Enhanced Learning Skills for Kids » Processing and Cognitive Enhancement

What are Cognitive Strategies all About?

colleen — Wed, 26 Jan 2011 21:25:08 +0000

Cognitive functioning is managed by cognitive processes. Learning more about cognitive strategies is gaining popularity which goes back to 1956 when Bruner, Goodnow, and Austin discovered it.

Everyone uses cognitive strategies on a regular basis because it’s a part of our normal routine. Cognitive strategies help us with our behavior and thinking so it doesn’t matter if we’re a regular person, one with special talents, or one with a brain injury we use these strategies every day. This means no matter what we’re doing everything is controlled strategically.

We learn both formally and informally when it comes to certain strategies. Without this ability we would not be able to learn what we need to on a daily basis. We wouldn’t be able to learn certain characteristics and have memories of things. When we have these strategies we have the ability to remember long and short term things that will help us with everyday life.

We use cognitive strategies all the time whether we realize it or not. Most things we do are automatic and we know what we’re doing so it’s something we could do with our eyes closed and we don’t even have to think about it. That’s where the cognitive strategies that we’re not aware of come in and the kind of cognitive strategy is when we’re learning something for the first time or we struggle with something that takes a lot of concentration to accomplish.

Our experiences, age, and maturity level are a part of the strategies we use on a regular basis. With that said, it’s unlikely you’ll see the same decisions made or thoughts shared from an adult and a 12 year old child. Their entire thinking process is different and that’s true when you think about the cognitive strategies that are used. Now that doesn’t mean that’s always the case, because it’s possible their decisions could be the same depending on the situation, but most times they’re not.

The effects you see with decisions that are made could be different from one person to another or from an adult to a child. Even though it could be the same decision the effects they’ll have on each individual could and should be different. You see this when a decision is made and then later on down the road the effects are visible. This could be education or job related.

We all know the decisions we make now affect our future and the things that happens and those come from cognitive strategies we use and decisions that are made. Some could be good and some could be harmful depending on what they are and how we deal with them. It’s possible for a child to learn something incorrectly and not even realize it, and then they go back to use it again and find out they didn’t do it correctly and they fail a test or a class. That’s where it could be harmful.

Cognitive strategies are all around us. We use them all the time no matter what we’re doing. They vary depending on the person and what’s going on and no two people are alike and will have the same strategies. What we need to know here is cognitive strategies are a part of everyday life no matter if we want it them or not.

This is why I created my Student Transformation System. It is pertinent for success that a child’s cognitive functions be strengthened. This provides the child with an increased capacity to learn. However, stronger skills and new pathways are not the whole solution.

It is imperative that your child’s cognitive strategies to approaching homework, studying, note-taking, comprehension and more are observed and improved upon when necessary. Take all of this improvement and align it with the classroom, teacher, yourself, your child and anyone else involved and we manage to get everyone on the same page relative to your child’s overall performance and next step vision/plan for continued success.

Be sure to check out my latest reading comprehension program which is individualized to meet your child’s unique needs and can be implemented online. Feel free to schedule you’re a 30 minute consultation with me where we can discuss your child’s needs, create a vision and plan for success.

COGNITIVE STRATEGIES.(2006). In Encyclopedia of Special Education: A Ref erence f or the Education of the Handicapped and Other Exceptional Children and Adults. Retrieved from http://www.credoreference.com
/entry/wileyse/cognitive_strategies

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.

4 Strengths Every Child Must Possess to Comprehend Successfully

colleen — Thu, 14 Oct 2010 15:30:05 +0000

One of the most common concerns that a parent will present to me is their child's weak comprehension skills. When we talk together, we cover many areas of concern where each variable plays an important role in impacting their child's specific challenges. However, in general, I will always review the 4 strengths every child must possess in order to comprehend successfully.

