Enhanced Learning Skills for Kids » Brain Training to Improve Learning http://www.els4kids.com Train.Teach.Transform Mon, 06 Feb 2012 18:09:33 +0000 en hourly 1 http://wordpress.org/?v=3.3 5 reasons why intensive brain training may not be the answer http://www.els4kids.com/5-reasons-why-intensive-brain-training-may-not-be-the-answer/?utm_source=rss&utm_medium=rss&utm_campaign=5-reasons-why-intensive-brain-training-may-not-be-the-answer http://www.els4kids.com/5-reasons-why-intensive-brain-training-may-not-be-the-answer/#comments Thu, 19 Jan 2012 19:00:02 +0000 colleen http://www.els4kids.com/?p=4690

Introduction

Brain training is considered to be intensive when your child is working on a brain training program 5x a week for 1 hour at a time.  It can be very intensive when your child is working 1:1 with a brain training coach – in person.  Brain trainers are taught to recognize when a child is stressed and will not benefit from brain training work.   Why is your child unable to train intensively?  This article explains 5 reasons why intensive braining training may not work for your child.

Reason #1

If your child is under constant anxiety or stress.  Research shows us that your child's brain is less likely to learn when in a state of anxiety.  The Franklin Institute states if your child's brain is under chronic stress, it will go into overload and the result can lead to damaged neurons.  This means that your child's wiring and communication system can get damaged or negatively impacted.  When this is the case, your child is less likely to handle the additional stress and overwhelm of intensive brain training. 
 

Reason #2

If your child has a traumatic brain injury.   If your child suffers from a traumatic brain injury, like my daughter, you have to be careful when you engage in brain training in an intensive manner.  Since my daughter has suffered from several TBI's from her auto immune disorder, we have to wait a certain period of time to engage the brain and possible raise the stress level. 

Initially, after the brain injury, your child will need to allow the brain to rest and heal itself as much as possible.  You will witness your child in a state of anxiety and confusion until the brain "resets" itself and you are able to return to a baseline.  At this point in time, you need to evaluate how much your child can attend without overwhelm. 

The most recent attack for my daughter put her brain in a state of confusion and flux for 3.5 months.  She basically slept on/off most the time and was unable to focus and retain.  After the 3.5 months, she was then able to begin to process small amounts of information at a time. 

We worked with her for 1-2 hours a day with breaks as needed.  It has been 5 months since her last attack on her brain and I still won't engage in intensive brain training because I know her brain isn't ready yet.  Instead I will use a less intensive method to achieve similar results.  I will provide examples at the end of this article.

 

Reason #3

If your child suffers from seizures.  It does depend on the type of seizures.  Computer based brain training may be a trigger for some types of seizures.  This is up to you and your doctor to determine if its safe for your child to engage in CBT brain training 5x a week.  Your child's doctor may say it is fine but only for 3x a week for 30 minutes at a time.  Seizures are often triggered by lack of sleep and stress to name a few.  Your brain trainer needs to be aware of this and should not overwhelm your child in the sessions thinking they will help your child push through when they should be slowing down.
 

Reason #4

So far we talked about some medical reasons why intensive brain training may not be the answer.  Another reason may be your child's schedule is too busy.  You do not or will not make brain training a priority for your child.  In this case, adding more to your child's already packed day will not be successful.  Instead, you will see your child perform worse across the board because the brain can only take so much at once.   I have had some families who have their child busy from 6am to 9 pm and they want some ideas of how to fit brain training into the day.  It won't work …
 

Reason #5

The last reason would be that you want the brain training more than your child.  Your child is not interested and is not trying at all.  In fact, you spend most of the sessions just trying to get your child to stop arguing and do the darn program already!  Your brain trainer needs to be trained in recognizing children who will not fit the program.  Your brain trainer should say no to your child starting a program until they are ready.  If your child is not fully engaged, brain training will not occur and no changes will take place in your child's brain. 

 

In Closing
 

Intensive brain training may not be the answer for your child.  The good news is that there are other options to reach similar changes in your child's brain.  There are also cognitive strategies that you can use to help your child compensate and be successful.  On my live interview tonight with Gerald Hughes, Cognitive Strategies Expert, we will discuss what you can do to help your child succeed. 

