Enhanced Learning Skills for Kids » Brain Training

5 reasons why intensive brain training may not be the answer

colleen — Thu, 19 Jan 2012 19:00:02 +0000

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.

Join Me and My Certified Student Transformation Specialists for Q&A Webinars

colleen — Thu, 22 Dec 2011 22:49:56 +0000

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

What Is Brain Training?

colleen — Sun, 17 Jul 2011 18:15:17 +0000

Brain training as it applies to ADHD and ADD (which are both categorized under the umbrella of ADHD) involves using exercises that have been developed to strengthen certain neurological functions. By strengthening the parts of the brain that are impacted by ADHD I see tremendous improvements in the cognitive skills of the children I work with.

The miraculous thing about the brain is that it’s dynamic and has an incredible capacity to rebuild and change. That’s foundation of my Student Transformation System, which rebuilds blocked neurons and improves the cognitive impairments that are associated with ADHD.

The initial step in my program is a cognitive assessment which allows me to identify the areas that your child needs help with. I test for attention, memory and other cognitive functions, as well as things like visual and auditory learning disorders that might be factoring into your child’s diagnosis. Because ADHD is often associated with learning disorders like Auditory Processing Disorder and dyslexia, it’s important to get the total picture of what’s going on with your child, so I can most effectively tailor my program to them.

I also empower you, the parent, with important tools for helping your child at home and at school, so my training program doesn’t just stop at my door. Another thing I’ll provide is a simple parenting contract to help you deal with some of the behaviors that occur with ADHD, like rebellion and argumentativeness. You’ll be surprised at how well these simple contracts can work towards changing your child’s behavior and reducing conflicts.

I’m also available for coaching if you need additional help over the phone. And I can provide tons of resources to help you get the highest value and success out of my program.

As the parent of a child with ADHD, as well as a licensed special educator and certified brain trainer, I know how important it is to you to do everything possible to improve your child’s cognitive abilities so they can learn and function more effectively. I’m totally committed to making that happen through my Student Transformation 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!

How Enhanced Learning Skills for Kids Can Help Your Child

colleen — Thu, 13 Jan 2011 22:23:04 +0000

I am often asked to explain what brain training means relative to helping your child be able to learn easier and more efficiently. I often find myself listing out the many benefits that your child can experience. For example, your child will be able to remember more with better imagery and recall the information faster, concepts whether imagery or auditory based will be understood, manipulated and ordered with much greater ease and organization.

Taking tests and studying will become much easier and less anxiety-driven as your child begins to transfer skills back into the classroom. Following your multi-step directions at home will be completed when asked without multiple requests to repeat the information. Your child will be able to follow along in class better and become a more active participant in the overall learning process.

Let’s not forget attending, focus and less fidgeting will be experienced. While this sounds wonderful, I do point out to parents that the joy and life-changing events do not stop there. As your child’s brain continues to dynamically change to the environment, cognitive skills and processing abilities will strengthen even more. Even though we all know that the magic pill, one-stop shopping, does not exist, brain training comes pretty close.

Why? Because, when you provide your child with a stronger foundation and capacity to learn, your child’s horizon has just expanded. Where your child may never had interest in reading before, books are now curiously interesting.

Usually, at this point in the conversation I would begin discussing the “How Can This Be Accomplished?” question. All of this wonderful changes in your child is possible because of the Theory of Neuroplasticity.

“Santiago Ramon y Cajal (a founder of modern neuroscience) expressed this theory in 1894, three years before Charles Sherrington coined the term synapse to describe the connections made between neurons. In the late 1940s the neuroplasticity model was advanced by Jerzy Konorski, who used the word plasticity to describe “permanent functional transformations,” and Donald Hebb, who ascribed testable physiologic characteristics to synaptic plasticity. However, experimental evidence that synapses are capable of long-lasting changes in synaptic strength did not come until the early 1970s, when Timothy Bliss and Terry Lomo described an increase in the synaptic strength of neurons in the mammalian hippocampus (a region of the brain critical for some forms of memory) following electrical stimulation. They termed this increase long-lasting potentiation, now referred to as long-term potentiation (LTP).” (novelguide.com, 2011)

The best part is that you can accomplish a stronger foundation and cognitive skills within 90 days in most cases. For example, I often recommend that while you are still getting “educated” on my site to start out with a home-based program that can be completed with a computer and internet connection.

