ADD
Attention Deficit Disorder is an older term which meant a person could not attend for more than 10 minutes to anything. At Meadowbrook Educational Services we see many clients who can attend while they play video games or build Legos for hours, yet at school they seem to have an attention issue. We design a program that includes both exercises to practice at home and sound therapy to increase the neuropathways in the brain that help children attend. Read Here for the updated information about ADD.
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ADHD
Attention Deficit Hyperactivity Disorder combines a lack of attention with a lot of energy - something we see as somewhat typical for most boys. We use a combination exercises and sound therapy to help alleviate symptoms. If symptoms are severe, we work in tandem with your pediatrician as part of your team. Read more about ADHD here.
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Anxiety
Many of our clients are anxious or worried about their performance at school or work. Consistent stress not only effects our ability to concentrate, reason, and think, but it also changes the way we digest foods and hampers our body's attempt to fight disease. We use mental and physical exercises to train you in ways to alleviate and control your anxiety. If the anxiety is of long standing and is debilitating we take a supporting role to your mental health team. Read more about Anxiety here.
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APD - (Auditory Processing Disorder)
Meadowbrook Educational Services has several years of sound therapy experience and we use this experience to take a primary role in helping people improve their auditory processing abilities. People with APD may have problems with understanding how to correctly pronounce words or they may not hear correctly what you say to them. Read more about APD here.
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ASD Autism Spectrum Disorder
Research indicates there may be as many as one ASD child per 110 children - in the United States. Other countries have different diagnosis rates ranging from 2 per 10,000 to one per 450. Autism ranges from severe (non-communicating and dangerous to others) to mild. We play a supporting role using sound therapy with severely autistic people. When ASD children communicate we design a series of exercises to increase their basic learning skills. Read more about ASD here.
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Auditory Processing
Auditory Processing Is what happens when the brain recognizes, interprets and can respond to the varied sounds around us such as music, language and the environment in which we live. MES tests for auditory low-level function skills which will indicate if language processing is difficult. Then we design a home program to help increase those skills. Read more about the skills involved in Auditory Processing here.
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Auditory Sequential Learners
According to LInda Sliverman, Ph.D., there are two main types of learners when referring to academic learning. One is either Auditory and Sequential or Visual and Spatial. Auditory learners hear and process language easily and Sequential learners can keep information in the correct order. Dr. Silverman found that most Auditory learners were also sequential learners and visa versa. Auditory-Sequential learners are organized, learn phonics easily and have a good short-term memory. At Meadowbrook Educational Services we use Silverman's research when designing programs for our clients. Compare Auditory-Sequential Learners with Visual-Spatial Learners here.
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Basic Learning Skills (Also Foundational Learning Skills)
Both Dr. Guilford, whose work was used by Robert & Mary Meeker to create the Structure of Intellect program, and Dr. Strydom, who created the Audiblox program, believe that learning academics requires a set of skills that can be taught to anyone. These basic skills include: concentration, perception, discrimination & synthesis of foreground and background information, discrimination & synthesis of form and size, discrimination & synthesis of position in space, discrimination & synthesis of color, memory, and an ability to break apart and integrate information. On top of these visual and auditory skills we need the balance system (the vestibular system) primed for learning. At MES we make sure all the foundation pieces needed for learning academics easily are in place by using a thorough assessment (and further testing if necessary) and designing your program based the those results.
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Digit Spans
Digit Span is the term used for amount of information we can remember and keep in order. Digit span normally expands one per year of age until age seven. A child of one year should have a digit span of one. A child of two should have a digit span of 2 etc. If digit spans expand slower than normal, then learning becomes difficult - if not impossible. At Meadowbrook Educational Services we measure digit span and recommend or train you in programs to expand it. Digit spans expand slowly, be prepared for an extended program time if digit spans are low. Read more about Digit Spans here.