For example, there are easy spelling strategies to help your child remember words when you are unable to brain train.  You can also brain train with any of the popular brain training programs at a modified schedule.  It may take your child a year to get through what some children may accomplish within 12-16 weeks.  There are also some games that can be used for a little time every day over a long period time to reach success.

 

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]]> http://www.els4kids.com/5-reasons-why-intensive-brain-training-may-not-be-the-answer/feed/ 0 How to Decide Which Brain Training Program is Right for Your Child http://www.els4kids.com/how-to-decide-which-brain-training-program-is-right-for-your-child/?utm_source=rss&utm_medium=rss&utm_campaign=how-to-decide-which-brain-training-program-is-right-for-your-child http://www.els4kids.com/how-to-decide-which-brain-training-program-is-right-for-your-child/#comments Thu, 12 Jan 2012 19:36:08 +0000 colleen http://www.els4kids.com/?p=4657

Introduction

One of the most popular questions that I am asked by both parents and professionals is "Which brain training program should I use?"  When you look at the top 2 programs on the market, BrainSkills and BrainWare Safari, it can be a bit overwhelming and confusing.  Upfront, I am letting you know that one of main benefits of working with a Certified Student Transformation Specialist (CSTS) is that the confusion is removed from the decision making process.  These highly qualified experts are able to guide you through the Student Transformation Program and answer any questions you may have about choosing a brain training program to work with your child yourself.  What follows is a discussion around the most popular questions I am asked about each of the program's effectiveness to improve learning – especially within Reading.

Which program should I use to improve Reading?

Both programs will improve a child's ability to read.  In order to give specific recommendations, I usually need to know what the parents really mean when they want to improve reading.  Are we talking Literacy (reading, writing, comprehension)?  In some cases, the parents are referring to only one specific issue whether it is reading, writing or comprehension.  Depending on the child's background, medical and education history, my recommendation on which program to use would be different. 

DECODING WORDS

For example, if a child is at least 6 years old and is struggling with sound-to-code, the ability to read new words and have a strategy to do so, then I would probably recommend BrainSkills.  The reason for this is based off of the full child's history, the child may have been surviving to date on visually memorizing/recalling whole words.  However, the child may now be at a level in school where memorizing will not work due to the vast amount of words required for his/her age group.

In this type of scenario, using research based approaches to support strengthening and development of phonological awareness, an intense exposure to sound to code of the English Language is recommended.  BrainSkills provides this by speaking a sound or complex sounds to your child and then your child must select the correct code or codes.  This exercise also strengthens auditory processing weaknesses. 


BrainSkills also offers an extension (in Beta) of the reading exercises for drilling for your child to equate to the full Master the Code program previously completed in person now online.  My online cognitive assessment will determine in which skills your child shows weakness and these results are factored in when making the recommendations. 

Children I worked with to target auditory and word attack skills have shown progress comparing pre and post measures.

SPELLING WORDS

In this type of scenario, you need to be specific and your CSTS will ask you the right questions to allow you to answer with the necessary information – don't worry!    You need to be clear if the spelling issue is due to a combination of sound-to-code issues and recall or just recall.  If your answer is a combination of both, then again, I would recommend BrainSkills to attack the sound-to-code and spelling issues.

However, if your child can read new words using phonological awareness strategies but spelling is very weak, then I would recommend BrainWare Safari.  BrainWare Safari is phenomenal when it comes to auditory/visual strengthening.   Since your child is weak in recalling how the word is spelled, it may very well be weak visual memory or processing.  My online cognitive assessment will determine in which skills your child shows weakness and these results are factored in when making the recommendations.

BrainWare Safari challenges your child in the most effective, yet fun approach to strengthening your child's ability to learn.  Almost, if not all of the exercises in the program, use a strong visual component paired with some auditory and rhythm (metronome) component.  Your child will strengthen visual memory and processing using this program.  In fact, the children I worked with to target visual skills have shown progress comparing pre and post measures.

