See how specific learning struggles are related to cognition.
Then, download Case Studies that showcase programs that have been customized to effectively target those areas to enhance learning.

NOTE: COGNITIVE ENHANCEMENT PROGRAMS ARE CUSTOMIZED WITH GOALS THAT ARE SPECIFIC TO EACH STUDENT. CASE STUDIES REFLECT A SAMPLING OF SPECIFIC GOALS AND APPROACHES THAT REFLECT STRUGGLES IN THE COGNITIVE AREAS HIGHLIGHTED.

COGNITIVE AREAS TARGETED

DESCRIPTION

Processing effectively refers to students who can focus (sustain their attention) while manipulating the information they are receiving (working memory) and effectively process the information (processing speed).

These three interdependent skills are essential to processing information effectively. Processing information affects our ability to manage information (executive function) as well as our ability to store and retrieve (learn).

RESULTS: SAMPLE CASE STUDIES

Download case studies for students who needed support in the areas highlighted

Download Case Studies

COGNITIVE AREA TARGETED

DESCRIPTION

Managing information effectively includes the ability to self-monitor, self-regulate, manage time, initiate tasks in a timely fashion, and other behaviors shared by successful learners.

We use managing information interchangeably with developing Executive Function skills which are essential to academic performance and successful independent learning.

Because Executive Function is reliant on Processing, we find that most students who manifest Executive Dysfunction struggle with Processing. Therefore, the cases highlighted for Executive Function (Managing) usually include Processing.

RESULTS: SAMPLE CASE STUDIES

Download case studies for students who needed support with processing and managing information (executive function)

Download Case Studies

COGNITIVE AREA TARGETED

DESCRIPTION

Acquiring & Applying refers to one’s ability to store and retrieve information effectively. Memory is critical to learning as it serves as the foundation for knowledge.

Memory is strengthened by mastering the techniques we rely on to store information and the strategies that are most effective to retrieve information. Sophisticated learners know and apply these.

RESULTS: SAMPLE CASE STUDIES

Download case studies for students who needed support in the areas highlighted

Download Case Studies

COGNITIVE AREA TARGETED

DESCRIPTION

Struggling to process information effectively can affect our ability to encode/store information, which compromises our memory. In other words, a root cause processing can cause a domino effect on all aspects of learning, including our ability to amass knowledge effectively (as memory is critical to building knowledge).

To understand the interdependence between processing skills and memory see our diagram.

RESULTS: SAMPLE CASE STUDIES

Download case studies for students who needed support in the areas highlighted

Download Case Studies

COGNITIVE AREA TARGETED

DESCRIPTION

Students who struggle processing information effectively tend to demonstrate symptoms of executive dysfunction: difficulty with organization, planning, impulsivity, difficulty shifting between tasks, and/or managing time.

These symptoms are commonly caused by a relative weakness in attention, processing speed and/or working memory, which are interdependent skills for processing information effectively. It is quite common for students diagnosed as dyslexic, or ADHD, or twice exceptional, to require programs that target the area weak and the behavioral symptoms.

RESULTS: SAMPLE CASE STUDIES

Download case studies for students who needed support in the areas highlighted

Download Case Studies

COGNITIVE AREAS TARGETED

DESCRIPTION

Learning can often be completely sabotaged by a few core cognitive skills that are essential. This can occur when processing affects executive functions and compromises the ability to store and retrieve information (memory).

If a student is struggling with all three components of learning, then it is critical to their success that a program can holistically address the deficits sequentially.

For example, it would be futile to raise awareness (metacognition) for a student who lacks the skills to process, manage and/or acquire and apply information. This could magnify frustrations and/or create negative associations to learning.

RESULTS: SAMPLE CASE STUDIES

Download case studies for students who needed support in the areas highlighted

Download Case Studies
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