Other Challenges

• Acalculia - Inability to perform mathematical computations.
• ADD - People with ADD are often noted for their inconsistencies. "We Offer a Drug Free Solution"
• ADHD - One of the major controversies concerning ADHD concerns the use of psycho-stimulats to treat the condition. "We Offer a Drug Free Solution"
• Dyscalculia - There are a great number of students who have serious difficulties in learning mathematics, but find the rest of academic subjects easy.
• Dysgraphia - The literal translation of the Latin term dysgraphia is 'difficulty with writing'.
• Dyspraxia - Dyspraxia affects at least 2% of the population in varying degrees and 70% of those affected are male.

Acalculia

Inability to perform mathematical computations. Calculation errors consist of substitution of one operation for another (example, the person may subtract when requested to add numbers), count numbers instead of correctly operating in them (3 + 4 = 5), preservation of numbers (2 x 4 = 44), simple combinations of numbers rather than operating in them (5 + 3 = 53). 

Assessment

Calculation impairment is assessed by requesting the client to perform arithmetic problems requiring simple operations, such as addition and subtraction. If the client is able to perform these operations then standardized achievement tests may be used to assess arithmetic at more complex levels. Word problems, and problems using concepts from algebra are examples of mathematical knowledge and ability required at this higher level.

How Davis Methods Help

The client must first acquire the tool to control orientation. Once oriented a search is conducted looking for any math symbols which are triggers. Any triggers are resolved using Symbol Mastery. Then a review of math concepts starting with counting then progressing through addition, subtraction, division and multiplication are completed to insure concepts are understood and easily performed.

Attention Deficit Disorders 

The symptoms of Attention Deficit Disorders (ADD for short) exist on a continuum. Everybody has some of these symptoms some of the time. However, individuals with ADD have more of these symptoms more of the time and to the point that it interferes with their ability to function normally in academic, work, and social settings to their potential.

People with ADD are often noted for their inconsistencies. One day they can "do it," and the next they can’t. They can have difficulty remembering simple things yet they remember complex issues. 

Typically, they have problems with following through on instructions, paying attention appropriately to what they need to attend to, seem not to listen, are disorganized, have poor handwriting, miss details, have trouble starting tasks or with tasks that require planning and long-term effort, appear to be easily distracted, or forgetful. In addition, some people with ADD can be fidgety, verbally impulsive, unable to wait their turn, and act on impulse regardless of consequences. But, remember - not all people with ADD have all of these difficulties, nor all of the time.

Because society has traditionally thought of a person with ADD as being "hyper," many children who have ADD with no hyperactivity are not being identified or treated. Individuals with ADD without hyperactivity are sometimes thought of as day-dreamers or "absent-minded professors". The non-hyperactive children with ADD most often seem to be girls (though girls can have ADD with hyperactivity, and boys can have ADD without hyperactivity).

Additionally, because of the ability of an individual with ADD to over-focus, or "hyper-focus" on something that is of great interest or highly stimulating, many untrained observers assume that this ability to concentrate negates the possibility of ADD being a concern. Especially when they see children able to pay attention while working one-on-one with someone, doing something they enjoy; who can sit and play an electronic game or watch TV for hours on end.

Although ADD obviously effects the performance of a person in a school setting, it will also effect other domains of life, which can include relationships with others, running a home, keeping track of finances, and organizing, planning, and managing most areas of one’s life.

How Davis Methods Help

If the client has the "Gift" then they often take in everything in the environment, not only what they see but hear and feel as well. The Davis program provides tools to control perception and reduce responses to distractions.

Attention Deficit Hyperactivity Disorder

Despite the substantial progress in the assessment, diagnosis, and treatment of children and adults with ADHD, the disorder has remained controversial in many sectors. The confusion resulting from the many diverse, frequently expressed opinions (often not based on research evidence) has made many families, health care providers, educators, and policy-makers uncertain about the status of the disorder and its long-term consequences, whether treated or not. For example, one of the major controversies concerning ADHD concerns the use of psycho-stimulants to treat the condition. These medications are regarded by many in the medical community as constituting the psychopharmacologic treatment of choice for ADHD. The use of methylphenidate and amphetamine nationwide has increased significantly in recent years. This increased availability and use of psycho-stimulants has intensified the concerns about use, overuse, and abuse.

Glock, Martha H.; Jensen, Peter S.; Cooper, James R., compilers. Diagnosis and treatment of attention deficit hyperactivity disorder [bibliography online]. Bethesda (MD): National Library of Medicine; 1998 Sep [2001]. [1]. (Current bibliographies in medicine; no. 98-2). 1440 citations from January 1980 through August 1998. Available from: URL http://www.nlm.nih.gov/pubs/resources.html

How Davis Methods Help

The Davis methods avoid the need for medication to control the apparent attention problem, by allowing the client to acquire perception control tools. These tools along with tools to control internal energy levels give the client control without the use of medications.

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).

How Davis Methods Help

The Davis methods provides tools and instruction to allow visual-spacial thinkers to easily comprehend and use mathematics. Being able to orient is key to correcting this problem. Symbol Mastery is used to resolve symbols which are causing confusion, and math concepts are covered to insure understanding.

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'

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 every dyspraxic, and many of these problems can be overcome in time, but also could be met by more problems

Older children are usually very 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.

Dyspraxics can be of average or above intelligence but are often behaviorally immature. They try hard to fit in to the socially accepted behavior when at school but often throw tantrums when at home. They may find it difficult to understand logic and reason.

Not all dyspraxics have all of these problems, but all have a common link.

Many parents of normal children will say that their children have some of these problems but if your child is dyspraxic, either diagnosed or not, you will know the difference between a normal child with any of these problems and a dyspraxic.

These is no cure for dyspraxia but the earlier a child is treated then the greater the chance of improvement.

How Davis Methods Help

 We can help if your child has the "Gift", since it can be the cause of this condition. Our balance and coordination are affected by our perceptual orientation. Once orientation is corrected, then balance and coordination are improved.