AUDITORY PROCESSING

When a parent comes to me and states that their child has Auditory Processing Disorder per their Audiologist, I will ask for specifics in symptoms and behaviors.  Again, if sound-to-code weakness is being observed, then BrainSkills is recommended.  However, if the child reads and spells fine but may be processing slowly or needs directions repeated, then BrainWare Safari can be used because of its high auditory/visual component.  Any child that I worked with using BrainWare Safari will tell you not to be fooled by the program's presentation of a "Jungle Scene" as the games are quite challenging and very effective.  The deciding factor in this type of scenario is really which game you and your child are drawn to for ease of use, budget, protocols and overall ability to sustain interest.

If a parent comes to me and states Auditory Processing symptoms or behaviors but reading is fine, this is another option to use BrainWare Safari.  This program "speaks" to your child in almost every exercise requiring your child to attend, process, remember and recall while listening and following directions.  Your child plays a lot of fun games without realizing they are training the brain.  Again, the deciding factor in this type of scenario is really which game you and your child are drawn to for ease of use, budget, protocols and overall ability to sustain interest.

In Closing

Both programs, BrainSkills and BrainWare Safari do what they claim to do.  Both strengthen all of the necessary cognitive skills required to learn.  However, they do so using different presentation styles.  Also, depending on your child's challenges, one program over the other can be tailored to meet your child's specific needs.  I highly recommend that you work with a Certified Student Transformation Specialist to ensure you are providing your child with the most research-based, proven, resources for success.  Get started today by having your child take a non-academic, online cognitive assessment and then discuss the results with me so together we can help your child reach success in as little as 12 weeks.

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]]> http://www.els4kids.com/how-to-decide-which-brain-training-program-is-right-for-your-child/feed/ 0 Join Me and My Certified Student Transformation Specialists for Q&A Webinars http://www.els4kids.com/join-me-and-my-certified-student-transformation-specialists-for-qa-webinars/?utm_source=rss&utm_medium=rss&utm_campaign=join-me-and-my-certified-student-transformation-specialists-for-qa-webinars http://www.els4kids.com/join-me-and-my-certified-student-transformation-specialists-for-qa-webinars/#comments Thu, 22 Dec 2011 22:49:56 +0000 colleen http://www.els4kids.com/?p=4628

JOIN US FOR A LIVE Q&A WEBINAR  — THE FOLLOWING CALLS ARE SCHEDULED DURING JANUARY, FEBRUARY AND MARCH 2012. 

We would love for you to join us.  Simply click on the url to join our online live webinar on the day and time that best fits your schedule.


PLAYBACK FOR THESE OPEN Q&A CALLS WILL BE ACCESSIBLE FROM THE ONLINE ASSOCIATION OF BRAIN TRAINERS.  FREE REGISTRATION FOR PARENTS/TEACHERS. :-)


CALL #1 – Wednesday – 1/25/2012   7PM EST/4PM PST

Topics of Interest: 

  • BrainWare Safari
  • BrainSkills
  • Student Transformation System
  • Study Skills
  • Organization
  • meet the CSTS Graduates

1.  Please join my meeting on 1/25/12
https://www3.gotomeeting.com/join/592810222

2.  Use your microphone and speakers (VoIP) – a headset is recommended.  Or, call in using your telephone.

Dial +1 (636) 277-0132
Access Code: 592-810-222
Audio PIN: Shown after joining the meeting

Meeting ID: 592-810-222
Webcam optional

 

CALL #2 – Wednesday – 2/29/2012   7PM EST/4PM PST

Topics of Interest: 

  • BrainWare Safari
  • BrainSkills
  • Student Transformation System
  • Study Skills
  • Organization
  • meet the CSTS Graduates

1.  Please join my meeting on 2/29/12
https://www3.gotomeeting.com/join/592810222

2.  Use your microphone and speakers (VoIP) – a headset is recommended.  Or, call in using your telephone.

Dial +1 (636) 277-0132
Access Code: 592-810-222
Audio PIN: Shown after joining the meeting

Meeting ID: 592-810-222
Webcam optional

 

CALL #3 – Wednesday – 3/28/2012   7PM EST/4PM PST

Topics of Interest: 

  • BrainWare Safari
  • BrainSkills
  • Student Transformation System
  • Study Skills
  • Organization
  • meet the CSTS Graduates

