Posts Tagged ‘labels’

This year, in the 5th grade, we have seen steady progress. Our son can now stay on task for hours a time and can remember much better what he has learned. He has not been to the principal’s office once! There have been some upsets during recess, but they are much milder and less frequent than before. He is carrying an E (for excellent) in conduct and all of the staff at school remarks about the change.

Sunday School and Children’s Church workers all have noticed the difference in his behavior. Even some of his classmates come up to his mother and tell her how much different our son is this year. We are not finished with our son’s neuro-educational program work but we have seen such a dramatic improvement. This neurodevelopment thing really works! Everyone is a lot happier at our house these days. The LGS Neuro-Educational Program is an answer to prayer. Grateful in Texas

 The LGS Neuro-Educational Approach is a program that provides the necessary brain stimulation to form neuro-pathways that were never developed during the earlier developmental stages of a child’s life. Each child will advance according to their own capacities.  (It also works on teens and adults – see test results) There are a myriad of things that keep our children from developing neurological efficiency.  Some have to do with illness as infants, some have to do with ear infections, but by and large most of our kiddos who seem to be bright, yet struggle with school were never given adequate exposure to activities that early on organize the lower levels of the brain, build a strong neuro-networks and connections.  We are raising a generation of children who have missed being on the floor and having “tummy time” which allows for the body to help stimulate and map the brain.  It is unfortunate we place our babies in the car seat when taking them home from the hospital, and for the majority of their infancy they remain in the up-right postion and miss getting all of the vital tactile, neuro-stimuli that is required in order to process information at lightening speed and efficiency.  It’s all about the  mind-body connections.  What the LGS Neuro-Educational Program does is to work with the plasticity of the brain to form, repair and even create connections / neuro-pahtways to enhance internal communication.  Most of the “learning disability” symptoms literally go away when the child is experiencing the benefits of a well organized brain, good auditory & visual processing abilities (yes, we work with that along the way) and other areas that may show up in the child’s evaluation.  To discover more about our very successful programs, click here.   There are free articles for you to investigate the science, philosophy and design of our neuro-educational models.   Now, let’s listen to Jenny, a mom who discovered how her son could be helped:

“Our son came up two years academically in 3 months. The biggest indicator of progress to me has been that he is reading for pleasure! His problems are quite minor compared to what many families are dealing with, we were just frustrated at the lack of progress in several areas and felt like we needed an outside viewpoint. ”  – Jenny M.

By the way, we have designed curriculum utilizing our approach, as well as a Neuro-Edcational Program called Developmental Foundations which is an at-home program that will get your child up and running with improved academic abilities.

We just had to share this note from a client whose son has been on the LGS Neuro-Educational Program.  There are benefits far beyond academics:

“Please tell Jan that Thomas has turned a corner in the past two weeks.  His emotional swings are less and his outlook on life is bright.  He’s cleaned his room nicely without being reminded a zillion times, and his “maturity” level has increased — even his teenage sister is complimenting him and commenting on his changes.  We are so encouraged.”  Blessings to you all — S.

My child has always been very good at language, understanding concepts and we thought he’d never have any problems with school, but it turned out exactly the opposite.  In fact, it got so bad at school, we pulled him out in third grade with the hopes that we could educate him at home.  I would think one day he had the information down pat.  The next day he couldn’t remember anything we had spent a large amount of time on.  I discovered he had severe problems not only with remembering, but he couldn’t read or do his phonics, either.  Then, I happened to hear about a seminar that was being put on by Little Giant Steps.  I went and listened to Jan Bedell, a teacher and neuro-educational specialist. As she talked about learning difficulties, she seemed to know all about the problems I was having with my son, as she described a list of symptoms that fit him to a tee.  I’m glad to report, after working with her on a neurodevelopmental program, my son is now processing at grade level.  The learning problems have disappeared and he’s back in public school at the top of his class.  I am so grateful for the help we received from Little Giant Steps and Jan Bedell.  M.D.

Just received this letter from a mom about the wonderful things she’s experiencing with her daughter’s improved abilities:

        Just a short note of encouragement to you for all your hard work in bringing this program to all of us.Our daughter, Shannon age 11, has ADHD & CAPD and had her initial eval. with Ruth on Feb. 18th. We’ve been on program for about 4 weeks now. Her #. letter sequencing age was 4-5 yrs old at eval., I believe. We’ve neverbeen able to give her more than 2-3 letters at a time when she’s asked how to spell something. Last night, she asked how to spell “Twilight”, I just rattled it off without pausing in the middle and I waited for the backlash…..”WAIT…THAT’S TOO FAST, I CAN’T DO IT THAT FAST!!!” But that never happened. I can’t believe it. A few hours later I pointed it out to her and she smiled and said, ” hummm, maybe I am getting better!”. I think that sole experience will be the best motivator for her. She sees tangible evidence that all this work is actually changing her brain.

ANSWER:  Many Children Have Low Auditory Progressing Abilities Which Decreases The Ability To  Receive, Comprehend, Store, and Retrieve Information.

Why are so many children struggling with low auditory processing?
            Many years ago, when our educational system was developed, we were primarily an auditory society; we ate together as families 2-3 times a day and TALKED.  We read as a family in the evenings or listened to radio broadcasts for hours.  We developed our auditory processing ability by practicing. 
            Today, our society is primarily visual with T. V., computers, movies, electronic games, etc.  These all consuming visual activities permeate our lives and leave little time for the truly important practice of listening and developing our auditory processing abilities.  Even though our society is primarily visual, we are still using the educational delivery system that was developed for a primarily auditory society. 
 
What can be done?
            Since the brain is dynamic and ever changing, much can be done to remediate the processing ability of any person, at any age.  By providing specific stimulation to the brain to increase ones auditory processing ability, global benefits will result for the child or anyone who applies these activities for a four month period. 
            You can request a FREE auditory test kit  or by emailing: orderdept@littlegiantsteps.com  Put “Free Auditory Test Kit” in the subject line. This kit will allow you to test any individual ages four to adult.  Also, reading the Auditory Processing Booklet will add to you knowledge and skill.  This information will give you a baseline to work from and a better understanding of your child’s struggles or inefficiencies.  To increase auditory processing, digit span exercises can be done with a four minute time investment and the reward of increased abilities globally.  Instructions for digit spans are also included in the free kit.
              In addition to digit spans daily, I encourage you to read to your children at least one hour a day as an additional way of developing processing skills.  When they are not listening to you read, they could be listening to books or stories on tape/CD (without the book).  This is a great way to add value to the time spent playing with legos, coloring or other fine motor activities.  Listening to audio stories and books (not music) increases vocabulary, helps reinforce sentence structure, provides opportunity for narration, models good writing structure in addition to developing auditory sequential processing. 
            Audio stories are also a wonderful way to productively occupy pre-school children while you are schooling older siblings.  You can see amazing results when you get your child up to grade level in his/her auditory processing abilities.

When we came to Little Giant Steps two years ago, Timothy was barely passing 2^nd grade.  He wasn’t reading very well, couldn’t remember things that he learned the day before, couldn’t concentrate because the noise in the classroom bothered him and he was just really frustrated.  At home, just cleaning his room was extremely overwhelming for him.

     One of the first things we noticed after he was on the program for about four months is that he was able to clean and organize his room with little supervision.  It is like we have a different child!      

     Timothy has been back in public school for 4^th grade (after being home schooled for 1½ years and focusing on the Little Giant Steps program) and is making mostly A’s and a few B’s.  His reading has improved beyond our wildest hopes.  He has improved exponentially in every academic area.  His teacher said, “I don’t know what you did with him, but this is not the same child as in 2^nd grade.” 

     I met with Timothy’s dyslexia teacher recently because she sent out results of her end of year testing. Even though the report showed that his scores increased in every area, I wanted to know if this was satisfactory progress. His teacher said, “No it wasn’t just ok progress, it was GREAT progress!”. She said he was the “STAR of the class” and that all of the students look to him. For example, at the beginning of the year he could read 15 out 50 words. At the end of the year he could read 45 out of 50 of the words on this specific test. She said most kids do not make this much progress the first year!!!  She said, “You know, he still has a whole year left in this class.” 

     Here are Timothy’s TAKS scores for this year: 

• Reading:  93 (only missed 3 out of 40). This score is one point away from “commended”.
• Math:  82 (only missed 8 out of 42). Because of this score, he will not be pulled out of class next year for math tutoring.
• Writing:  72 (only missed 7 out of 28).  His writing improved a lot this year and I know it will continue to improve next year.

