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For the Smart Struggling Neurodivergent, Right Brain or Kinesthetic 4th, 5th, or 6th Grader, How Parents Can Make The Difference

For the Smart Struggling Neurodivergent, Right Brain or Kinesthetic 4th, 5th, or 6th Grader, How Parents Can Make The Difference

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The neurodivergent, right brain or kinesthetic learner in 4th, 5th and 6th grades missed critical time in school during the pandemic.  They often struggle with reading fluency, reading comprehension, math word problems, processing issues and may struggle with anxiety and frustration.  

This blog post focuses on the significant risks and opportunities for smart kids who learn differently, the key strengths and challenges of the neurodivergent, right brain or kinesthetic learner, examples of our successes and the pivotal role parents play.  

If you would like to discuss how to help your child succeed, you can either

call us at 561-361-7495 or schedule a call at “Let’s Discuss How to Help Your Child Succeed”

9 key points we wish to stress are:
  • Many smart struggling students are neurodivergent, right brain or kinesthetic learners.  These are the kids who learn best when they see and experience information.  They are often a lot smarter than present results would indicate.  They often have a sea of strengths and challenges.  Most school based and outside interventions fail to recognize and capitalize on these strengths and the need to engage the student in the learning process.  You can access our no cost screening tool at                                              

Is My Child a Neurodivergent, Right Brain or Kinesthetic Learner?

  • There is a significant risk that things will get worse.
  • These students can do far better with an integrated, engaging and effective system that significantly improves reading fluency, reading comprehension, math skills, attention, executive function skills, and confidence, while reducing anxiety.  We have found it important to:
    • Tailor solutions to meet the student’s needs
    • Leverage their strengths and engage them in the learning process
    • Identify and addresses their challenges
    • Lower their anxiety and boost their self-esteem
    • Helps parents to secure the help the schools can provide
    • Helps the parents to be more effective coaches and advocates for their child
  • Psycho-educational testing by itself is valuable, but the benefits are much greater when it leads to a transformational program that allows your child to make significant progress.
  • For those students with dyslexia, a dyslexia treatment is often recommended.  The Science of Reading, that focuses on improving reading fluency, may be an integral part of the solution, but most of these programs are not designed to improve:
    • Vocabulary and reading comprehension
    • Math and writing skills
    • Attention, working memory and processing speed — executive function skills
    • Your parenting skills

At 3D Learner, we address dyslexia and reading fluency issues with the UFLI Program ®, a dyslexia intervention developed by the University of Florida Learning Institute.  It is an excellent option, that allows us to tailor a solution to meet your child’s specific needs.

  • For those students with ADHD, Attention Deficit Disorder, ADHD medication is often recommended.  We use the Interactive Metronome ® to improve attention.  This can either be used to complement medication or as a stand alone offering.  Our students have done very well with the Interactive Metronome, that has several unique benefits:
    • It builds neural connections in the brain, that are still there years later.
    • It works all day, so you do not have the problem of your child having difficulty paying attention when doing homework, because the medication has worn off.
    • It also improves handwriting, reading and math fluency, sports skills and impulse control.

Note, the Interactive Metronome produces very different results, depending on the provider.  We have used it for over 24 years with excellent results.

  • If your child is a neurodivergent, right brain or kinesthetic learner, it is up to you to find the solution that can help your child be all they can be.
  • 3D Learner has helped thousands of neurodivergent, right brain and kinesthetic learners to make significant gains in months.

If you would like to discuss how to help your child succeed, you can either

call us at 561-361-7495 or schedule a call at “Let’s Discuss How to Help Your Child Succeed”

One mom commented, “How is it you know my child better after less than 10 minutes than people who have taught him for years?. Our response, “That is our focus, helping kids who learn differently succeed.”

Her son gained 3 years in his reading comprehension is less than a year.  His teacher said, “Tyler made more progress in a year than any child I have had in 27 years of teaching”.