1.  Please join my meeting on 3/28/12
https://www3.gotomeeting.com/join/592810222

2.  Use your microphone and speakers (VoIP) – a headset is recommended.  Or, call in using your telephone.

Dial +1 (636) 277-0132
Access Code: 592-810-222
Audio PIN: Shown after joining the meeting

Meeting ID: 592-810-222
Webcam optional

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]]> http://www.els4kids.com/join-me-and-my-certified-student-transformation-specialists-for-qa-webinars/feed/ 0 Processing Speed and Learning http://www.els4kids.com/processing-speed-and-learning/?utm_source=rss&utm_medium=rss&utm_campaign=processing-speed-and-learning http://www.els4kids.com/processing-speed-and-learning/#comments Thu, 10 Nov 2011 19:15:33 +0000 colleen http://www.els4kids.com/?p=4528

Introduction

If you’re the parent of a child who’s struggling in school, you may have heard the term ‘processing speed’ and wondered what it means.  Processing speed refers to how quickly information travels throughout the brain.  A processing speed deficit can affect learning dramatically.  Compare it to riding a train that travels at 30 miles an hour versus one traveling at 60 MPH.  Obviously, you’re going to get to your destination much faster on the 60 MPH train.

 

What is happening?

When a child has a slow processing speed, it takes their brain longer to sort through the information coming in through the senses. For instance, if your child’s train (processing speed) is traveling at 30 MPH when they look at a page of writing in a book, it takes the train longer to carry the visual image into the brain and make the proper connections to translate the symbols on the page into words.  So they read slower and with more difficulty than a child whose train is traveling at 60 MPH.

 

What does it impact?

Processing speed affects long and short term memory, reading, writing, speaking, attention and reasoning.  Children with processing speed deficits feel as if they’re always one step behind the rest of the group.  Time pressures can cause them embarrassment and stress because they aren’t able to finish a test or assignment with the rest of the class. Because of the time it takes to process information, they have trouble maintaining attention on tasks like reading, writing and math.  When speaking, they may have difficulty finding the right words to express themselves.

Because a brain processing deficit can have be either sensory or cognitive, it’s important to have your child tested to understand exactly what’s going on. Sensory deficits involve the way the information enters the brain and can be visual, auditory or any of the other senses.  For instance, if someone has an auditory processing disorder, it doesn’t mean they can’t hear.  What it refers to is the way the brain processes information taken in through hearing. 

 

What can you do to help your child?

The good news is that through my Student Transformation System, we can strengthen the neurological connections and build new pathways in the brain to improve processing speed. In that way, your child can make tremendous progress in their cognitive function and show dramatic improvements in their ability to learn.

 

A Strategy to Use While Training the Brain

A common strategy used by teachers is to allow more time for answering questions.  Also, provide a copy of the notes in class to the student.  When working with your child who is processing slowly, you need to be patient.  Ask your child information in smaller bits instead of the usual "whole page" of data.  Slow processing is quite common amongst children with Dyslexia, too.  This means you need to accommodate to lessen the stress and avoid a complete shutdown.  While you are brain training with your child, provide a few different ways for your child to respond.  Meaning, offer up images to accompany the written request to lessen the double duty processing required to understand your request and find a correct answer.  Simply pointing to the picture is a lot easier.  This works great for home.  While in school, be sure the teacher is able to accommodate by using a task analysis approach.  You do not need to lessen expectations for your child, rather, have the teacher allow more time for finishing assignments and tests. 

 

Want To Use This Article In Your Ezine or Website? I would be honored, and just ask that you include the following with the article:

Colleen Bain is the best-selling author of Overcomers Inc. She writes, trains and consults in advanced brain training for children and their parents, teachers and professionals.  Professionals also look to Colleen for her expert coaching relative to starting and expanding a brain training business.  To find out how Enhanced Learning Skills for Kids can help you – visit How Enhanced Learning Skills for Kids Can Help Your Child!

 

Watch a replay of one my latest interviews:  Gerry Hughes, Cognitive Strategies Expert and get even more tips and understanding.  You need to register to the site (registration is free until March 2012).

