Our Programs
Language Comprehension by Visualization
Basis: Lindamood Bell Visualizing and Verbalizing
Comprehension is different from decoding. Some children can read but can’t seem to read between the lines, answer questions about what they read or sequence events. Difficulties seeing the whole or the big picture hinder them from understanding what they read. Many times this is noticed in children with Attention Deficit / Hyperactivity Disorder (ADHD), Autism Spectrum Disorder, Specific Language Disability (SLD) or other difficulties.
Our Language Comprehension program uses structured methods that encourage visualization for active reading. Verbalization of what they visualized shows their comprehension. Other comprehension exercises and simulation of school tests are integrated. This program improves comprehension, critical thinking, and expressive language skills.
Simultaneous Multisensory Instruction for Language
Basis: Slingerland Simultaneous Multisensory Instruction
The Simultaneous Multisensory approach is a supportive program that helps children with reading, writing and spelling. Direct, one-on-one teaching is done through involving the visual, auditory and kinesthetic-motor modalities. By linking these senses, children with Specific Language Disability (SLD) learn more effectively.
The instruction starts with the sound, sight and feel of single letters. Students are then taught to associate the sounds with the visuals for blending to spell words. Then they add prefixes and suffixes, write phrases, sentences, paragraphs and themes. Phonetic rules and language mechanics are also taught. In addition to reading strategies, students are aided to gain comprehension by using phrases to introduce vocabulary and concepts.
This approach encourages academic competence, effective work habits and self-discipline. Its philosophy is that prevention of mistakes, not correction, leads to academic success.
Simultaneous Multisensory Instruction for Math
Basis: Orton Gillingham Math with Manipulatives
The Orton-Gillingham Multisensory Math program understands that math is actively constructed by each learner. It provides experience with manipulatives, time for exploration and discussion. It teaches that the “right answer” is not always the goal. Tools such as graphic organizers and problem solving grids are introduced.
It is a one-on-one direct teaching program. The therapist models then leads the student through the steps. The use of verbalization can lead to self-correction which in turn builds confidence. The students are given many opportunities to succeed and gain mastery through repetition.
The goals are understanding, confidence and competence. Manipulatives are not the be-all to end-all in teaching mathematics. Since concept development cannot replace learning algorithms for computation, learners must have a strong command of computation to apply the concepts. By providing more opportunities for successful practice, the students have greater chances to develop specific skill mastery.
Executive Function Management
Basis: All Kinds of Minds/Schools Attuned by Dr. Mel Levine
All individuals learn best in a program that nurtures their strengths and provides strategies for working on areas of difficulty. Using comprehensive checklists and work analysis, trained EdLink specialists gather and analyze data to develop a management plan of strategies for these individuals.
The Executive Function Management process is a systematic way of determining the individual’s brain-based (neurodevelopmental) strengths and weaknesses that affect academic and professional performance. During the process, key areas of brain functions such as attention, memory, language, neuromotor, social cognition, temporal-sequential ordering, spatial ordering and higher order cognition may be analyzed. Once strengths and weaknesses have been identified, a management plan of strategies and interventions is provided for parents, therapists, tutors, and teachers to implement, or individuals to implement for themselves.
Executive Function Management can be applied to individuals with Management Difficulties, often noticed in those with Attention Deficit/Hyperactivity Disorder (ADHD) and other Learning Disabilities. It benefits those who have had significant difficulty with some aspects of learning. This program provides individuals with borders around their problems, power to use their strengths and more overall control of their academic and professional performance.
Social Cognition Program
Basis: Social Thinking® by Michelle Winner
Social Thinking® is a term that represents a coordinated teaching framework of curriculum, vocabulary, tools and strategies for individuals ages preschool to adults. This Social Cognition intervention involves helping individuals with challenges in initiation of communication, observance of cues, inferring from language, understanding perspective, getting the big picture and humor.
This intervention can be applied to persons with ADHD, ASD and related disabilities as well as those in mainstream classrooms and adults in vocational and professional settings.