2004 - 2006 Pre and Post Therapy Results and Comments

Student #1 - Pre Treatment Concerns:

His main concern was his reading speed and his ability to concentrate and comprehend what he was reading. He felt he was working too hard to get the grades he was getting. He attended a private school and was in 9th grade. He had received both classroom instruction in reading from K-3 and private Dyslexia remediation with Dr. Lyman when he was in 4th grade. He excelled in Math and Science courses, but was still avoiding the work involved in reading intense courses like Literature because it took too much time and effort.

Male Student - 16 yrs. 9 months old - 16 treatment hours

Working Memory = 3.5 yr. gain

Visual Processing = 2 yr. gain

Phonemic Processing = 12 yr. gain

Word Attack = 5.5 yr. gain

Logic & Reasoning = 6.8 yr. gain

Comments after completing therapy:

My reading speed went from 110 words a minute up to 750 words a minute.  I'll have time to be in football, basketball, and still keep my grades up.  I used to think I was working harder than the other kids in my class - now I'm working less and getting better grades.

Additional comment 2 yrs. later in 2006:

I guess I'm still growing like you said I would. Even though I was always better in Math than in English, I just got the results back from my first SAT tests- my Verbal score was 570 and my Math score was 530. I never thought I'd see the day when I tested better verbally than in math!  Maybe I should have you work with me in Math.

Student #2 Pre Treatment Concerns -

11 year old female enrolled in private school in 6th grade. Her parents were concerned about her ability to pay attention and comprehend. She was diagnosed with learning problems in 3rd grade - specifically in the area of auditory processing.  She did not know her math facts and would often misunderstand oral directions. The annual standardized testing was always a very stressful time for her and usually did not reflect her knowledge of a subject. She did not enjoy reading and could not concentrate while reading or understand what she read.  She had gone through Fast ForWord but there were no changes in her performance after completing the program.

Female 11 yrs. 11 months old - 18 treatment hours

Processing Speed = 3.5 yr. gain

Visual Processing = 5 yr. gain

Phonemic Processing = 9.5 yr. gain

Word Attack = 3 yr. gain

Parent's comments after completing therapy in 2004:

She is independently getting good grades in math for the first time in her life.  Her annual standardized testing showed a big improvement in her ability level.

2006 follow-up comments:

She's been invited to join Honor Society!  We never thought it was possible before.  Thank you, Mrs. Bridget!

Student #3 Pre Treatment Concerns -

8 year old male enrolled in 1st grade in private school. He could not read although he had received systematic instruction in both phonics, sight words, fluency practice, and comprehension strategies. He seemed "lost" in the classroom and could rarely keep up with the class. He was frequently missing recess because he had to spend his recess time making up the work he couldn't do during regular class time. He was nearly unable to follow oral directions and could not work independently. He often asked questions about how to do something that had just been explained in detail. He made many letter reversals b/d, p/q, and n/u. He did not know the sound symbol relationship for any vowels and could not recite or write the alphabet.

Male - 8 yrs. old - 60 treatment hours

Processing Speed = 2.3 yr. gain

Working Memory 1.4 yr. gain

Visual Processing = 4 yr. gain

Phonemic Processing = 9.2 yr. gain

Word Attack = 4.3 yr. gain

Logic & Reasoning = 3.4 yr. gain

2004 Parent and Teacher comments:

He has not missed recess in a long time because he finishes his seat work independently and in an appropriate amount of time.  He now reads with both his parents and his grandparents.  He does not make reversal errors any more when reading or writing.  He keeps up with the class and knows his alphabet.

Student #4 Pre Treatment Concerns -

16 year old twins that had recently received low SAT scores. They both attended a private school and received A's and B's on their report cards regularly. They both felt that they worked too hard for their grades compared to their friends. Their treatment plan focused on processing skill development (65 hours) + SAT verbal test taking strategies and practice (10 hours)

College Entry SAT gains:

           Twin #1 = 130 point gain                             Twin #2 = 170 point gain

Comments by Mom after treatment:

 I felt the intensity with which Bridget started really helped get things going.  At times it seemed more like recreation than work.  Although they would be mentally tired after each session, every session was filled with fun and laughter.  She would constantly encourage them pointing out their strengths and challenge them to try harder and improve upon their weaknesses.  Her visits were something they looked forward to each day.

 As they continued working through their program, she also helped them develop testing skills, encouraging them to make sure they were eating right and getting enough rest.  She talked to them about managing their stress, especially as it related to taking tests.  Follow-up testing showed them they had made great progress.  Finally, she instilled confidence in them that they were in fact very bright young women who were fully capable. 

They are looking forward to going to college and we all know that their college experience will be markedly different and more successful and easier than before.

Student #5 Pre Treatment Concerns -

Spring of 2006: 11 yr. old boy has had two previous IQ scores: a 92 and an 83.  Both scores were too low for local private schools to enroll him or provide him with learning disability services. The public schools said that he didn't have a big enough gap between his scores for them to help him, although they provided him with an LD diagnosis. His previous school considered him a behavior problem when he didn't want to continue with a third year of their LD program because he and his family didn't see any changes after the beginning year and a half.  He was forced to "audit" his 5th grade Science and History classes and could not participate in them, although he had to attend.  He was also believed that he wasn't smart enough to learn like other kids.

After 11 hours of therapy his mother walked into the room to find that he had not only read an entire page about Abraham Lincoln, but that he could understand it, and had taken notes on it. When he turned his back to his notes and gave a perfect summary of the information, she burst into tears.

Progress at 40 hour re-evaluation:

Processing Speed = 1.7 yr. gain

Working Memory = 1.9 yr. gain

Visual Processing = 5 yr. gain

Phonemic Processing = 6.8 yr. gain

Logic & Reasoning = 1.7 yr. gain

After 100 hrs. of therapy an independent School Psycholgist re-evaluated him for admission to a local private school.  His full scale IQ was now 110 (a 27 point gain) and he had no significant memory problems.  He wants to continue attending therapy during the school year until he scores 2 years above his grade level in academic subjects.