The first strength, as you can probably guess, is strong cognitive skills. Strong cognitive skills, in this case, means making sure, through assessment, that your child has the skills needed to remember and recall. This translates into having the ability to visualize pictures in their head in order to capture the story for retelling. It means making sure your child's ability to process the words and sounds they are reading without errors so they are reading and "hearing" the correct word.

Having strong cognitive skills for reading comprehension means making sure your child has several strong foundational strengths. This means having the ability to attend to the content, can process at a speed necessary so their short-term memory can make sense of the information; your child's memory areas (visual/auditory/working) are strong and large enough to hold the incoming information for recall and processing and that your child can make sense (understand) of what is being read. Phew, that is a lot to digest. All of these skills lay the foundation for reading comprehension. There are other cognitive skills that play into comprehending well but the above skills are crucial.

Once your child's cognitive skills are strong, your child now has the "ability" to comprehend. This still doesn't mean, necessarily that your child knows how to comprehend yet. That is why my Student Transformation System not only strengthens your child's ability to learn but also makes sure your child has the basics on how to learn.

The second strength every child must possess is the ability to decode what is being read. Your child needs to be secure in sound-to-code and code-to-sound. Why? If your child cannot decode a word to read it, most likely they are skipping over it entirely. This alone will leave your child with only parts of the story for recall. Worst case scenario is that the word or words that they skip over or decode incorrectly may be the adjective or verb that is leading to a climax or the main idea of the story. The sentence won't make a lot of sense with words missing so when your child reaches for the recall, it will be choppy at best. When I work with your child, I make sure they are able to decode/encode successfully.

The third strength every child needs for successful comprehension is the ability to recognize those words that cannot be decoded through strategy. Some reading programs have pages and pages and pages of these words which will require your child to have strong memory skills (auditory/visual/working and long-term memory) to retain and recall these words. Processing skills and speed along with attention need to be strong for the memory to be successful. When I work with your child, all these skills are strengthened. I use Master the Code which only has literally one page of words that are exceptions. Once your child has these irregular or sight words integrated into their memory and can recall them, you need to make sure they understand them.

The fourth strength I always talk about with a parent is the ability to understand language. Your child's purpose for reading may start out for entertainment reasons but as he/she gets older the purpose becomes more towards gaining information to learn. Your child needs to be able to read to learn; to gain benefit from the words and content. To be able to do this task, your child needs to understand the language, not just read decode it correctly.

Your child's expressive vocabulary, the words and meanings understood when your child is speaking or writing may be strong. However, a crucial piece for comprehension is your child's receptive vocabulary skills. Receptive vocabulary refers to your child's ability to understand the meaning of the words that are spoken verbally. This counts for the words given to your child when reading content from a teacher's notes, test questions or when participating in a discussion in class. If your child doesn't understand the meaning of the word than there is a good chance your child will not know what is being asked by the teacher. This is when your child can answer a literal factual question and get it right but when the data is presented along with words your child is not familiar with then they get the answer wrong. When I work with your child, we work through the first three steps and then touch upon this step using receptive vocabulary interventions. I will assess your child's receptive vocabulary skills and together we create a road map for success.

The above 4 strengths are required for your child to comprehend successfully. Each step is a small jaunt towards a bigger life-long journey. Set up your free 30 minute consult with me today and we can begin to pinpoint what is sabotaging your child from learning and comprehending.

5 Must See Back-to-School Resources

colleen — Thu, 19 Aug 2010 16:32:25 +0000

Getting ready for back-to-school means changing your home routine to a more structured one. Especially if relax a lot during the summer months. We do and I dread getting the kids back on schedule for school.

My kids stay up late, as they are basically teenagers, and get up late in the morning. I actually get to sleep in on some days! Now, however, I need to get them back to getting up between 6:45 and 8:00 a.m. depending on the child.

I picked 5 resources that will help you in your transition for back-to-school. The first resource that you should look at is my video on how to organize your child's notebook. I did two videos on this so you can view both of them.

