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The Results are In and the Quality Shows! Many people learn to learn faster and easier each year with the Processing and Cognitive Enhancement (PACE ) program. Our treatment team at the Kurtz Center has always been focused on maintaining the highest possible quality treatment for our clients. The results from our implementation of the PACE program prove our dedication to our clients yet again. In only 36 treatment hours at the Center, our clients made some astounding gains.
We are proud to announce our average 2001 treatment gains in deficit skill areas for our PACE programs as follows:
Word Identification = 2.81 years gain
Word Attack = 2.44 years gain
Passage Comprehension = 2.81 years gain
Auditory Analysis = 2.58 years gain
Logic & Reasoning = 2.83 years gain
Visual—Auditory Learning = 4.19 years gain
Test for Names = 3.88 years gain
Jay G. Before
- Came to us as an eight-year-old, second grader · retained in kindergarten · referred by Sylvan Learning Center after little growth in sight word recognition and no growth in phonetic word attack · had late speech articulation and a frontal tongue lisp · became silly, resistive, and difficult to work with in school and at home · often pretended to be sick to avoid school · watched TV constantly · withdrew from participation with other kids · aberrant behavior increased with much passive-aggressiveness.
Symbol(s) for Sound Given Test
14 of 32 known
31 of 32 known
After · 186.5 hours of the Lindamood’s Auditory Discrimination in Depth program* (now LiPSä ) over a ten-month period · was successful in phonetic word attack and spelling · speech problem ceased · Jay became enthusiastic about his academic life · no longer exhibited the antagonistic behaviors · By fourth grade, was on the A/B honor roll and continues to be · chose to be in school chorus and band · accepted into an art enrichment class • tried out and played in Little League baseball · Jay’s parents now call him “Mr. Self Esteem.”
Six-year-old · fell from high chair at 18 months and suffered an epidural hematoma · spent three years in occupational and physical therapy · her mother reports that Danielle experienced memory difficulties as well as information and word retrieval problems · normal development prior to the accident included speaking in full sentences · after surgery from fall, suffered right hemipareses and was totally unable to talk · was administered a Kindergarten Readiness Test by her Seminole County School District and was found to be in the 15th percentile in comparison to her age group · placed in Adaptive Kindergarten class in public school · kindergarten teacher recommended repeating kindergarten due to Danielle’s struggles with remembering upper and lower case letters; inability to listen to and discuss simple stories or poems or to apply oral communication pre-reading and prewriting skills in language experience activities; inability to describe or dictate a complete sentence relating a feeling or experience; inability to develop and apply auditory skills through language experience activities and to develop and apply visual perception skills through language experience activities that demonstrated left-to-right progression, word boundaries, likenesses and differences in words; inability to identify initial consonant sounds or to discriminate sameness and differences of initial consonants and words · neuropsychologist advised that Danielle would experience the following difficulties: visual sequential memory deficit; impaired reception and expression of visual spatial relationships; memory difficulties; lowered attention and concentration; difficulty recognizing letters visually; left/right confusion; problems organizing; thinking in a highly abstract level, forming abstract concepts; shifting mental sets, altering problem-solving strategies based on performance feedback and learning new tasks quickly · she also predicted extensive future remedial assistance to include placement in special education classes designed to teach Danielle to compensate for her specific developmental learning deficiencies, as well as private tutoring to assist Danielle in strengthening her weaker academic skills ·due to these difficulties, Danielle was introverted with low self-confidence · after being placed in a private school for individuals with learning disabilities, Danielle desired to be in public school with her brothers.
Test Name Pre-Test Scores Post-Test
Scores Symbol(s) fpr Sound Given Test 8 of 32 known 31 of 32 known Lindamood Auditory Conceptualization Testä* 36/100 94/100 WRMT Word Attack 9 %tile SS 80 <1.0 Grade Equivalent 84 %tile SS 115 5.6 Grade Equivalent Word ID <1 %tile SS <62 <1.0 Grade Equivalent 83 %tile SS 115 4.0 Grade Equivalent GORT-R Comprehension 1 %tile SS <60 37 %tile SS 9(95) Passage (fluency) < 1 %tile SS <60 25 %tile SS 8(90) DTLA-Verbal Absurdities Age: 7-06 Age: 10-6 After ·
After 135 hours of the Auditory Discrimination in Depth program (now LiPS )and 28 hours of the Visualizing and Verbalizingä for Language comprehension and Thinking program, Danielle was able to see her wish of attending a “normal” public school fulfilled. · By the end of the first grade year in the special school, Danielle was the top reader in the top reading group. She was also a top speller, · When Danielle re-entered the regular public school for her second grade year, she made all A’s and B’s with ease. Danielle’s mother said, “She can read any word.” · Also, Danielle was able to express herself in complete sentences and paragraphs and could write her thoughts comfortably and clearly. · In addition, Danielle’s memory problems disappeared. Update · When Danielle was in her second month of third grade, she was evaluated at Herman Hospital, in Houston, Texas. She received the following scores on tests administered as part of a longitudinal follow-up to head injury cases.