 

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]]> http://www.els4kids.com/processing-speed-and-learning/feed/ 0 The Role of Executive Function in Learning http://www.els4kids.com/the-role-of-executive-function-in-learning/?utm_source=rss&utm_medium=rss&utm_campaign=the-role-of-executive-function-in-learning http://www.els4kids.com/the-role-of-executive-function-in-learning/#comments Thu, 20 Oct 2011 18:15:10 +0000 colleen http://www.els4kids.com/?p=4453

Executive function is the cognitive process we use to focus on certain tasks. Planning, organizing, prioritizing, managing time and strategizing are some of the things that require executive function. Working memory, which is the ability to hold information in the mind in order to carry out a task, is also a part of executive function.

Executive function begins to develop in infancy when a baby is learning to gauge the results of their actions. The most basic example would be when a baby realizes that if he throws his Teddy bear out of the crib, he can’t play with it anymore. As his executive functioning develops, he learns to control his impulse to toss the bear so that he can play with it longer.

Children with learning disorders and ADD often have difficulty with executive function. As with other cognitive impairments, a problem with executive function often shows up in school when they’re expected to perform tasks in the classroom.

Some of the indicators that show up in kids with executive function impairments are:

  • Inability to prioritize tasks in order to achieve the desired result
  • Not finishing their assignments within an allotted period of time
  • Trouble keeping quiet in the classroom unless called upon
  • Inability to retain instructions
  • Not being able to gauge the results of their actions, even if it means getting punished
  • Lack of interest in motivational rewards

When executive function is impaired, learning suffers, as does a child’s self esteem. The good news is that there are ways to strengthen this important cognitive tool.

One of the ways you can help your child with executive function is to use visual tools and detailed checklists for time and task management. Help them gather and organize materials and tools for assignments and projects. Use calendars to break down projects into manageable chunks of time. Use alarms to help them keep track of time.

The great news about working with executive function deficits is that the brain is elastic, which means that it’s constantly changing and growing. Using the above tools, as well as strengthening neurological connection using my brain training system, can greatly enhance your child’s performance in this area.

Want To Use This Article In Your Ezine or Website? I would be honored, and just ask that you include the following with the article:

Colleen Bain is the best-selling author of Overcomers Inc. She writes, trains and consults in advanced brain training for children and their parents, teachers and professionals.  Professionals also look to Colleen for her expert coaching relative to starting and expanding a brain training business.  To find out how Enhanced Learning Skills for Kids can help you – visit How Enhanced Learning Skills for Kids Can Help Your Child!

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]]> http://www.els4kids.com/the-role-of-executive-function-in-learning/feed/ 0 Movement and ADD http://www.els4kids.com/movement-and-add/?utm_source=rss&utm_medium=rss&utm_campaign=movement-and-add http://www.els4kids.com/movement-and-add/#comments Thu, 08 Sep 2011 18:15:05 +0000 colleen http://www.els4kids.com/?p=4375

I know that your ultimate goal is for your child to be able to sit still and learn, but the fact of the matter is that oftentimes in order to reach that goal we have to meet our children where they are. That means that we don’t compare them to other children and expect them to be like someone else. If little Anna needs to do her spelling drills on a trampoline in order to learn them, then so be it. If Sam needs to walk circles around the kitchen table while you’re helping him with his multiplication tables, that’s fine, too.

Movement is very important in getting the synapses stimulated to increase cognitive function. It also stimulates memory, which is why it’s so easy to remember how to ride a bike. The minute you get back on that bicycle and put your foot on the pedals and begin moving, the memory kicks in. That’s what I’m talking about here in terms of movement and memory. That’s why we don’t insist that a child sit down to study. If they need to stand up and wave their arms around, it’s okay. Let them take a break every so often to run around the yard a couple of times. Don’t insist that they sit down to study.

It’s important to understand that in order for their brain to process information at this point in time, they need to self-stimulate. Sometimes when I’m doing my Brain Training System with kids, I get on the trampoline and jump with them while we do brain exercises. We’re strengthening their cognitive foundation while we’re jumping. This is how the process works for now, but it’s not forever. We’re moving forward a little bit at a time.

It doesn’t happen overnight, but one step at a time, you’ll see improvements in your child’s memory function with my Brain Training System.

