Learning and Attention Difficulties
We all want to reach our full potential, but inattention, anxiety, low reading and math comprehension or poor self-esteem can get in the way. iLs uses specially-treated music, movement and cognitive activities so we can get there.
iLs addresses the development of whole brain/body integration through a staged developmental approach, starting with the fundamentals of sensory integration and then extending through more complex cognitive functions, including language, self-expression, and social skills.
HOW IT WORKS
iLs is based on the fact that we can change our brain – we can essentially re-wire it through specific and repeated stimulation, a concept known as neuroplasticity. As in building strength and endurance with physical exercise, we are able to build neurological pathways and synaptic activity at any age.
Our centers consistently see excellent results with the Focus System with regard to attention and learning problems. The Focus System works at a neurological level so it’s a great complement to the behavioral, cognitive and medical approaches we use at Hallowell Centers... Even the best therapy only works if you actually stick with it, so the fact that the Focus System is not only effective but is fun and can be done at home makes it extremely appealing.
The new school year is better than ever before, especially in the mornings, which we have had trouble with for years. Jakeb is a different kid after the Focus System. I only wish we would have found it sooner. No crashing, no clumsiness, less shouting, less tics, and almost no meltdowns. My heart is soaring!!! We are thinking of renting to own to continue doing other programs. So grateful and have been telling everyone I know that could benefit from it to use it!!! So thrilled! And he is so much more confident as we praise him so often now for self control! Best thing that ever happened to us!
So grateful that the Focus System is always here. In my house. Ready when my son needs it. And the Focus System ALWAYS makes a difference and fills me with so much hope and excitement for my son's future. What the Focus System has given to my son is almost unexplainable--but what it gives a PARENT is hope. Hope that you never thought you'd feel or know as a parent. THANK YOU!!!
SELECTED CASE STUDIES
“K” is a 12-year-old boy with attention, motor and social difficulties. His parents were concerned with his ability verbalize his thoughts, independently complete work, and manage his emotions. They also observed motor tics and poor gross motor coordination. Later, he was diagnosed with ADHD and Asperger’s syndrome. He was prescribed medication for ADHD.
After three consecutive years of using stimulant medications to control the symptoms of attention deficit disorder, K’s parents are relieved to no longer rely on medication; K is making honor roll with A’s and B’s. K’s parents also report progress in multiple areas, including his ability to complete school work without their assistance, confidence in expressing ideas in conversation, overall control of his body and greater participation in school. K says he has increased ability to recall ideas while working, which results in faster work completion.
ILS SCHOOL PROGRAM DATA
Summary: Data were compiled from nine schools (public, charter and private) using the iLs School Program. iLs’ MFA was used before and after the programs of 78 students to measure changes in the five categories of balance, gross & fine motor control, sensory, social/emotional, auditory/language and attention/organization.
K-2 LITERACY STUDY
J. Anne Calhoon, Ph. D. Educational Psychology, University of New Mexico
Summary: The average improvement in reading over the 3-month intervention was 2 years.
SCHOOL PILOT STUDY
Denver Area Schools
Summary: Teachers reported “significant improvement” in 19 of the 20 children in one or more of the following areas: cognitive functioning, reading, independent task completion and behavior. “Significant improvement” is defined as either achieving substantially higher scores on post-program testing, being transitioned from special education to general education or overcoming a substantial attentional/behavioral deficit based on teacher observation.
THE EFFECT OF THE DREAMPAD ON CHILDREN WITH ADHD AND SLEEP-RELATED DIFFICULTIES
The Hallowell Center, New York, NY
Summary: The most notable changes were in sleep behavior: waking during the night and morning wake-up. All but one child no longer showed any problems waking during the night. All but two children showed improvement in sleep behavior and morning wake-up.