Specific challenges may include some of the following

  • Reading fluency and reading comprehension.  Reading comprehension gaps often widen and start to impact math, social studies and science,
  • Writing.  Handwriting may be an issue, but putting their thoughts on paper is almost always an issue
  • Math.  Some are good at arithmetic, but math word problems are often a nightmare
  • Processing skills.  They often have an excellent memory for what they have seen and experienced, but have great difficulty remembering what they heard or read
  • Attention.  They can often hyper-focus on video games or something they like, but they often have great difficulty paying attention to that which is boring or frustrating
  • Visual processing.  The neurodivergent, right brain or kinesthetic learner often has good peripheral vision, that is seeing the world around them.  Their challenges often include skipping words and lines when reading, missing signs when doing math problems and with handwriting and misaligning their math work, that results in mistakes
  • Anxiety, frustration and lack of confidence.  These have always been a problem for many kids, but these issues are more common and more significant with this group in this post pandemic era.
  • In some cases, being rebellious. These students often are in fight or flight mode and sometimes the relationship with their parents are really strained.

There is a risk that academic, frustration and anxiety issues will worsen, as the work gets harder and hormones kick in. 

As parents, there are several key points to recognize:

  • School programs and accommodations can help, but they rarely help a neurodivergent, right brain or kinesthetic learner come near their potential
  • If your child learns differently, they may have the potential to do far better within months
  • If you would like to discuss how to help your child succeed, you can either

call us at 561-361-7495 or schedule a call at “Let’s Discuss How to Help Your Child Succeed”

 

The Rebellious Baseball Player who was a Neurodivergent Learner

Alan seemed like a normal kid, until you realize that he had been suspended twice by his school.  His parents complained that he did not read much, he was at times confrontational and even though he liked baseball and was good at it, he often had games where he was off.

They were also upset that despite an above average IQ, he was now in classes with a lot of kids who were struggling academically and were not a good influence on Alan.  A therapist referred the parents to 3D Learner.  

The parents were aware of the emotional control issues.   They were not aware of how far behind their son was, that it could get worse and that there was a significant opportunity for growth.

Alan was not interested in school, but his ears perked up when we told him we could improve his baseball skills.  His assessment showed:

  • His reading comprehension was four years below grade level
  • He had difficulty paying attention, but the real issue was his impulsive behavior.  When he tried to match a beat and he was off, he got frustrated and at times angry.  He shared that this anger and impulsivity happened in a number of settings – including the two where he was suspended
  • He skipped words and lines when reading and read very slowly
  • He learned best when he saw and experienced information

The goals we all agreed to where to:

  • Improve his reading comprehension 3 grade levels in 6 months
  • Behave well in school, even when he was frustrated
  • Get out of remedial reading for 7th grade and to be in classes with his friends
  • Increase his reading speed from 110 to 200 words per minute
  • Increase his batting average from 263 to 350 
  • Increase the number of home runs from 1 to 5
  • Work respectfully with his parents and to have a nonverbal cue, when he felt himself losing it

The actual results were:

  • He improved his reading comprehension 4 grade levels in 4 months
  • His behavior was far better at home and in school
  • He improved his reading speed to 206 words per minute
  • He did get into regular English classes and got a B in English
  • His batting average improved from 263 to 403, which was the highest on his team
  • He hit 10 home runs that spring and it led the league

A few of the keys to his success:

  • His parents saw the potential, were committed to his success and really liked that we could improve his academic, his behavior and his baseball skills.  We are always looking for a hook to engage students.
  • We taught him how to pause when he was frustrated
  • Our hands-on program engaged him and he learned how to visualize what he read
  • We improved his attention using the Interactive Metronome ® and showed him how to stay calm, even when he made mistakes
  • We improved his visual tracking
  • He saw changes within weeks in his reading, his behavior and his baseball performance

 

The More Typical Neurodivergent, Right Brain or Kinesthetic Learner

Ben could put together Legos for hours, had an incredible visual memory, but in 5th grade, his comprehension was two years below grade level, he often lost focus and he avoided reading.  Note, if you only read at 110 words per minute, you might avoid reading too.  Ben also suffered from anxiety challenges.