The first one is found at this URL http://www.youtube.com/user/ELS4KIDS#p/u/17/0sEjOwp7ngU
The second one is found here http://www.youtube.com/user/ELS4KIDS#p/u/0/J3g7bot6KSM

The second resource that you should look at is my article on creating a "Need To Know Binder" for yourself. This type of binder helps you organize all the important information about your child's school. You can find the article at this URL http://www.els4kids.com/binder/

The third resource that I am recommending is a short but great visual of how to get your children and home back on "school" schedule with an easy transition. You can view this video here http://video.about.com/singleparents/Back-to-School-Tips.htm

The fourth resource is to honor the moms that are "on-line" and totally tapped into applications for mobile phones. I do not own an iPhone myself but just about everyone else does these days. This site is specifically designed for moms and provides mobile apps for back-to-school and more. Your can view this site here http://momswithapps.com/2010/08/18/a-is-for-apps-back-to-school-at-moms-with-apps/

The fifth and last resource is a link to an e-book called the Special Needs Handbook. I have this book is paperback and it is a great resource. Their latest addition that I want to point you towards is their free download that allows you to capture all the necessary info on your child, etc. Yes — you can now put this information into your brandy new "Need to Know Binder". I am pointing you to the main page where you will find the latest download I just explained.

Do not forget that the most important resource for back-to-school is having your child's cognitive skills assessed. Just as you would assess your child's eyes and ears, you need to assess how well child can process information. Read more about why you would want to assess your child now.

How to Make a File Caddy

colleen — Thu, 19 Aug 2010 05:00:03 +0000

You know the legends of middle school paper, like the Math Test that Molded, the Vocabulary List that Finally Turned up in the Catbox, or the Permission Slip that Accidentally Ran Through the Washer-Dryer. Witness a middle schooler’s room in the throes of these disasters, and you’ll want to duck and cover!

Want to bring some much needed organization into your middle schooler’s life this year—and into your family relationships while you’re at it? Start off right by establishing systems of organization that will help your kid get on top of that homework schedule and all those important papers. Here is a filing project to get your kid started.

You Will Need:

Sturdy Plastic Filing Crate with ridges for hanging files—we recommend at least 12” wide—big enough to contain all extra papers from your child’s schoolwork, plus extra forms for summer, extracurricular, and religious activities and school work if need be
7-10 hanging file pockets, multicolored (ideally up to 10 different shades, but if this is hard to find, try buying two 5-color packs)
Matching multicolored manila folders
File labels
Pen
5×8” index card, colored pens or pencils

What to Do:

This file crate is designed to hold all major school papers that otherwise would end up stuffed in the Black Holes of your child’s backpack, room or locker. Your mission: to make sure that this box isn’t just an extension of that disaster!
Start by having your child write his name and this school year’s date in big bold letters on the 5×8” index card. Have him decorate his name with the colored markers, and then tape the card securely on the front of the filing crate.
To start, have your child choose a colored sliding folder for each school subject, and write a clear label on the top of each file. Generally, kids will have at least four folders: one each for Math, Science, Social Studies, and English; but you may also want to create a folder for special subjects. Make as many as you need.
Help your child create additional sliding files for extracurricular activities such as music, Scouts, or church, and one for summer camp and activity information.
Place color-coordinated manila folders (based on the color of each file folder – you can simply place colored tabs on each manila folder) in each of the sliding folders. Once a week—Sunday evening is a good time for this—invite your child to open up his notebook and backpack, and pull out all the papers that he has completed and no longer needs in class. Working together, place each one in its correct folder.
For many kids, the process of filing papers gives them a sense of order and satisfaction, but for some, the process may take some more time. Don’t hesitate to help every week until your child has it down. And if your child needs some extra encouragement, try making a “beat the clock” game of filing: how fast can he file a stack of five papers? Ten?

Soon your child will not only be more on top of his school work and his schedule, but he'll have established some valuable organization habits that will last him a life time!

