the learning disorder. Writing problems are also associated with persistent academic struggles and low self-perception, which can persist to adulthood.