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Dyscalculia
There are a great number of students who have serious difficulties in learning mathematics, but find the rest of academic subjects easy. These students have high IQs, are excellent readers, creative writers and learn quickly. They are frustrated by a paradoxical condition. Superior performance is easily demonstrated in thinking, verbal, reading and writing skills, and in every subject where these skills are the predominant modes of learning and assessment.
But when it comes to any subject that requires understanding and application of the language of mathematics, they fail miserably, to everyone's surprise. These students may become ill, disruptive, easily frustrated, and may use their creative abilities to avoid tasks (Baum 1990, 2) involving mathematics.
Most gifted children teach themselves to read before they are 6, some even reading between the ages of 2 and 4. Gallagher contends that once basic reading skill is attained, the child is able to advance his intellectual breadth of knowledge on his own. He will usually excel in verbally dominated areas like social studies, English, and science (Baskin and Harris 1980, 38).
Mathematics presents a different case because basic skills are dependent upon rigid sequential mastery. It is difficult to advance independently in arithmetic because much guidance is required, whereas skills in logical math reasoning allow for autonomous progress (Baskin and Harris 1980, 38). Learning disabilities in gifted children are frequently not discovered until adulthood (Baum 1990, 2).
Silverman contends that this discrepancy between reading and mathematical ability is due to advanced visual-spatial ability with underdeveloped sequencing skills. This results in difficulty learning math and foreign languages the way they are typically taught (Delisle and Berger 1990, 3). Many gifted students never achieve their potential because they have never worked at complex tasks and are unprepared for challenging subjects (Winebrenner and Berger 1994, 1).
During the MES Assessment we check for sequencing skills and basic mathematic skills. If these are low, we design a program to increase missing basic learning skills.
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Dysgraphia
The literal translation of the Latin term dysgraphia is 'difficulty with writing'. A processing problem which can easily lead to 'writing fatigue', dysgraphia is often described as interfering with the communication of ideas from the brain to the paper.
Dysgraphia has a tendency to occur in concordance with other learning disabilities especially dyslexia, which can make it harder to identify, diagnose and treat.
Certain characteristics can still be spotted and these include:
- Poor organization on the line or page
- Irregular shapes and sizes of letters and grammar notation
- Difficulty using writing as a communication tool
- Misuse of line and margin
- Decreased writing speed
- Relies heavily on verbal cues
- Relies on vision to monitor hand when writing.
- Odd wrist body and paper positioning
- General illegibility
- Inconsistent letter formation and slant
- Easily suffers 'writers cramp'
Students who have dysgraphia may struggle with the written word but this does not mean that they struggle to express themselves in other ways. Their verbal ability is often high as they try to find alternatives to writing. This can lead to a superior verbal ability compared to many other students.
The disadvantages with dysgraphia is that it may stunt the ability of people to express themselves adequately when using written word.
Writing will often take them longer and their work may be riddled with mistakes and at times or in severe cases illegible.
At Meadowbrook Educational Services we check for many different areas that contribute to the dysgraphia label. We address symptoms of dysgraphia through the specific mental and physical exercises needed for those areas. Read more about Dysgraphia here.
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Dyslexia -
There are many, many different theories about dyslexia. Each field of study defines the causes of dyslexia differently - even programs have different explanations of why dyslexia exists. Because there is such a big debate about dyslexia, we do not use the term very often. For the most part we see a typical dyslexia profile which is: average to high intelligence with low reading or comprehension skills.
Below are listed types of dyslexia and their underlying theories and improvements advocated by different fields or programs. You can see that the theories behind dyslexia are quite wide in range.
- A Partial List of Dyslexia Theories & what they advocate
- Education: Cause: weakness in phonological awareness. Advocate: improve by making students read or decode more. 6 months - 2 years
- [USA] Medical: Cause: underlying brain abnormality Use Educational Programs.
- Neuro-Linguistic Programming; Cause: Negative emotional blocks. Advocate: improve by removing negative blocks. 6-9 months
- Davis Method: Cause: Disorientation Advocate: improve by teaching mental tools. 1 week - 2 years
- Chiropractics: Cause: Spinal misalignment. Advocate: spinal adjustment.