Julie Williams, M.A. Education, taught middle and high school history and English for seventeen years. Since then, she has volunteered in elementary classrooms while raising her two sons and earning a master's in school administration. She has also been a leader in her local PTA.

http://www.education.com/activity/article/Make_a_File_Caddy/

Q&A on Brain Training for Kids

colleen — Wed, 11 Aug 2010 19:00:36 +0000

What are the major causes of Learning Disabilities?

About 85 to 90 percent of learning difficulties are due to poor underlying learning skills. These skills include:

Attention/Concentration: the ability to stay on task or ignore distractions. For example, continuing to read a book while another group is in a discussion.

Phonetic awareness: the ability to blend sounds, segment (unglue) sounds, and analyze sounds. Problems with reading new words or spelling errors in writing result from poor phonetic awareness.
Memory: the ability to recall short or long term information. For example, copying from a board (short term) or taking a final history exam (long term).
Comprehension: the ability to understand.
Visualization: the ability to create mental pictures. For example, seeing "in the mind" a math word problem before trying to solve it.
Processing Speed: the ability to handle and process information quickly.

Are learning difficulties due to a lack of instruction?

This is easy to determine. If you or your child is able to understand and perform as others do with extra help or tutoring, then the cause of the struggle is poor or inadequate instruction. But if good performance is achieved only after long hours, sweat, or many mistakes, then the problem is deeper.

Is the lack of motivation the cause of learning problems?

Very few enter school or a job not wanting to succeed. It is only after they find it difficult, experience failure, or are ridiculed that they avoid the activities that give them pain. In other words, a lack of motivation is usually the result of a learning problem – not the cause.

Are learning difficulties inherited?

Heredity does play a role, but it is minor. It is generally believed that between 40% and 70% of our mental abilities are learned, not inherited. Therefore, we can accomplish far more if we stop blaming the problems on genes, which we can't change, and start enhancing the skills that are learned and can be changed.

Can a child with normal intelligence have a problem with learning?

Absolutely. IQ is only an average of many different learning skills, which means it's possible for someone who has "normal" intelligence to have scored high on some skills and low on others. And if those "low" scores are in the skills required for reading or math, then reading or math achievement will be low even though IQ is "normal."

If learning skills are learned, then why are they not learned in school?

Every school activity a child does has the potential to further develop an underlying learning skill. But this will only happen if the activity is challenging. School lessons are often either too hard (frustrating) or too easy (boring) because children seldom have equal learning skills. Therefore, to make significant improvement in these skills, individual attention is required.

Many schools simply don't have the time or funds to provide this very intensive and structured one-on-one training. Also, most teachers tend to teach to the child's stronger skills. By avoiding the weak skills, they don't get developed. The result may be a life-long learning handicap.

What is a training task like?

Brain training procedures are made up of tasks that are designed to meet specific goals. The tasks are related, make repetitive demands on a deficient skill, and progressively increase in difficulty. This is a process-specific approach to training (as opposed to a general stimulation approach). A process-specific approach targets the same function systematically and repetitively with related tasks.

Do the results last?

Yes. The skills developed are used each day the student is in school or at work. They are constantly being used and therefore don't regress. This retention is reflected in a study that showed that 98.7% of the one year follow-up cognitive test scores were at least as high as they were at the completion of their brain training programs (specific to PACE)

Can you tell about Processing and Cognitive Enhancement (PACE) Program?

Yes, here is a very quick 11 point overview:
PACE is based on the best scientific research available and is continually modified to incorporate new scientific data.
PACE targets and trains those skills that are most likely to have a meaningful impact on learning performance and academic abilities.
PACE is provided individually to achieve significant results quickly.
PACE consists of sequenced procedures to challenge – not bore or frustrate – the student.
PACE is provided on a one-on-one basis to allow immediate feedback (error correction and positive reinforcement).
PACE improves the student's self-esteem by allowing him or her to actually see the difference in his or her own performance.
PACE drives new skills to the subconscious so that they become habitual and automatic.
PACE procedures appear to be non-academic so that they are different from the schoolwork with which the student may have had negative experiences.
PACE develops meaningful skills that are used in the student's daily activities so that there is a high level of retention.
PACE produces valuable results (there is a high return) when considering committed effort, time, and finances.