Want To Use This Article In Your Ezine or Website? I would be honored, and just ask that you include the following with the article:

Colleen Bain is the best-selling author of Overcomers Inc. She writes, trains and consults in advanced brain training for children and their parents, teachers and professionals.  Professionals also look to Colleen for her expert coaching relative to starting and expanding a brain training business.  To find out how Enhanced Learning Skills for Kids can help you – visit How Enhanced Learning Skills for Kids Can Help Your Child!

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]]> http://www.els4kids.com/movement-and-add/feed/ 0 Back-to-School Checklists http://www.els4kids.com/back-to-school-checklists/?utm_source=rss&utm_medium=rss&utm_campaign=back-to-school-checklists http://www.els4kids.com/back-to-school-checklists/#comments Wed, 07 Sep 2011 13:58:49 +0000 colleen http://www.els4kids.com/?p=4386

Hi. I know most families are returning back-to-school this week in NJ.  Many families across the country have already returned to school.  I wish you and your family great success in your journey back to school routines. We have our back-to-school night tonight for my son in middle school. This week has been a bit crazy and I suspect the same is for you.

One great idea that I implement every year around this time is a clipboard with a morning routine/list attached. For example, my children each have their own checklist with all their essential "to do’s" before walking out the door for school. The list may contain items such as:  brush teeth, pack lunch, pack cell phone, remember wallet, got a house key?, remember some water, jacket with hood, etc. Both my kids checks off as they progress through their lists which helps alleviate the morning chaos.   I literally hang up the checklists on the clipboards – right in my kitchen!  To get your own copy in word format, just click here and then choose to save the document to your computer.   

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]]> http://www.els4kids.com/back-to-school-checklists/feed/ 0 Memory Exercises http://www.els4kids.com/memory-exercises/?utm_source=rss&utm_medium=rss&utm_campaign=memory-exercises http://www.els4kids.com/memory-exercises/#comments Thu, 01 Sep 2011 18:15:38 +0000 colleen http://www.els4kids.com/?p=4365

In order to improve the memory, we must also work with the entire cognitive picture. If your child has deficits related to ADD and you only do memory exercises without working with the other cognitive functions, you’re not going to get an integrated performance in terms of their ability to function well in school. Their memory performance might go through the roof, but they’ll still be lagging behind in other functions. That’s why I always perform a complete cognitive assessment to make sure that all of the skills are addressed in my Brain Training System. That way your child can live up to their full potential.

One thing that works in increasing memory is visual-auditory integration exercises. As an example, my daughter was having trouble memorizing the word citadel. I drew a picture of a castle, which is also a fort, which is another word for a citadel. I wrote the word citadel on the picture. After she looked at the picture, I had her close her eyes and visualize the picture as if she was drawing it in her mind with an etch-a-sketch. Then I had her say the word citadel. Using this exercise, she was then able to remember the word on her own.

Visual sequencing is a technique for working with ordered lists and processes. An example of this would be to give your child an ordered sequence of things to do. You say, “You have to go upstairs and get your backpack. Then I want you to get some extra pens and pencils out of your desk and put them in your backpack. Then I want you to come down and put the backpack next to the front door.”

Your child would sit down with you and imagine these steps in a visual sequencing exercise. You would have them describe the steps in as much detail as you are able, while making it fun for them. Have them describe the stairs as they’re walking up them. Then they describe walking into their room. Ask, “What’s the first thing you see when you walk into your room?” Make it fun and interesting. “Which pens and pencils are you going to take?” “What sticker is on your backpack?” “Where are you going to put your backpack when you come downstairs? Once you’ve done the visualization, have them perform the task. If they forget part of it, they close their eyes and do the visualization. This exercise strengthens the part of the memory that’s used in performing ordered tasks.

These are the types of exercises your child will be learning in my Brain Training System. In doing them, we’re strengthening connections in the brain, so that your child’s memory and cognitive abilities can be improved dramatically.

Want To Use This Article In Your Ezine or Website? I would be honored, and just ask that you include the following with the article:

Colleen Bain is the best-selling author of Overcomers Inc. She writes, trains and consults in advanced brain training for children and their parents, teachers and professionals.  Professionals also look to Colleen for her expert coaching relative to starting and expanding a brain training business.  To find out how Enhanced Learning Skills for Kids can help you – visit How Enhanced Learning Skills for Kids Can Help Your Child!