BrainSkills and BrainWare Safari can begin the whole process of neuroplasticity and strengthening your child’s capacity to learn, remember and process by working the program 3x a week for 30 min. Then, if you even need more intensive brain training and help with transferring the new skills into everyday life and the classroom, you can work with me in-person.

Homework Tips and Strategies: Step 8 – Initiating Homework Assignments

colleen — Fri, 07 Jan 2011 15:36:47 +0000

As discussed from last week's article, homework meltdowns are not fun. In our first article in the series, I discussed how the leading cause of homework trouble is really weak cognitive skills. However, once the skills are strengthened your child needs to be instructed on how to approach the homework process.

I developed an 8 step process that takes a student from confusion to organized and independent in no time. Last week I discussed step 7 of my process. This week I will discuss Step 8 – Initiating Homework Assignments.

Step 8 of my process is to "initiate" homework assignments. You may be wondering why on earth I would make initiating homework the last step of my process. Well, let me tell you why! I found that the students that I work with do not have the skills to complete their homework. Therefore, even giving them incentive to start it on their own, without giving them the skills to be successful, does not make much sense. In fact, most students will fail to initiate independently.

In this step, you help your child stay focused, organized and manage their homework assignments by helping integrate all the previous steps. By the time your child has reached this step in the homework process, your child is able to do some, if not all, of their homework independently. For the assignments they can complete on their own, they will work to understand the follow through of homework completion.

Keep in mind, that the initiation step is an independent one that is different from helping your child start homework through prompting. Even though your child can do homework independently, you are now working to have your child start and complete the process themselves with very little to know support.

When I have a student at this step in the process, they are reminded of all they have learned and accomplished. We set up a "schedule" that helps to guide the student and removes the parent from the process. The student will work through the schedule on his own for about a week with incentive (external rewards).

Once the student has demonstrated that the homework process can be worked through without support (homework itself may need support), than your student/child is bridging the gap to independence. I usually leave off with providing the family with a parent/child contract laying out the rules of the land, per the family. I will help craft the contract until it meets the needs of the family with their unique requirements. Next, I introduce the contract concept to the student/child and then help the family schedule a family meeting for next steps and implementation.

The homework process can be extended to more steps depending on the student's age. For example, when I work with older students, I include additional steps around project planning and time management.

If you have any questions, feel free to post a comment below. I would be happy to speak with you in detail on how my programs may help to transform your child into an independent learner. Go ahead and schedule your FREE 30 minute consult today.

For your convenience:

http://www.els4kids.com/3-ways-to-help-your-child-remember-to-track-homework-and-pack-books/ Steps 1 & 2

http://www.els4kids.com/homework-tips-and-strategies-organizing-the-homework-space/ Step 3

http://www.els4kids.com/homework-tips-and-strategies-prioritizing-homework-assignments/ Step 4

http://www.els4kids.com/homework-tips-and-strategies-chunking-out-homework-assignments/ Step 5

http://www.els4kids.com/homework-tips-and-strategies-timing-homework-assignments/ Step 6

http://www.els4kids.com/homework-tips-and-strategies-step-7-completing-homework-assignments/ Step 7

http://www.els4kids.com/homework-tips-and-strategies-step-8-initiating-homework-assignments/ Step 8

You can also purchase and download a .pdf ebook of all the homework strategies and templates for only $19.95 Click Here

Homework Tips and Strategies: Step 7 – Completing Homework Assignments

colleen — Thu, 30 Dec 2010 20:00:17 +0000

I developed an 8 step process that takes a student from confusion to organized and independent in no time. Last week I discussed step 6 of my process. This week I will discuss Step 7 – Completing Homework Assignments.

Step 7 of my process is to "complete" homework assignments. This is an important step for a few reasons. Mainly, our children do not internalize that homework is not complete until it is handed in to the teacher.