What’s involved in Testing for Dyslexia?

colleen — Tue, 22 Jun 2010 18:00:07 +0000

Dyslexia is thought to be a learning disability, but what you need to know is that’s not true. There is a revised definition that came from the International Dyslexia Association and they define Dyslexia as a neurologically-based disorder that interferes with the acquisition and processing of language.

Many people think there is a simple test that can be administered to your child and within a few minutes a Dyslexia diagnosis can be returned. Unfortunately that’s not the case. There are between 10 and 12 tests that must be conducted before a decision can be made.

Dyslexia is not something a school can diagnose due to the lack of training. It’s not a law that schools test for this so you may find the school will give you several excuses for not testing. You may hear them say your child is too little, they have a learning disability, it’s a medical problem, or there is nothing wrong.

With that said, it’s a good idea to find a licensed and certified Brain Trainer that can provide an online assessment for your child. The assessment will highlight all of the main cognitive domains needed for learning and reading which cover Dyslexic Symptoms.

The test will cover the following areas.

Memory (Auditory, Visual, Long and Short-Term)
Auditory Processing
Visual Processing
Phonological Awareness (Word Attack)
Auditory Blending, Segmenting and Analysis

One thing to remember is it doesn’t matter how old your child is, you need to get them the help they need now. This allows your child to move on in life with the ability to learn and function in the world.

It’s important for you, as the parents, to not give up when you feel your child has Dyslexia. That’s the worst thing you can do for your child. Give them the help they need. They’ll thank you for the rest of their life when you do.

Processing and Cognitive Enhancement (PACE) Webinar Replay

colleen — Sat, 12 Jun 2010 20:45:43 +0000

Get your copy of the most popular topic in brain training today for only $14.97.

You get a first hand glimpse of the program components, what it entails, how it works and more.

Get all the details now.

Get more details about PACE now

Do you know what Opsoclonus-Myoclonus Syndrome is and who it affects?

colleen — Tue, 08 Jun 2010 17:00:15 +0000

Have you ever seen a person that has rapid eye movement? It looks like their eyes are jumping all over the place like they are dancing. This person may have Opsoclonus-Myoclonus Syndrome.

Opsoclonus is defined as an unusual disorder of eye movement. This is where the eyes involuntarily dart around and Myoclonus is defined as short muscle jerks and “ataxia” indicates lack of coordination. 1 in 10 million children are diagnosed with this disorder every year. The statistic support this being a rare chronic disorder.

We currently only have less than a handful of doctors looking into the cause and treatment of the disorder. We have one doctor in Illinois and another in California. there are other doctors that receive protocol from these doctors and then treat accordingly. There are other doctors that are working on their own theories of OMS, publishing studies and such. However, to this day, there is no known definitive cause and thus no known definitive cure.

There are a number of things that will bring out the symptoms in a person that has Opsoclonus-Myoclonus. Most times movement of any kind worsens the symptoms. You may see the arms, fingers, head, upper body, or eyelids jerk around. When the illness reaches its peak stage, you’ll find it’s impossible to stand or sit. Anxiety and stress are major factors and will cause the symptoms to worsen. Treatment is extremely important.

This illness affects both adults and children, but it presents itself in a completely different way. Most times in adults, they appear to have mental problems where as children will appear to have anger problems, they may be lethargic, or they may look and act like they’re nervous.

There are a number of things that can cause Opsoclonus-Myoclonus Syndrome. They can appear separately or together the causes are more specific and known. The two most common causes are infections and tumors. While there are other causes, they are very rare.

