The Most Powerful Computer In The World
That’s what your brain is. Even the fastest supercomputers in the world was born in the brain of someone before it became a reality. At birth, a person has 100 billion neurons in the brain with each one linked to as many as 150,000 other neurons. By age 3, you have double that number. Like any computer, the brain needs to be properly programmed to function at peak efficiency. That is what brain training does.
Understanding Neuroplasticity
Brain training actually changes the physical structure of the brain. While once thought impossible, new research proves that intelligence can be improved because of what is called Neuroplasticity which defines the brain’s ability to grow and change in response to appropriate stimulation.
Cognitive training works the underlying skills that the brain uses to function optimally. The brain’s ability to change continues throughout a person’s lifetime, but the biggest gains in learning ability come when training takes advantage of the window of opportunity during the developmental years. This is why it is best to engage in this training during childhood.
Every parent wants their child to be smarter and that is why we start brain training in children from as early as possible. Give us a call today to see how we can optimize your child’s cognitive abilities.
As brain training specialists, we are focused on efficacy and as such, all our programs are designed to address specific needs. Although many of students are enrolled in the individualized programs for which we are well-known, we also realize that not all children need that one-to-one attention. As a demand, we have also created Group Programs that still incorporate many elements of brain training into them.
Children love to play, and it is through playing in a group that they develop basic fundamental skills such as social skills, expressive language skills, role-play, imagination, and creativity.
Group play isn’t just kids having fun with one another – it is to prepare them for a lifetime of interactions with others.
INDIVIDUALIZED PROGRAMS ( Text )
These programs are designed to address serious learning or developmental issues which require customized training programs and a team of experts consisting of a specialist, an occupational therapist and a speech therapist to assist the student.
The Individualized Programs consist of:
- An overview of our Brain Training Intervention Model.
- Clinical Assessment.
- Developmental Training.
- Cognitive Training.
- Literacy Training.
Cognitive abilities are developed with carefully structured exercises that build one aptitude at a time. Perceptual skills are strengthened through a series of physical activities that repetitively build the neural ‘bridges’ necessary to achieve control of mind over body. These procedures literally ‘bulk up’ attention, memory, rule-following, concept formation, context comprehension, process orientation and the learner’s other essential thinking skills.
Profile
Structure of Intellect ( SOI )Test
Benefits of SOI – Developing thinkers
- Faster thinking and improves memory function
- Advances numerical & sequencing abilities – help in math’s, outline a story, follow rules for projects
- Enhances logical reasoning
- Improves visualization methods
- Increase academic performance & learning potential
- Builds foundation for high level thinking
- Creative with ideas
- Strengthen attention, focus & concentration
- Develop reading and comprehension Skills
- Enhanced oral language Skills
- Develops visual skills (closure and perception)
- Experiential learner – Problem solver
Learning is dependent on more than just the teacher and the curriculum, but the student’s ability to learn.
We develop these cognitive skills
FREE. Find out your child’s 6 critical areas in academic, learning & social skills to unleash his/her fullest potential.
Cognitive Abilities for Comprehension
The SOI tests assess and help develop 90 cognitive abilities.