- Developmental Optometry: Cause: Eye tracking and movement issues. Advocate eye-vision therapy. 1-2 years.
- [USA] Medical: Cause: dysfunction of the cerebral cortex. Hereditary. No Treatment.
- Education: Cause: differences in brain development and function. Advocate: improve by using a multi-sensory phonetic approach. 1-2 years.
- [USA] Medical: Cause: hormonal development in fetus. No Treatment. Maturation eases or erases Dyslexia.
- [French - European] Medical / Audiology: Cause: low auditory processing skills. Advocate: Sound therapy. 3-6+ months
- [German-European] Medical: Warnke Method: Cause: low auditory processing skills. Advocate: train low-level auditory & visual function skills. 6+ months
Every program designed for dyslexia has worked for someone or it would not still be used; however, each program does not work for every person with dyslexia. It is important that the assessment takes into consideration every aspect of a person's history as well as their current concerns, anxieties, and confusions about the way they see, feel, and understand what is happening to them when trying to read or comprehend. In addition, the tests that are given will identify the programs or approach they need for immediate improvement. Read more about our MES Assessment here.
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Dysnomia
We all struggle with finding the right word sometimes, especially when we are under stress or really tired. But people who suffer with dysnomia struggle to find the right words even when there doesn't seem to be any outside interference or stress involved. At Meadowbrook Educational Services we believe that people can find relief from dysnomia because we believe in the brain's ability to change and we have trained extensively in techniques to build and expand memory. Read more about Dysnomia here.
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Dyspraxia
Dyspraxia affects at least 2% of the population in varying degrees and 70% of those affected are male. Dyspraxia is a disability but those affected do not look disabled. This is both an advantage and a disadvantage.
These are some of the problems caused by dyspraxia:
- Clumsiness
- Poor posture
- Walk awkwardly
- Confused about which hand to use
- Difficulties throwing or catching a ball
- Sensitive to touch
- Find some clothes uncomfortable
- Poor short term memory, they often forget tasks learned the previous day
- Poor body awareness
- Reading and writing difficulties
- Cannot hold a pen or pencil properly
- Poor sense of direction
- Cannot hop, skip or ride a bike
- Slow to learn to dress or feed themselves
- Cannot answer simple questions even though they know the answers
- Speech problems, slow to learn to speak or speech may be incoherent
- Phobias or obsessive behavior
- Impatience
- Intolerance to having hair or teeth brushed, or nails and hair cut
Not all of these will apply to everyone who has dyspraxia, and many of these problems can be overcome in time, but also could be met by more problems.
Older children are usually verbally adept and converse well with adults. They may be ostracized by their own peer group because they do not fit in. They may cleverly avoid doing those tasks that are difficult or even impossible for them.
Students with dysgraphia can be of average or high intelligence but are often behaviorally immature. They try hard to fit in to the socially accepted behavior when at school but often throw release frustration when at home. They may find it difficult to reason out problems and think logically.
Many parents of normal children will say that their children have some of these problems, but if your child has dyspraxia, either diagnosed or not, you will know the difference because their sensory integration and balance is not established. At Meadowbrook Educational Services we design programs to address dyspraxic issues based on the MES Assessment Results.
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Learning Disabilities
A learning disability is a neurological disorder. In simple terms, a learning disability results from a difference in the way a person's brain is "wired." Children with learning disabilities are as smart or smarter than their peers. But they may have difficulty reading, writing, spelling, reasoning, recalling and/or organizing information if left to figure things out by themselves or if taught in conventional ways. Read more here.
Learning disabilities encompass dyslexia, dysgraphia, dyscalculia and auditory & visual processing. At Meadowbrook Educational Services we specialize in learning disabilities. Our program designed from your assessment will create significant changes in your ability to perform academically.