Most times when an infection is the cause, the patient may appear to have flu-like symptoms. Most times when an Opsoclonus-Myoclonus Syndrome diagnosis is given through an infection, a tumor will be diagnosed later. The tumor is a neuroblastoma. This is important to remember and the doctor should not rule out a tumor until tests are completed.

Tumors are usually found in the chest but it’s not out of the ordinary to find them in the pelvis or abdomen on occasion. Now you may wonder how a tumor in those areas can cause brain problems and that’s a good question. Research is being conducted right now, but there are a couple of thoughts on this.

One of the most commonly expressed theories is an autoimmune illness. The child with OMS receives an acquired brain injury. Why? The brain and the tumor are almost identical in tissue/cells and the immune system can’t tell them apart. The only problem with this theory is there are a number of questions regarding the presentation. The docs don't know the exact cause of the brain injury yet — how and why exactly the antibodies are traveling up the spinal cord, crossing the brain barrier and attacking the brain stem and cerebellum.

Serum antibodies would be another theory that is diagnosed through lab testing. The doctor needs to test for anti-brain antibodies and abnormal white blood cells. These tests are done through blood work and spinal fluid.

Now you may wonder since there isn’t a lot of information about this illness, how do you treat it? Depending on the location of the tumor, if it’s at all possible, it should be removed in children. Now in adults it’s not recommended because it’s possible the symptoms will get worse. The challenge with treatment protocols beyond a tumor is that insurance won't always cover the treatment and the medicine can cost upwards of 10,000 – 50,000 a month for years. Sounds crazy right? Well, it is.

There are aggressive treatment protocols available depending on how acute the OMS is within the child, the child's age, onset and more. You can get more details on treatments by visiting http://omsusa.org/.

Opsoclonus-Myoclonus Syndrome can be found in both children and adults. It causes rapid eye movement and is usually caused by an infection or a tumor. Treatment is difficult at best and needs to be thought about before a decision is made.

As a mom of a child with OMS, I am trying every day to help spread awareness to avoid a delayed diagnosis and to raise funds for research. OMS awareness is crucial so doctors will not delay in diagnosing and limit brain injury. OMS will cause cognitive issues that are able to be helped tremendously through brain training and proper methodology/pedagogy.

OMS Awareness can be found at http://rhythmoflife.homestead.com/Awareness.html.

The International OMS Support Network can be found at http://groups.yahoo.com/group/OMSFamilies

Visit our foundations for OMS Research

http://www.chaseaway.org/

http://www.omsresearch.org/

http://rhythmoflife.homestead.com/runningforzoe.html

OMS Awareness Videos

Living with OMS – Soham's journey with OMS from mehul joshi on Vimeo.

Brain Games: Pattern Memory

colleen — Tue, 01 Jun 2010 17:00:11 +0000

This is a classic word scramble game. In this game you will be given a set of scrambled letters, and you are required to rearrange them into a meaningful word. If you are stuck, you can click the hints button to get the meaning of the word. Find more games – added weekly to this site under Brain Games.

All the Flash games require Adobe Flash Player installed in your system, you can go to Adobe's web site to download and install the latest version of Flash Player.

Enhanced Learning Skills for Kids » Processing and Cognitive Enhancement

What are Cognitive Strategies all About?

Related Posts:

How Enhanced Learning Skills for Kids Can Help Your Child

Related Posts:

4 Strengths Every Child Must Possess to Comprehend Successfully

Related Posts:

5 Must See Back-to-School Resources

Related Posts:

How to Make a File Caddy

What to Do:

Related Posts:

Q&A on Brain Training for Kids

Related Posts:

What’s involved in Testing for Dyslexia?

Related Posts:

Processing and Cognitive Enhancement (PACE) Webinar Replay

Related Posts:

Do you know what Opsoclonus-Myoclonus Syndrome is and who it affects?

Related Posts:

Brain Games: Pattern Memory

Related Posts: