Archive for the ‘Language Processing Disorder (LPD)’ Category

Boost language proficiency by treating your child as a conversation partner

Tuesday, May 24th, 2011 by admin

Some topics are not appropriate for children, particularly those between the ages of three and six.  Children at this age do, however, need to be treated as conversational partners in order to increase their capacity for and understanding of academic language.  Academic language is not independent of a child’s natural language; academic language is the language that teachers and other professionals in the field of education use to communicate with children – and usually expect students to employ. Academic language typically includes abstract concepts and words, difficult words and elevated sentence structures (Science Daily).  It also contains clauses and conjunctions.  Simple sentences are not typical of academic language, but compound, complex and compound-complex sentences are. Many instructions are conveyed using academic language, both in the home and in educational environments.  Verbal instructions are very often conveyed in academic language.

Lotte Henrichs, a Dutch researcher, investigated the extent to which 150 children, ranging in age from three years to six years, were exposed to academic language in the home and in a nursery school and then early education environment.  Henrichs followed the students for three years.  She found that even in nursery school, teachers use academic language with students.  At home, reliance upon language varies. The children of parents who approached them as conversation partners, by encouraging turn-taking in conversations and the discussion of interesting subjects, were more likely to be receptive to, understanding of and comfortable with using academic language.  Allowing children to participate in conversations often enables them to become fluent in academic language without tremendous direct effort to address the need to develop familiarity with academic language.

Some children, however, do not become fluent in academic language, even if their parents and siblings treat them as conversational equals. That’s where Camp Academia, Inc.’s Brainjogging can be of assistance.

Children with learning disabilities, particularly language processing disorders, are in particular need of assistance with learning to use and understand academic language.  Camp Academia, Inc. tutors students in the tools they need to understand and employ academic language.  Brainjogging, Camp Academia, Inc.’s cognitive processing software, primes students’ brains to be receptive to language and abstract concepts.  Tutoring-like sessions complement Brainjogging, which is used twice daily in the home environment and once during Camp Academia, Inc.’s Brainjogging sessions with a cognitive therapist.

Brainjogging serves military families

Wednesday, September 29th, 2010 by admin

Fort Benning is a thriving military base in the southeast – and one of the busiest Army installations in the United States. Over 130,000 Soldiers and civilians live, work, train or use services at Fort Benning.  Brainjogging is proud to serve military families!  Our offices in LaGrange, Georgia and in Columbus, Georgia are accessible to Fort Benning’s Soldiers and their families.  Our convenient Columbus location, at 1022 2nd Avenue, provides expedient access to services for military families of children with learning disabilities.

Brainjogging specializes in learning disabilities and behavior disorders.  Living with a child with a learning disability or behavior disorder can be difficult even when two parents are involved; it can be even more difficult when one partner is deployed.  Brainjogging has been proven to increase attention levels, increase memory retention, build perceptual and processing abilities and improve motor skills!  We have enormous success with students with learning disabilities and behavior disorders.  We hope to be able to use our talents to serve Fort Benning military families and their children with learning disabilities.  Brainjogging is excited to extend a 10% discount on therapy sessions to military families! Please call our main office at 706.884.4492 for more information.

Brainjogging supports RFB&D – and so do Brainjoggers’ parents!

Wednesday, September 1st, 2010 by admin

Brainjogging encourages students to listen to audiobooks while simultaneously following along with the book’s corresponding physical text. Brainjogging frequently recommends Recording for the Blind and Dyslexic (RFB&D) to Brainjoggers and parents.  RFB&D is a national non

Students use RFB&D's DAISY players to read and listen to text simultaneously.

profit with more than 61,000 accessible audiobook titles ranging from popular literature to textbooks.  Please take a moment to explore RFB&D’s website; RFB&D is an invaluable resource for individuals with learning disabilities.

Several Brainjoggers have enjoyed enormous success using RFB&D’s audiobooks.  Hearing and seeing information simultaneously exponentially increases comprehension.  Brainjoggers listen to RFB&D’s audiobooks on their own time, but Brainjogging helps Brainjoggers generate word lists for the Brainjogging that include relevant information gleaned from their reading experience: main characters, themes, plot elements, etc.  Brainjoggers see improved AR test scores after combining their Brainjogging program with RFB&D’s audiobook resources!

The following is an actual letter written by Gail P. Dalton, MD, in appreciation of RFB&D’s assistance with her daughter Virginia, a high school freshman and longtime Brainjogger:

Brainjogging enables child to reach point of independent maintenance

Friday, August 13th, 2010 by admin

Even as Brainjoggers go back to school, I said, “Goodbye (for now),” to my first student, P,. yesterday.  This particular seventh grader worked with me from June 2009 to June 2010.  P. has moved to a place where independently Brainjogging twice daily will maintain his progress.  Yes, I will see P. once a year for his annual reviews; yes, I will probably run into him around town, but he will not come to my office and catch me up on his week.

Goodbyes are always difficult, but knowing that you've enabled a student to leave you better-equipped for life than he was when he came to you makes the departure less heartwrenching.

I am thrilled to see P. flourish – but I am so tremendously sad to know that I will not see him on a weekly basis!  Teachers, particularly learning disability  teachers, want their students to succeed, but we also bond with these children and, because we are human, do not wish to say goodbye.