In this step, you help your child stay focused, organized and manage their homework assignments by helping them to understand that homework is complete once it is handed into the teacher. By the time your child has reached this step in the homework process, your child is able to do some, if not all, of their homework independently. For the assignments they can complete on their own, they will work to understand the follow through of homework completion.

The follow through of homework completion is to stress that there are additional steps to completing homework. Once your child closes textbooks or finishes homework worksheets, homework is not completed. Your child needs to understand that concept of follow through or follow up with the teacher.

In order to work through this step, you may need to model the behavior with your child. For example, for younger students who have their teacher ask for the homework, I would play the role of their teacher. We would act out coming into the classroom and I would request the homework. Then we would agree the homework is now completed.

For older students that must hand in homework themselves, we act out the process of going into each classroom per subject. I would play the role of the teacher and explain the process of handing in homework. The student would need to hand in the homework according to their process in school.

In some cases, we would set up a routine when the child comes to work with me, they have to hand in "make believe" homework before we start our sessions. Eventually, it becomes routine.

In some rare cases, I would visit the school with the student. We would visit classroom to classroom after school – to give the student the real walk through experience of what is expected of them.

Most of the time, you will find students who are very literal, will struggle when this step is initially introduced because they expect the teacher to remind or ask them for their work. The bridge to independence is their for this type of student but they need a little practice and reassurance walking across the bridge.

I will connect with the classroom teacher(s), when requested, and we will work together to help the student (your child) bridge the gap successfully. Some students need to work on this step for months and in some cases it may take the first year that they are introduced to this step. This is the year that this student has begun intermediate school, for example, or middle school where they are now just being requested to hand in homework on their own without prompting.

In other cases, once the student is given the "process" and can understand the concept, they are fine. The steps in my homework process are rely heavily on processing, attention, memory and imagery (concept). That is why I will always stress and encourage that your child receive brain training prior to working through this process. I usually provide about 30 hours of brain training with a student and then overlap this process, if it is needed, while finishing the brain training program.

For some students that are really struggling with remembering to hand in their homework, you can use the buzzing watch I mentioned in an earlier article. Set the buzzing alarm for each of the classes start time for your child. Model for your child when the watch buzzes it means its time to hand in homework. That will get you started. You can also add in reminders in your child's locker and assignment books.

Just a quick note to parents: from your perspective remember that to really help your child benefit with homework completion means being able to help your child understand the different concepts of the process and not just focusing on the end product of a finished worksheet.

Next week, I will continue writing about my 8 step process. I will begin discussions around what it really means to initiate doing homework. This is the last step of my process because I find it helpful to introduce the concepts, steps and model independent homework sessions prior to requesting initiation of the student.

For your convenience:

http://www.els4kids.com/3-ways-to-help-your-child-remember-to-track-homework-and-pack-books/ Steps 1 & 2

http://www.els4kids.com/homework-tips-and-strategies-organizing-the-homework-space/ Step 3

http://www.els4kids.com/homework-tips-and-strategies-prioritizing-homework-assignments/ Step 4

http://www.els4kids.com/homework-tips-and-strategies-chunking-out-homework-assignments/ Step 5

http://www.els4kids.com/homework-tips-and-strategies-timing-homework-assignments/ Step 6

http://www.els4kids.com/homework-tips-and-strategies-step-7-completing-homework-assignments/ Step 7

http://www.els4kids.com/homework-tips-and-strategies-step-8-initiating-homework-assignments/ Step 8

You can also purchase and download a .pdf ebook of all the homework strategies and templates for only $19.95 Click Here

Homework Tips and Strategies: Timing Homework Assignments

colleen — Thu, 23 Dec 2010 20:00:47 +0000

I developed an 8 step process that takes a student from confusion to organized and independent in no time. Last week I discussed step 5 of my process. This week I will discuss Step 6 – Timing Homework Assignments.

Step 6 of my process is to "time" homework assignments. This is an important step for a few reasons. Mainly, we are proving to our children that homework will not take hours to complete.

