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Services for K-12 Students

Steps to Treatment:

  1. Phone call with Sucheta
  2. Initial Evaluation
  3. Individual Treatment
  4. Group Treatment
  5. Summer Program

 

 

 

 



Return to Programs

Treatment Options:

Services for school-aged students with Attention, Memory and Executive Function challenges ranges in its breadth and complexity. Cerebral Matters provides services for children of all ages. Specializing in Executive Function Training, we will make sure your child can maximize their learning potential to become well-functioning and more independent children. This program is especially designed for students who need to demonstrate mastery of independent management of informative content as well as administer systems that promote organization, time management, project breakdown and test-taking skills essential for school readiness. Students will be taking part in various learning exercises in a classroom setup with many multimodality elements built into learning activities.

Diagnosis:

Children may have the following diagnosis:
Attention Deficit Disorder (ADD), Attention-Deficit/Hyperactivity Disorder (ADHD), Learning Disability, Nonverbal Learning Disability (NVLD), Traumatic Brain Injury (TBI), Post Brain-Tumor Resection, Seizure Disorder, or Other Neurological Diagnosis

Children who have no known diagnosis but may be presenting as/with:
Executive Dysfunction, Atypical Neuropsychological Profile, Noticeable discrepency between verbal and nonverbal skills, or Gifted children with poor executive skills

Who Can Benefit?

Children with any kind of attention
problems

  • Highly distractible
  • Impulsive
  • Have poor retention
  • Cannot do two things at one time
  • Cannot tolerate interruptions
  • Don't know what to do next
  • Miss the focus of what is being said
  • Miss the obvious
  • Miss details

Children who have auditory processing
issues

  • Are poor listeners
  • Children who hear well but cannot process information that well
  • Children who don't do well with simple repetition of instructions
  • With lengthy, complex or abstract information, get frustrated because of failure to understand
  • Children who do not understand the intricacy of language

Children with Executive Dysfunction

  • Appear highly disorganized
  • Do not understand how to plan or set goals
  • Do not understand how to prioritize based on importance
  • Do not understand how to allocate resources
  • Do not understand how to divvy-up the time for multitasking
  • Cannot envision outcome
  • Cannot make changes in their plan in order to yield a better outcome
  • Do not know why THEY are not doing well (have very poor self-awareness)
  • Do poorly with last minute changes
  • Come across as inflexible or concrete
  • Tend to get argumentative or fixated
  • Fail to see other person's perspective

Children who have very poor study skills

  • Have not set homework routine or have no established homework review systems
  • Do not have study habits to know how to strengthen acquisition of new knowledge
  • Cannot manage several pieces of homework
  • Cannot prioritize and allocate appropriate time for studying
  • Have poor note taking skills
  • Forget to do the homework and/or forget to bring it to school
  • Are always late or last ones to finish schoolwork
  • Do not know how to organize their room or book bag or book report, cannot complete projects that has several steps in a timely manner

Children who have reading comprehension issues

  • Have poor reading comprehension especially for stories, narratives or inferential material
  • Level of understanding fails if and when the written material becomes complex and laden with details
  • Breakdown occurs when information is abstract and requires formulating opinions, judgments or hypothesis

Children who have social-pragmatic issues

  • May not read social cues
  • May not read in-between-the-lines
  • Tend to state the obvious
  • Tend to repeat the stories
  • Talk about things that interest them rather than others
  • Tend to have conversational challenge, as they cannot maintain a topic or repair a breakdown in communication
  • Have a hard time understanding humor
  • May not have a large repertoire to initiate different topics
  • May not express feelings regarding frustration and irritability in a positive manner
  • May not see other person's response to their comment or behavior
  • May present themselves as inflexible and unable to see the "big-picture"
  • May not interact effectively or get along with peers or teachers
  • Tend to be isolated

Younger children who appear to be smart but:
  • Are highly distractible
  • Have poor retention
  • Cannot do two things at once
  • Cannot tolerate interruptions
  • Don't know what to do next
  • Miss the focus of what is being said
  • Miss the obvious
  • Miss the details
Older children who appear to be smart
but:
  • Need skills to make the transition from elementary to middle or middle to high school using executive processes
  • Have a history of underachievement related to formal academic performance
  • Underestimate the complexity and breadth of long-range projects
  • Do better with structure and support but now need to learn the ways of imposing such structure by themselves
  • Have challenges in envisioning future and syncing current activities with respect to their personal mission