Educational Programs

We have thoroughly researched the educational programs on this page, (Bridges LearningSystems, Lindamood-Bell, Fast ForWord, and Music Therapy) and we’ve found them to be effective and affordable, given what these programs can accomplish in a remarkably short period of time.  We strongly recommend that schools consider offering them.

Bridges LearningSystems

We’ve found that when we talk about Bridges, a lot of people think they know what we’re talking about, but they really don’t because there are several different programs out there that are called Bridges.  The program we’re referring to is based on Structure of Intellect, as developed by doctors Mary and Robert Meeker and based on the groundbreaking work by Dr. J.P. Guilford.

 

We first learned about Bridges LearningSystems when a relative from Elkhart, Indiana sent us a front-page newspaper story about the program’s success in several area schools.  The article stated that one principal was so impressed that he resigned as principal and went to work for the company.  We later talked to a teacher who had some students in the program.  She said that, thanks to Bridges, these students were now coming to her ready to learn.

 

Here’s how Bridges LearningSystems works:

·         Teachers identify students (grades PreK-12) who are struggling and recommend them for evaluation by Bridges-trained staff.

·         Each of these students is assessed for 26 cognitive abilities and 17 perceptual skills.

·         Students then are engaged in activities, in a variety of settings within the school, that are specifically designed to address their weak areas.

·         As a result, the students are better prepared to learn and benefit from regular classroom instruction.

 

Bridges LearningSystems guarantees success, in the form of higher reading and math scores, lengthened attention spans, and fewer discipline problems.  Also, since children do not have to be identified for special education to be in a Bridges program, schools find that they have fewer special education referrals and lower costs.

 

The Bridges LearningSystems is based on decades of scientific research and meets the requirements of the “No Child Left Behind Act.”  For more information, go to www.bridgeslearning.com.

Lindamood-Bell Programs

We at PEP/Albany, NY heartily agree with the Lindamood-Bell philosophy “that accurate diagnosis and relevant instruction enable all individuals to learn to their potential.”  What also appeals to us is the fact that, unlike more rigidly-structured remedial programs, students only participate in the Lindamood-Bell program(s) that address(es) their individual needs.  Furthermore, students are allowed to progress through Lindamood-Bell programs at their own pace, rather than being forced to adhere to a pre-determined schedule.

 

Named for its founders, Phyllis Lindamood, Pat Lindamood and Nanci Bell, Lindamood-Bell offers four unique programs to address specific cognitive and sensory needs. 

 

These programs are:

·         Lindamood Phoneme Sequencing® (LiPS), which is a multisensory program that addresses “phonemic awareness for reading, spelling & speech.”  There is a massive body of independent scientific research that seems to indicate that the primary deficit of individuals with severe, chronic reading difficulties (sometimes called “the hardest to remediate”) is weak phonemic awareness, which refers to the ability to identify and sequence the sounds within words. 

 

We, at PEP/Albany, suspect that weak phonemic awareness is actually a symptom of an undiagnosed (and therefore untreated) problem with audiotory processing.  (See our section on Sound Therapy in our page titled “Sensory Treatments.”  Also, see http://www.autismwebsite.com/saitwebsite/dyslexia.html.)  The good news is that the LiPS program seems to get around this problem by using other senses, namely vision and touch, to teach phonemic awareness. 

 

·         Seeing Stars®, which addresses “symbol imagery for sight words, reading, phonemic awareness, & spelling.”  Students who can benefit from this program have “weak symbol imagery,” which according to the Lindamood-Bell web-site, “can be defined as the ability to visualize the identity, number, and sequence of sounds and letters within words.”  In other words, besides being able to identify and sequence the sounds within words, students also need to learn to visualize the alphabetic representations for each of the speech sounds.  There are also a number of high-frequency words that students need to be able to recognize “on sight” in order to be able to read efficiently.

 

·         Visualizing and Verbalizing® (V/V), which addresses “concept imagery for comprehension & thinking.”  Sometimes, individuals who have no difficulty decoding words still struggle with reading comprehension.  (This is particularly true for “hyperlexic” individuals, or those at the high-functioning end of the autistic spectrum.)  If you listen to them read, they don’t sound like they have a reading problem.  On the other hand, if you ask them open-ended questions, such as “What is this story about?” all you get is a blank look or “I don’t know.” 

 

Most of us, when reading a story or novel, will visualize the story playing out in our head, much as if we were watching a movie.  Often, we relate what we are reading to our past experiences.  Individuals with weak “concept imagery” find it hard (or almost impossible) to do that.  If you ask them about their mental images, they either don’t understand what you’re talking about or they will tell you that they simply are visualizing the words on the page.