In this step, you help your child stay focused, organized and manage their time by literally tracking the time they start their homework and finish. By this step in the homework process, your child is able to do some, if not all, of their homework independently. For the assignments they can complete on their own, they will track how long it takes to complete. Here is a snapshot of the "concept" in action.

This step will help to prove to your child that completing a math worksheet really can take as little as 15 minutes. Now, when the anxiety kicks in and your child begins their "negotiations" with you to put off completing the math worksheet, you'll have proof to calm them down. You can shorten or avoid the anxiety homework meltdown by reminding them they have completed their math in very little time. This is key discussion around the math worksheets you know your child is already comfortable with and the anxiety is prohibiting them from starting the sheet.

The other reason this step is important is for families with Individualized Education Programs (IEP). This technique can also be used for anyone trying to prove their point to a teacher. I have used this technique with students where the parents discussed concern over homework taking 2-4 hours a night. The child study team responded that it was the parent's fault for not providing structure in the home. Actually, that is a common response from IEP teams untill you can help them understand and they need proof.

By using this form for tracking over a few weeks time, you begin to tell a story. You begin to recognize that, perhaps, math is the one subject that is proving the most difficult for homework. You now have the time tracking to prove it, too. In our example, this chart will help you and your IEP team discover that math is the culprit taking 2 hours a night and the only subject requiring so much hands on support from the family, With this information, the teachers can then look at the homework being presented and begin to develop alternative methods of homework without sacrificing the homework grades (for those in upper grades).

I have had great success using this technique. **For a very small investment of $9.97, you can download a PDF copy of the Homework Time Tracker Tool today. Directions for use are included on the worksheet tool. Free Adobe Reader is needed if you do not already have the ability to open pdf files on your pc or mac.

Next week, I will continue writing about my 8 step process. I will begin discussions around what it really means to complete homework assignments.

For your convenience:

http://www.els4kids.com/3-ways-to-help-your-child-remember-to-track-homework-and-pack-books/ Steps 1 & 2

http://www.els4kids.com/homework-tips-and-strategies-organizing-the-homework-space/ Step 3

http://www.els4kids.com/homework-tips-and-strategies-prioritizing-homework-assignments/ Step 4

http://www.els4kids.com/homework-tips-and-strategies-chunking-out-homework-assignments/ Step 5

http://www.els4kids.com/homework-tips-and-strategies-timing-homework-assignments/ Step 6

http://www.els4kids.com/homework-tips-and-strategies-step-7-completing-homework-assignments/ Step 7

http://www.els4kids.com/homework-tips-and-strategies-step-8-initiating-homework-assignments/ Step 8

You can also purchase and download a .pdf ebook of all the homework strategies and templates for only $19.95 Click Here

Homework Tips and Strategies: Chunking Out Homework Assignments

colleen — Thu, 16 Dec 2010 20:00:13 +0000

As discussed from last week's article, homework meltdowns are not fun. I discussed how the leading cause of homework trouble is really weak cognitive skills. However, once the skills are strengthened your child needs to be instructed on how to approach the homework process.

I developed an 8 step process that takes a student from confusion to organized and independent in no time. Last week I discussed step 4 of my process. This week I will discuss Step 5 – Chunking Out Homework Assignments.

Step 5 of my process is to "chunk out" homework assignments. Most children simply open their planner/agenda and begin their assignments in overwhelm. They look at a page of math equations and immediately begin the internal talk of "I'll never get all this done tonight."

In this step, you help your child stay focused and organized by "chunking out" or focusing on a small amount of work at a time. For instance, if your child gets a full page of equations that require your child to show their work, then you can literally cover up all the equations on the page except for the first three.

By doing this, you help to shift your child's mindset. You begin to help your child understand that they are in control and will be able to get through this page of work. It is a matter of doing a little at a time.

If your child has focus issues, then you can add a ten minute break onto the third equation being done. So, your child can do 3 equations and take a 10 minute break.

If you rather not limit your child to a number of equations or amount of content, then simply use a timed approach. Inform your child they can work on this subject for the next 30 minutes and then take a break. For some students, having a timed session alleviates them from getting off task and spending too much time on one subject.