Test Name Age Grade Word Attack 72 %tile SS 109 4.9 Grade Equivalent 85 %tile SS 115 4.9 Grade Equivalent Word ID 62 %tile SS 105 4.1 Grade Equivalent 81 %tile SS 113 4.1 Grade Equivalent Passage Comprehension 83 %tile SS 114 4.6 Grade Equivalent 88 %tile SS 118 4.6 Grade Equivalent
Comment: Danielle’s mother reported that the hospital and the neurologist, Dr. Fletcher, gave Danielle a “clean bill of health” wherein she requires neither occupational nor physical therapy nor remedial academic assistance.
Before · Twelve-year-old, eighth grader · basic reading skills quite good · poor reading comprehension · poor long-term memory of what he read · did not know how or where to begin a project or bring it to conclusion · note-taking skills inadequate so he missed vital information during lectures · handwriting neat and legible · difficulty writing down his thoughts and making himself understood · in oral and written language, he left out important details and focused on extraneous ones · lied about due dates of assignments · wouldn’t tell parents about assignments due · had difficulty understanding and predicting the consequences of his actions, thus punishments failed to improve the problem · disorganized · had difficulty sequencing information · distractible. Test Name Pre-Test Scores Post-Test Scores WRMT Word Attack 78 %tile SS 112 12.9 Grade Equivalent NOT GIVEN Word ID 56 %tile SS 102 8.3 Grade Equivalent NOT GIVEN GORT-R Comprehension 9 %tile SS 7(85) 37 %tile SS 9(95) Passage (fluency) 16 %tile SS 7(85) 50 %tile SS 10(100) Peabody Picture Vocabulary Test – Revised 68 %tile SS 107 86 %tile SS 116 DTLA – Verbal Absurdities Age: 13-0 Age: 15-00 After · After 79 hours of the Visualizing and Verbalizingä for Language Comprehension and Thinking program (V/Vä ), one hour per day, four hours per week for twenty weeks, David’s posttest results showed dramatic improvements in all areas of learning. · David’s grades went from B’s, C’s, and D’s to A’s and B’s. · He felt confident in his ability to study for tests and remember the information on the day of the test. · David even noticed that his reading rate was faster because he didn’t have to re-read sentences. He comprehended and retained sentences the first time through. · Within the 79 hours there was training in vocabulary building. David’s vocabulary expanded because he could efficiently image the meaning of the word so that he could accurately and effectively remember and appropriately use the definition in his daily life and on his assignments. · David said, “It [the Visualizing and Verbalizingä for Language Comprehension and Thinking program] helped my grades a lot!… I’m taking better notes . . . I can look up information [for chapter questions and open book questions] a lot better.” Top Nick W. Before · Healthy, well-developed infant and child • all developmental milestones early or as expected except putting words into sentences at age three · thrived in preschool. In first grade, problems in reading and writing began as well as frustration and embarrassment · excels in math and art tested by private Ph.D. psychologist who stated that “Nick had no problems.” · retested by the same psychologist the next year (second grade) and was still within “acceptable” limits · in 2nd Grade self-esteem stated as “hitting rock bottom” · repeated second grade due to extreme difficulty with reading and writing · this added to his feelings of being “stupid” · concern by parents over signs of depression · two years later (third grade), tested by school psychologist and discovered to have an I.Q. of 130 · assigned to Gifted/L.D. program · needed his mother’s assistance to read to him and complete homework assignments · would only read when forced to do so · signs of depression continued through seventh grade. Nick lived in the Miami area. His mother came with him and they stayed for 5 weeks during one summer. Test Name Pre-Test Scores Post-Test Scores Symbol(s) for Sound Given Test 9 of 32 known 31 of 32 known Lindamood Auditory Conceptualization Testä* 93/100 100/100 WJ-R Word Attack 10 %tile SS 81 3.0 Grade Equivalent 46 %tile SS 99 7.0 Grade Equivalent Letter/Word ID 4 %tile SS 74 3.9 Grade Equivalent 43 %tile SS 97 8.1 Grade Equivalent GORT-R Comprehension 50 %tile SS 100 Passage (fluency) 37 %tile SS 95 After After 104 hours of the Auditory Discrimination in Depth program (now LiPSä ) over a five week period, Nick’s life changed. · Reading “seven books at one time” • He said, “I was told ‘Nick you have to read,’ now I’m reading because I want to.” · In school, wrote an essay and got an “A”, the first in his life · He was put into a regular English class for the first time · Nick said, “Mom and Dad, I swear to you, English is my best subject. I’ve never enjoyed reading so much and never enjoyed literature before and I am actually reading!” · He now completes papers without mother’s assistance and does not miss any homework assignments.