     We are so proud of him and he is proud of himself, also. These scores are just more evidence to substantiate that the ND approach to learning is incredibly successful!   D. C. in Frisco, TX  May/2009

We are so very happy with the Little Giant Steps program.  For the first four months, my 17 year-old daughter did very little structured academics.  We focused on the Neurodevelopmental Activities on her program instead.  At every question I had of “Should I continue this?”, her evaluator, Ruth Young, would answer, “Let’s just wait, it will be easier in a few months.”  At our four month evaluation, I was shocked at the progress Sarah had made.  Her reading comprehension jumped from a 7^th grade level to an 11^th grade level in just 4 months.  A few days after the evaluation, I heard my daughter read for the first time since long before she started with Little Giant Steps and I joyfully listened to her read at an adult level for the first time in her life.  Sarah has attempted Algebra on two previous occasions and I had just about given up hope that she would ever understand.  After the four month evaluation, we started Algebra again for the third time and this time she gets it!  She has taken 5 Algebra tests and her scores have ranged from 80% to 100%.  It is like teaching a different child.  Even when she doesn’t understand something, her reactions are usually much more mature.  Wow!  Thank you, thank you, thank you.                                                         C. P. in Houston, TX

Q: “My child has a good heart, but he is disruptive and out of control so much we really hate to take him anywhere.  How would your program help him?” 

Answer:  You remind me of a child (we’ll call him Sam) who came to our office about six years ago.  Thank goodness his mother loved him, because he was a chore to tolerate. He, too, had his moments where he was the most caring and endearing little guy. Unfortunately, those were the exceptions, rather than the rule for him.  To start, we evaluated him.  We discovered he was extremely hyper-sensitive to all sorts of stimuli.  He also had an intolerance to some food additives, which would set him off on a downward spiral of destructive behavior that was big enough to cause severe marital discord between his parents.  There were other issues such as dominance and extreme problems with his tactile system and sound.  All these problems were addressed with a specific program designed by a neuro-educational specialist.  Within 5 weeks his mother contacted us and said he had slept all night and there seemed to be a leveling of his behavior.  He wasn’t screaming at his little sister because of her loud voice which, for the rest of the family, seemed to be within normal limits. He wasn’t as angry on a daily basis and the number of emotional meltdowns during the course of the day were less frequent.  Today, this little boy is now in junior high.  He has an academic standing above average. He interacts well with his peers, adults and people in authority.  Today, you’d never guess he was once an out of control tyrant.  That’s what our program does. It helps to get these children’s brains organized, their super-sensitivities normalized and it  increases their ability to process information, comprehend, and leave behind the chaotic behavior that resulted from gaps in his development.

 For the free articles CLICK HERE 

Q. Since our child was about 18 months we’ve known there was something different about him.  He’s very intelligent, has an extremely well developed language ability, but it’s like he gets either focused on something to the extreme or he’s off in la-la- land day dreaming. He seems to get some things in school, but other things he just can’t remember from one day to the next. How could your kind of program help him?

Ans:  Our program works with the neuroplasticity feature of the brain. Our whole objective is to assist in creating, completing or repairing the neuro-connections that allow the brain and body to communicate efficiently and effectively. What you are describing are symptoms which are not a new phenomenon to us.  Many of our clients are gifted, but have quirks that seem to prevent them from learning, organizing their thoughts or even engaging socially.  Some come to us with labels such as ADD, ADHD, Dyslexia, Autism, Aspergers, PDD and some come because their parents recognized symptoms that seem to hamper their children from having normal experiences in the world in which they live. What the LGS neuro-educational program does is to eliminate those symptoms at the root cause in the brain.  We provide individualized and appropriate activities that will cause the brain to create a change through our stimuli. If a child missed essential developmental steps during the course of their early years, what we do will help to organize the lower levels of the brain, close those learning “gaps” and allow for better input and output of information.  Once a child becomes neurologically efficient, they can truly develop their true God-given potential.  We just help to create or complete the circuitry in the brain that was not developed as needed to be successful academically, physically and sometimes socially.  Please read the articles on our website for more information about our methodology, philosophy and successes.