P’s family had something to deliver to me, so I met him and his father at a local Zaxby’s.  Upon seeing me enter the restaurant, P. rose from his seat, looked me in the eye, told me he would miss me and gave me a hug.  He is 13 years old, and he is the same child that told me I’d “taught [him] good study habits.”  I was moved by that experience, but seeing him standing in a restaurant with his eyes cast upward rather than toward the floor – that was an extremely powerful experience.  I cried the entire way home from Zaxby’s, and not simply because I was sad that I wouldn’t see P. regularly anymore; I was crying because I know that he is going to do well and lead a successful life.  Going back to school will not be daunting this year; he is ready.

Brainjogging allowed me to play a small part in P’s transformation, and I cannot say thank you nearly as many times, or as loudly, as I feel I’d need to say it to get across my thankfulness.  It is such a blessing to have a child come into your life, spend time nurturing him and watching him grow (and at times being mind-numbingly frustrated with him) and then watch him leave again, a changed and matured, capable young man.  I’ve tried to nail this experience down in words, but they are inefficient; the best I can do is wish the power of it on your life, and hope that at some point you, too, might witness such a transformation!

Language Processing Disorder

Wednesday, July 28th, 2010 by admin
Imagine raising your hand to ask what you thought was a serious question - and hearing laughter instead of a response.

Imagine raising your hand to ask what you believed to be a perfectly reasonable question - and hearing laughter instead of a response.

Wilson Meyer* was considered a “class clown.”  He seemed always to be asking perfectly obvious questions, much to his peers’ amusement.  Wilson’s literature teacher instructed the class to, “Turn to the page opposite of 13,” and Wilson raised his hand: “Is that 31?”  The class shuddered with laughter – and Wilson laughed, too, although he wasn’t quite sure what was so funny. The rest of the class had turned their workbooks to page 14.

Wilson had a very difficult time following directions, both at home and school.  When Wilson’s mother said, “Go get ready for dinner,” she was often dismayed and confused to find him inactive.  On worksheets and tests, Wilson’s teachers found that he might follow one direction from a series of directions, but rarely or never completed each direction in the series. Strings of oral directions seemed to be lost in translation.  If a series of directions read, “Cross out the fraction that isn’t equivalent to the others and circle the fraction that is in simplest form,” Wilson might cross out all of the inequivalent fractions but fail to circle any of the simplified fractions; he would simply miss that direction entirely.  On one test about Louis Lowry’s Number the Stars, Wilson referred consistently to “War War Two,” his brain not recognizing the subtle differences between the words “world” and “war.”  Wilson heard “War War Two” when his teacher talked about World War Two, so Wilson wrote “War War Two” without ever realizing his error.

Wilson was constantly telling lies; not big lies, just small ones.  When his father asked if he’d finished his homework, he said, “Yes, sir,” simply because saying, “No, I haven’t finished it,” would get him into trouble.  His father would say, “Why haven’t you finished it?” and Wilson would not feel comfortable saying, “Because I don’t understand the directions or know what half of the words mean.”  So, he would just say yes, because yes was an easy and convenient answer.

Despite the fact that he didn’t seem to be able to follow vague or extensive directions, he was able to help his mother develop systems for keeping the mail organized; rearrange the furniture in the den simply by eyeballing the room, rather than measuring it. Wilson could build magnificent Lego structures and seemed to have an innate grasp of mathematics, but he didn’t understand homophones and was forever misunderstanding idioms.  His spatial awareness, however, was acute: Wilson was an excellent athlete.  He was a talented baseball player and an active child.  He enjoyed working outside on his family’s farm, and was particularly drawn to tasks that required him to problem solve: How should we arrange the tack room so that we have equal access to equipment?

Wilson Meyer has Language Processing Disorder.  People with LPD are concrete literal – they appreciate specific, straightforward directions and often have trouble comprehending language, written and oral.  Concrete manipulative toys appeal to children with LPD; Legos and Bionicles are great toys that allow children to problem solve and manipulate objects.  [Please note that Brainjogging does not endorse these toys as products, merely as learning tools; also, Brainjogging does not advocate using these websites online gaming counterparts, merely the concrete blocks and figurines.] Action figures and dolls also appeal to children with LPD.  These children work very well from checklists; click here to download a Brainjogging checklist Meyer’s mother found that telling him, “Go wash your hands; dinner’s ready,” was a far more effective way get Meyer ready for dinner than was saying, “Go get ready for dinner.”  Children with LPD tend to possess incredible planning abilities.  Their spatial awareness is acute. Individuals with LPD are often very physical people; many are excellent athletes.  These are the strengths of individuals with LPD.  Their weaknesses derive from the speed at which they process language: children and adults with LPD process language approximately half a second slower than do typically-developing individuals.  This, of course, can be overcome.  Brainjogging is an excellent tool for people with LPD: Brainjogging increases individuals’ cognitive processing speed.  Brainjogging exposes children with LPD to idioms’ significance and the mystery of homophones; Brainjogging trains children to listen carefully to words and assess their meaning.

*Name changed to protect student’s identity