 

The V/V program teaches concept imagery in a systematic way, beginning with simple pictures and single words, and progressing through sentences, paragraphs, and finally complete stories.

 

·         On Cloud Nine® Math, which addresses “math computation & reasoning.”  According to the Lindamood-Bell web-site, “A primary cause of math difficulties is an inability to image and verbalize the concepts underlying math processes. Individuals attempt to memorize facts instead of being able to think, reason, and problem solve with numbers.”  On Cloud Nine® Math addresses this problem by stimulating “the ability to image and verbalize the concepts underlying math processes.”

 

These programs are available year-round at Lindamood-Bell Centers around the country.  Daily instruction at these centers, provided by Lindamood Bell staff, can range from one to four hours per day, and can be offered on an individual basis or in small groups.

 

Lindamood-Bell has also developed three ways of bringing their programs into schools.

·         Center In a School® is run exclusively by Lindamood-Bell staff.

·         Human Learning Management® brings a Lindamood-Bell® consultant(s) and/or facilitator(s) to schools to mentor and consult with school staff.

·         Teachers can also attend professional development workshops and conferences conducted by Lindamood-Bell staff, so that they can learn to instruct children in Lindamood-Bell’s programs.

 

For more information, go to www.lindamoodbell.com.

Fast ForWord

Fast ForWord is a group of computer programs, marketed by a company called Scientific Learning, that address critical thinking, language processing, and reading skills. 

 

Currently, there are four different programs:

·         “Fast ForWord Language, which builds fundamental cognitive skills of memory, attention, processing and sequencing.”

·         “Fast ForWord Middle & High School, which is similar to Fast ForWord Language, but has graphics tailored to older students.”

·         “Fast ForWord Language to Reading, which builds on the cognitive and language skills addressed in Fast ForWord Language and Fast ForWord Middle & High School.”

·         “Fast ForWord to Reading Series, which provides for a sequenced learning environment that advances the key cognitive skills in the context of sequentially appropriate reading skills.”

 

Like the other educational programs described on this web-page, Fast ForWord is based on decades of scientific research and its effectiveness has been documented in scientific trials.  Fast ForWord also complies with the guidelines for the “No Child Left Behind Act.”

 

Part of what makes Fast ForWord unique is that following each computer session, the student’s responses are sent, via the Internet, to the Scientific Learning data-base.  This data is then used to track the student’s progress, generate personalized reports, and to modify the student’s difficulty level at subsequent sessions.  In other words, the computer technology guarantees that the student will always be challenged, but not frustrated. 

 

Another unique feature of this program is that the technology makes it possible to electronically slow down speech sounds to make it easier for a student in the early stages of the program to be successful.  Over time, as the student progresses, the sounds gradually speed up, until they are comparable to natural speech.

 

Fast ForWord products are not sold directly to parents.  They must either go through their child’s school or work with a professional consultant.  This is to ensure quality control and to make sure that the programs are only being used by individuals who can truly benefit from them.

 

For professionals with the appropriate background (speech therapists or reading specialists), training to become a Fast ForWord provider is simple and inexpensive, and can be done over the Internet.  The main expense of the program is product licensing fees, which include the on-line services mentioned earlier.

 

For more information, go to www.scientificlearning.com.

 

Music Therapy

Music therapy is a “related service,” that can be defined as “the use of music to elicit a positive change in behavior.” 

 

Music therapy is not the same as music instruction.  According to the music therapists at Capital District Beginnings, “Music instruction involves teaching music appreciation, the teaching of music through instruments, voice, and practice.  Music therapy is not the teaching of music, but the use of music to attain other goals, e.g., language, movement, social skills, etc.”

 

Music therapy is also very different from the sound therapies described in our “sensory treatments” page, even though they also use music.  Sound therapies, such as Auditory Integration Training, use electronically-altered music played through headphones, with the intent of altering auditory perception.  Music therapy, on the other hand, can take various forms, based on the individual’s needs and goals.

 

Who can benefit from Music Therapy?  Children with special needs who are not making satisfactory progress through other instructional approaches and who demonstrate a positive response to musical intervention can benefit from music therapy.  Music therapy also has been used by physicians to assist healing in a variety of ways.

 

What are the qualifications of a Music Therapist?  Music therapists must complete an approved music therapy program with at least a bachelor’s degree, as well as a supervised internship.  In addition to their training in music, which includes majoring in a particular instrument, music therapists also have a strong background in psychology.

 

For more information, including how to find a music therapist in your area, go to www.musictherapy.org.