I often recommend the timed timer to help your child keep track of how much time is left until their break. I use this timer myself when I am working with students in sessions.

Next week, I will continue writing about my 8 step process. I will begin discussions around what it really means to track and time homework assignments.

For your convenience:

http://www.els4kids.com/3-ways-to-help-your-child-remember-to-track-homework-and-pack-books/ Steps 1 & 2

http://www.els4kids.com/homework-tips-and-strategies-organizing-the-homework-space/ Step 3

http://www.els4kids.com/homework-tips-and-strategies-prioritizing-homework-assignments/ Step 4

http://www.els4kids.com/homework-tips-and-strategies-chunking-out-homework-assignments/ Step 5

http://www.els4kids.com/homework-tips-and-strategies-timing-homework-assignments/ Step 6

http://www.els4kids.com/homework-tips-and-strategies-step-7-completing-homework-assignments/ Step 7

http://www.els4kids.com/homework-tips-and-strategies-step-8-initiating-homework-assignments/ Step 8

You can also purchase and download a .pdf ebook of all the homework strategies and templates for only $19.95 Click Here

Homework Tips and Strategies: Prioritizing Homework Assignments

colleen — Thu, 09 Dec 2010 20:30:38 +0000

I developed an 8 step process that takes a student from confusion to organized and independent in no time. Last week I discussed step 3 of my process. This week I will discuss Step 4 – Prioritizing Homework Assignments.

Step 4 of my process is to "prioritize" homework assignments. Most children simply open their planner/agenda and begin their assignments starting at the top of their list. Sometimes, by luck, this approach works just fine. However, it usually leads to messy workspace and books piled on the table around your child. Your child is confused and overwhelmed instead of calm and organized.

What your child really needs during this step is to have you provide the "language" and model the associative behavior to prioritize the assignments. Think about when you, as an adult, pays your bills. Most likely, you will gather your bills, prioritize which needs the most attention, regardless of your predetermined plan or budget, take all the bills out of their envelopes and pile them according to the order you have determined works best for you. You then have your supplies needed to pay each bill whether that be your check book and ledger or your computer. All of these steps are done automatically and silently as you begin your process of paying your bills.

Your child, however, has never been taught how to "prioritize" assignments yet. You can provide this "script" or language to your child until it becomes automatic.

Simply sit with your child and ask:

"Which assignments must be completed today?"
"Of these assignments, which do you feel you can do by yourself?"
"Of these assignments, which do you feel you need assistance with?"

There is more to consider in the process that I take students through but you get the idea now, right? Based off of the answers to these questions, you proceed accordingly.

For example, if your child does not feel any assignment can be completed without your help, then you need to step your child through asking for your availability. When you work through the homework with your child, be observant if they do really need your help with the content or is it more about the approach.

If you feel it is about the approach, then you need to step back further from the above questions and perhaps break out the question around needing assistance to create yet another layer of task analysis. Create questions, script and then model the behavior of your new task analysis for your child.

For example, perhaps you create language and steps similar to the following:

"Let me look at my first assignment. It says, complete the math problems on worksheet A."
"Let me take out my worksheet A and look it over."
"I think Worksheet A looks fine. I will do a few problems on my own and see how it goes."

Get the idea? Some children need to have everything that comes automatic for you, the adult, broken down and taught. This is called approach to task with task analysis. This approach works very well for children who have difficulty with memory, attention and sequential processing and are in the process of strengthening their skills.

If your child has not had brain training yet, I strongly recommend that you look at my programs sooner than later. As you are preparing for brain training, I would recommend that you create this script/steps onto a checklist format for your child. This will alleviate and compensate around weak memory, attention and sequential processing.