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]]> http://www.els4kids.com/memory-exercises/feed/ 0 Memory and Learning http://www.els4kids.com/memory-and-learning/?utm_source=rss&utm_medium=rss&utm_campaign=memory-and-learning http://www.els4kids.com/memory-and-learning/#comments Thu, 25 Aug 2011 18:15:33 +0000 colleen http://www.els4kids.com/?p=4351

Memory plays a huge part in learning and is a major component in cognitive functioning. Although long-term memory is important, short-term memory is often talked about when referring to a child’s ability to function in the classroom. That’s why a teacher will often remark about children with ADD that they have a problem with ‘working memory’, which is another name for short-term memory.

Oftentimes, a child will be blamed for not paying attention when they aren’t able to remember something. While inattention is often the case in children with ADD, it isn’t always the reason that they can’t remember. That’s why the first thing I do when I work with your child is to test them to get an accurate assessment of their cognitive functions. When I understand what’s going on with them, I can target strategies to strengthen the parts of the brain that aren’t working properly.

I use the example of a library to show the difference between long and short-term memory. When you put a library book in the return slot it goes into a bin. That bin is the short-term memory. From there, the book gets sorted and placed on the correct shelf for storage until someone wants to check it out. That’s long-term memory.

But before either short-term or long-term memory can happen, we have something called sensory memory. Sensory memory is either visual or auditory, i.e. seen or heard. An example of this is the ability to follow either written or oral directions. In the library analogy, if you told little Jamie to walk over to the librarian’s station and put the book in the slot on the left, they would have to be able to process that information and remember it long enough to carry out the task. If their auditory memory isn’t functioning, they wouldn’t be able to do it.

An example of visual memory would be if you wrote down the instructions for returning the book and they were able to do it, then you’d know that their visual memory was working properly.

This is really important when it comes to your child’s ability to learn. Whether it’s auditory or visual, they have to be able to process all these little bits and pieces of sensory information in order to be able to remember it.

Most of us are stronger in one area of memory than another, but with kids with the cognitive dysfunctions of ADD, the deficits are more severe and can seriously impact their ability to learn. The great thing to understand is that the brain is able to grow and change and that using the exercises in my Brain Training System, we can correct these problems and help your child to learn more effectively.

Want To Use This Article In Your Ezine or Website? I would be honored, and just ask that you include the following with the article:

Colleen Bain is the best-selling author of Overcomers Inc. She writes, trains and consults in advanced brain training for children and their parents, teachers and professionals.  Professionals also look to Colleen for her expert coaching relative to starting and expanding a brain training business.  To find out how Enhanced Learning Skills for Kids can help you – visit How Enhanced Learning Skills for Kids Can Help Your Child!

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]]> http://www.els4kids.com/memory-and-learning/feed/ 0 Win FREE Times Table DVD for yourself and a friend! http://www.els4kids.com/win-free-times-table-dvd-for-yourself-and-a-friend/?utm_source=rss&utm_medium=rss&utm_campaign=win-free-times-table-dvd-for-yourself-and-a-friend http://www.els4kids.com/win-free-times-table-dvd-for-yourself-and-a-friend/#comments Wed, 24 Aug 2011 17:12:41 +0000 colleen http://www.els4kids.com/?p=4361

Hi. I can't belive September is upon us already. To help you get in the mindset of “supporting your child again” with school work, I am running a contest to give away 2 free copies of times table dvds. Why? Trigger Systems uses brain based approaches for their interventions and I love their products. They asked for my help in getting the word out about their new product which makes remembering the upper multiplication facts really easy. Together we negotiated a way that will benefit you and a friend. Just so you know, I will be purchasing a copy of this DVD for my business and family!!

 Here’s how the contest works:

All you need to do is recommend my ezine to your friends. When your friends subscribe to my ezine and my list grows by another 42, the lucky subscriber and the person who referred them win a copy of trigger memory’s fantastic new Times Tables DVD. You help to spread the word about the power of brain training, which will lead to changing yet another student’s life for the better, and you and your friend could get a FREE DVD!  

I will update you each week in my ezine on the progress of the contest.  It may only take a week or may take a few months… depends on you and your friends!

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