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Learning Styles
There are several models of learning styles, we often use Linda Silverman’s model of Auditory-Sequential and Visual-Spatial learners because these two designations encompass most students in academic environments. At Meadowbrook Educational Services we also track how clients process and recall information: visually, aurally, tactilely, emotionally, and kinesthetically. From this information we teach you how to apply your specific style to make learning and studying easier and profitable.
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ODD (Oppositional Defiant Disorder)
In children with Oppositional Defiant Disorder (ODD), there is an ongoing pattern of uncooperative, defiant, and hostile behavior toward authority figures that seriously interferes with the youngster's day to day functioning. Symptoms of ODD may include:
- Frequent temper tantrums
- Excessive arguing with adults
- Often questioning rules
- Active defiance and refusal to comply with adult requests and rules
- Deliberate attempts to annoy or upset people
- Blaming others for his or her mistakes or misbehavior
- Often being touchy or easily annoyed by others
- Frequent anger and resentment
- Mean and hateful talking when upset
- Spiteful attitude and revenge seeking
The symptoms are usually seen in multiple settings, but may be more noticeable at home or at school. One to sixteen percent of all school-age children and adolescents have ODD. The causes of ODD are unknown, but many parents report that their child with ODD was more rigid and demanding that the child's siblings from an early age. Biological, psychological and social factors may have a role. Read More here.
At Meadowbrook Educational Services, when we have an ODD client who is struggling with learning, we work closely with your behaviorist to design a program your child can successfully accomplish.
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PTSD (Post Traumatic Stress Disorder
Post-traumatic stress disorder (PTSD) is a mental health condition that's triggered by a terrifying event. Symptoms may include flashbacks, nightmares and severe anxiety, as well as uncontrollable thoughts about the event. Read More about PTSD here.
We work with several people each year who are struggling to perform academically in college or professionally at their workplace. At Meadowbrook Educational Services we use a series of exercises and tools to calm the body and balance emotional states - which is necessary to open the window for learning. We encourage those with PTSD to continue working with their mental health professional while they progress through their MES program.
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RAD (Reactive Attachment Disorder)
Reactive attachment disorder is a rare but serious condition in which infants and young children don't establish healthy bonds with parents or caregivers.
A child with reactive attachment disorder is typically neglected, abused or orphaned. Reactive attachment disorder develops because the child's basic needs for comfort, affection and nurturing aren't met and loving, caring attachments with others are never established. This may permanently change the child's growing brain, hurting the ability to establish future relationships. Read more about RAD here.
At Meadowbrook Educational Services we have seen several families who have adopted children with RAD. As with PTSD, we have to teach them mental and physical exercises and use tools to center the body and balance emotions because learning cannot happen efficiently when the body is under stress. We have seen the ability to bond between parents and children increase when using sound therapy together. If you have a RAD diagnosed child we require a shared listening and activity experiences during your program.
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Receptive and Expressive Listening
Receptive Listening focuses outside of self, relative to what others are saying; what is going on in a school setting, or home. Expressive Listening focuses inside self, including: checking, monitoring and reproducing correctly what one hears, especially one's own voice and speech. At Meadowbrook we work with receptive and expressive listening issues through sound therapy and the program design closely follows your assessment results.
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Sensory Integration Dysfunction
What is sensory integration dysfunction?
Children with sensory integration dysfunction have difficulty processing information from the senses (touch, movement, smell, taste, vision, and hearing) and responding appropriately to that information. These children typically have one or more senses that either over- or under-react to stimulation. Sensory integration dysfunction can cause problems with a child's development and behavior.
Who has sensory integration dysfunction?
Children with autism and other developmental disabilities often have sensory integration dysfunction. But sensory integration dysfunction can also be associated with premature birth, brain injury, learning disorders, and other conditions. Continue reading more about sensory integration dysfunction here.
We have worked with many clients diagnosed with Sensory Integration Dysfunction using sound therapy supported by physical exercises. By its very nature, Sensory Integration Dysfunction greatly effects the learning process. By using physical and mental exercises in conjunction with sound therapy we are able to design programs that allow children with SID to become successful academically.