For your convenience:

http://www.els4kids.com/3-ways-to-help-your-child-remember-to-track-homework-and-pack-books/ Steps 1 & 2

http://www.els4kids.com/homework-tips-and-strategies-organizing-the-homework-space/ Step 3

http://www.els4kids.com/homework-tips-and-strategies-prioritizing-homework-assignments/ Step 4

http://www.els4kids.com/homework-tips-and-strategies-chunking-out-homework-assignments/ Step 5

http://www.els4kids.com/homework-tips-and-strategies-timing-homework-assignments/ Step 6

http://www.els4kids.com/homework-tips-and-strategies-step-7-completing-homework-assignments/ Step 7

http://www.els4kids.com/homework-tips-and-strategies-step-8-initiating-homework-assignments/ Step 8

You can also purchase and download a .pdf ebook of all the homework strategies and templates for only $19.95 Click Here

Homework Tips and Strategies: Organizing the Homework Space

colleen — Thu, 02 Dec 2010 20:00:33 +0000

As discussed from l ast week's article , homework meltdowns are not fun. I discussed how the leading cause of homework trouble is really weak cognitive skills. However, once the skills are strengthened your child needs to be instructed on how to approach the homework process.

I developed an 8 step process that takes a student from confusion to organized and independent in no time. Last week I discussed steps 1 & 2 of my process. This week I will discuss Step 3 – Organizing the Homework Space.

Step 3 of my process is to "Organize" the homework. What that means at this point in the process, before we prioritize our assignments, is to have our backpack/books and planner/agenda in our work space area.

Every where you go and read about organizing the homework space, you see the same old things. Be sure to set up a private area with ample supplies and you are good to go. However, for me, I discovered many of my students needed a "staged" approach to having their own homework area.

For example, for beginners who were never able to get through their work by themselves, the idea of being told a work space in private will do wonders is a bit scary. Your child literally may need to be weaned off your support at the end of my process but in the beginning, your child may need baby steps to independence. Here is an example of a beginner workspace that still provides for independence yet allows for as much support as needed.

In the above picture, the child is not intimidated by the thought of having to organize the space and at the same time organize their work, time, etc. This open type of design represents the availability for support and discussion through the homework session. At this level, you are beginning to teach your child how to organize their space.

In a more intermediate – advanced level, your child will be ready to organize their workspace, resources and area. Doing so takes strong executive functioning skills and a lot of practice. When your child is at this level, you can literally set them up in a desk in a designated open area.

The desk now has drawers for organization of supplies. I place a child into this category when they can do some homework on their own and organize well yet still need some assistance on specific areas of study. Below is an example of this type of setup. This is a picture of an executive desk (protected by tablecloth) with a full set of drawers.

In the drawers are the most common supplies utilized on a daily and weekly basis by the child. For example, weekly handouts from school that need to be used for assignments. Specific resources that the child's class is using – story books, etc.and calendars for planning purposes.

As you can see, both examples show the child's workspace within an existing room. So, at these levels, your child still needs your assistance so they are not being sent to a separate room with the door closed and completely in private. The above pictures are in what would be my formal dining room. I have converted this space into my own classroom and implement my 1:1 training with students from this area.

I literally set up a 12' table and keep the work space open and avoid desk settings. I have found that my students respond much better to the open home environment instead of the clinical learning center approach. My process has helped many students transfer their skills into their own home life and most importantly into their classroom.

If you look closely at the picture, you can see my dog "Roxy" under the table. She, along with my other dog, Odie, are used as therapy dogs for those students that arrive at my door with anxiety issues. Allowing the children to be greeted by the dogs and, if needed, the dogs will stay on command by the child's side to comfort the child. I have had great success to date with the approaches used for Step 3 of my process and hope you find them helpful, too.

For your convenience:

http://www.els4kids.com/3-ways-to-help-your-child-remember-to-track-homework-and-pack-books/ Steps 1 & 2

http://www.els4kids.com/homework-tips-and-strategies-organizing-the-homework-space/ Step 3

http://www.els4kids.com/homework-tips-and-strategies-prioritizing-homework-assignments/ Step 4

http://www.els4kids.com/homework-tips-and-strategies-chunking-out-homework-assignments/ Step 5

http://www.els4kids.com/homework-tips-and-strategies-timing-homework-assignments/ Step 6

http://www.els4kids.com/homework-tips-and-strategies-step-7-completing-homework-assignments/ Step 7

http://www.els4kids.com/homework-tips-and-strategies-step-8-initiating-homework-assignments/ Step 8

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