| Ability | Curriculum Area | Consequence If Underdeveloped | |
|---|---|---|---|
|
Cognitive Abilities
for Comprehension |
Visual Closure |
Reading Readiness |
Will not see the word completely; susceptible to reversals |
|
Visual Conceptualization |
Reading Readiness |
Difficulty with classification, will be inhibited in science |
|
|
Constancy Of Objects In Space |
Mathematics |
Difficulty manipulating spatial relationships |
|
|
Notational Relations |
Arithmetic/Mathematics |
Difficulty with “discovery” method; relationships not seen |
|
|
Notational Progressions |
Arithmetic/Mathematics |
Poor arithmetic foundation; weak on arithmetic “facts” |
|
|
Vocabulary |
Reading & Language Arts |
Will have “word holes” in sentences |
|
|
Verbal Relations (Analogies) |
Reading & Language Arts |
Difficulty with “discovery method;” poor at analogies |
|
|
Extended Verbal Comprehension |
Reading & Language Arts |
Inability to “track” long or involved sentences and instructions |
Cognitive Abilities for Memory
| Ability | Curriculum Area | Consequence If Underdeveloped | |
|---|---|---|---|
|
Cognitive Abilities
for Memory |
Memory For Visual Details |
Reading & Language Arts |
Weak in memory for details |
|
Visual Attending |
Reading Readiness |
Difficulty with spelling; may loose visual concentration |
|
|
Visual Sequencing |
Reading Readiness |
Will not be able to “hold” and process or sequence data |
|
|
Auditory Sequencing |
Arithmetic |
May have auditory discrimination problems |
|
|
Auditory Attending |
Arithmetic |
Will not be able to “hold” information presented vocally |
|
|
Inferential Memory |
Mathematics |
Problems “holding” unconnected facts until implication found |
|
|
Semantic And Verbal Memory |
Reading & Language Arts |
Difficulty seeing connections in reading material |
Cognitive Abilities for Judgement
| Ability | Curriculum Area | Consequence If Underdeveloped | |
|---|---|---|---|
|
Cognitive Abilities for Judgement |
Visual Discrimination |
Reading Readiness/Spelling |
May mistake letters or omit small words in
sentences |
|
Judging Similarities of Concepts |
Reading Readiness |
Problems with similarities & differences; low
reading comprehension |
|
|
Notational Concepts |
Arithmetic/Mathematics |
Difficulty using”set” concepts; difficulty with
“new math” |
|
|
Notational Processes |
Arithmetic/Mathematics |
Susceptible to “math anxiety;” unable to handle
ambiguity |
Cognitive Abilities for Problem Solving
| Ability | Curriculum Area | Consequence If Underdeveloped | |
|---|---|---|---|
|
Cognitive Abilities for Problem Solving |
Psychomotor Coordination |
Writing |
May be slow at work requiring hand-eye
coordination |
|
Application of Numerical Facts |
Arithmetic |
Difficulty “seeing” arithmetic solutions |
|
|
Speed of Word Recognition |
Reading |
Will lose place while reading; skipping words or
lines |
|
|
Form Reasoning And Logic |
Mathematics |
Will have difficulty with “thought”problems |
Cognitive Abilities for Creativity
| Ability | Curriculum Area | Consequence If Underdeveloped | |
|---|---|---|---|
|
Cognitive Abilities for Creativity |
Creativity With Objects |
Spatial/Graphic Arts |
Will be inhibited in tasks without explicit
instructions |
|
Creativity With Notation
Relations |
Mathematics/Programming |
Difficulty assimilating new math concepts;
“timid”exploring solutions |
|
|
Creativity With Words And Ideas |
Creative Writing |
Slow or pedantic in writing; poor in composition |
Besides helping ordinary children to gain an advantage in school and in life, brain training is also widely used to help overcome brain-related problems such as:
Attention, Focus & Concentration
ADHD is a complex neurodevelopmental disorder, it usually emerges predominantly in early childhood before seven years old and impairs responses from speech to attentiveness to socialization.
Cognitive Weaknesses In Primary- Schoolers
Young students are always filled with an enthusiasm for learning. However, undetected cognitive skills weaknessese hiding beneath that enthusiasm is waiting to rob them of their joy of learning. We can help detect and fix that.
Dyslexia & Reading Challenges
Reading is the gateway to learning. From birth to age 7, development of reading skills is crucial. Developmental delays in this area would result in various forms of learning difficulties for a child.
Executive Functions
Executive functions have a tremendous impact on our capacity to learn new information, perform what we already know, and adapt to new environments and challenges. It is crucial for the development of attentional control, future-oriented intentional problem-solving, and self-regulation of emotion.