His parents saw an article with this graph that showed that secondary school students with learning disabilities often fall 3 to 4.9 years below grade level and some fall even further behind.

We assessed Ben and it confirmed:

  • A significant anxiety challenge — his heart rate jumped to 142 beats per minute when we just mentioned taking an English Language Assessment
  • He did lose focus
  • His reading comprehension was two years below grade level
  • He clearly learned differently and was a neurodivergent learner and very creative.  
  • He was motivated to succeed

The goals we set were to:

  • Improve his comprehension 3 grade levels in 6 months
  • Decrease the time it took to get homework time from 2.5 to 1.5 hours
  • Have him stay calm

The results with Ben were good:

He improved his reading comprehension 3 grade levels in 4 months.

  • He decreased his homework time to 1.25 hours
  • He was much calmer

Even better, Ben wound up reading 4 long books over the next 3 months and went on to win an award as the best reader in his middle school.

 

Smart Neurodivergent Students

Alexa’s mom was really frustrated.  Alexa had a 118 IQ, well above average.  Alexa’s reading was at the 48th percentile and she was very shy and afraid to ask questions.

Mom had asked the principal what she could do, and the principal suggested there was no need to do anything, he then added, “Someone has to be average”.

Mom became a Mom on a Mission.

She heard us speak on GOLD Students — Gifted Operating with a Learning Difference.  We focus on the student’s gifts and when we do, many neurodivergent, right brain and kinesthetic learners do far better.

Our assessment confirmed that Alexa both learned differently and was on grade level for reading comprehension.  It also showed she lost focus and skipped words and lines when reading.

The goals were to:

  • Significantly improve her attention and visual processing
  • Get Alexa to ask 3 questions a day the first month, 4 a day the second month and 5 a day the third month
  • To improve her performance on the SAT from the 48th to the 85th percentile

The results were Alexa:

  • Made significant improvements in her attention and visual processing
  • Asked 4 questions a day the first month, 8 questions a day the second month and we stopped counting
  • Improved her reading comprehension from the 48th to the 95th percentile
  • Became an extrovert and was a leader in the band in high school

7 Important Things to Consider About a Neurodivergent, Right Brain or Kinesthetic Learner in this Post Pandemic Period

  • Too often the neurodivergent, right brain or kinesthetic learner’s strengths and either not identified or the solutions do not capitalize on their strengths
  • Capitalizing on their strengths is often a key to improving their attitude and lowering their anxiety
  • The learning gaps are more significant than ever, the gaps often widen and schools rarely close the gap
  • Reading fluency and reading comprehension may both often issues and you want to address 
  • Executive function challenges (i.e. attention, working memory and processing speed) need to be both identified and improved 
  • Visual processing is often an issue
  • It takes informed, empowered and proactive parents to make the difference

If you would like to discuss how to help your child succeed, you can either

call us at 561-361-7495 or schedule a call at “Let’s Discuss How to Help Your Child Succeed”

Note, it is often up to parents to put their neurodivergent, right brain or kinesthetic learner on their Pathway from Stress to Outrageous Success
For the Neurodivergent Learner who may have Executive Function Challenges, Dyslexia and/or Auditory or Visual Processing Issues, An Assessment for Disabilities and an Assessment for Success Are Often Both Needed

For the Neurodivergent Learner who may have Executive Function Challenges, Dyslexia and/or Auditory or Visual Processing Issues, An Assessment for Disabilities and an Assessment for Success Are Often Both Needed

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In our first article on” Getting it Right for Your Child”, we discussed several key points:

  • Reading fluency and reading comprehension gaps are often significant — especially for the right brain, kinesthetic or neurodivergent learner, who learns best when they see and experience information.  Note, understanding math and anxiety are often issues for these students, too.
  • These gaps often widen over time.  A student who is 2 years below grade level in reading comprehension in 4th grade may be 3 or 4 years below grade level by the time they enter high school.
  • The upside potential is often far greater than parents realize.  We have seen students we help improve their reading fluency dramatically and improve their reading comprehension by 2, 3 or even 4 grade levels within months.
  • Anxiety and frustration are bigger problems than at any point.  In this post pandemic period, more kids are anxious and frustrated, as they missed the foundation skills needed for success. When a child is anxious, they cannot learn; they are constantly doubting what they can do.

In recent discussions with teachers and other professionals and based on our own experience, 4th and 5th graders are especially at great risk, because they missed the key foundational skills needed for success due to school disruptions during COVID, during these critical early years of schooling.

  • Parents play a vital role in this equation.  The right brain, kinesthetic or neurodivergent learner often has a unique set of strengths and challenges that will require a tailored approach for the child to reach his or her full potential.

In this blog post, we will discuss the benefits of both assessing for a disability and assessing for success.  Many parents call us after they have had a psychoeducational assessment done by an outside professional.  This is an excellent time to leverage your investment by finding the right intervention to help your child succeed.

We offer a no cost consult you can access by calling us at 561-361-7495

 

Parents Play a Critical Role in Getting the Right Assessments and Interventions, Especially for the Right Brain, Kinesthetic or Neurodivergent Child

 

Getting a diagnosis for a “disability” is often critical for several reasons:

  • Public and charter schools require a student to have an identified disability before a student can qualify for special education services. This is sometimes hard for parents to hear. They fear their child will be labeled- when in reality, they learn differently- are smart- but the system is not set up to help kids like this, especially when there is often more than one issue that needs to be addressed.
  • As a Mom and an Educator, the emotional turmoil my kids experienced was the deciding factor that WE, AS PARENTS, needed to do something different! We needed to take the lead in finding what our kids were good at as well as find the professionals that understood and connected with them. Just getting a person that had specific training in a specific kind of program did not work.  WE HEAR THIS ALL THE TIME FROM PARENTS. It is vital to understand the whole child and work together as a team.
  • Voucher programs, like the Florida Empowerment Scholarship for Unique Abilities, require a student to have a specific qualifying disability before a private or homeschool child can qualify for this program that can be worth $10000 or more for a student per year.
  • All schools require a qualifying disability to get accommodations. We can help you understand the process and how to best maneuver through it to get the help your child needs. It is important to remember that schools cannot always handle multiple issues: especially processing issues.

Too often schools delay the evaluation process.  They frequently say they must complete the Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS) process before they will evaluate a child.  Here is a link to a blog post that discusses how RTI cannot be used to delay or deny an evaluation and a sample letter to expedite the process.

Our single biggest mistake with our own kids was not recognizing that they were both right brain, kinesthetic and neurodivergent learners who learned best when they saw and experienced information.  Too often assessments do not recognize these strengths.  The good news is that more and more private psychoeducational evaluations are identifying these strengths.

The three reasons it is important to identify if your child is a right brain, kinesthetic or neurodivergent learner are that these students::

  • Often struggle for years, because their strengths are not leveraged
  • Can often make far greater gains, when their strengths are leveraged
  • It may make you a far more effective coach and advocate for your child

To help you understand if your child is a right brain, kinesthetic or neurodivergent learner, download our screening tool.  We recommend you complete this with your child — some of their answers may surprise you.

 

Discovering your child is a right brain, kinesthetic or neurodivergent learner is often the critical first step to unlock your child’s potential.  If you find your child is a right brain, kinesthetic or neurodivergent child who learns differently and you want to discuss a strength-based approach to help your child succeed in months, give us a call at 561-361-7495

 

Common Challenges for Right Brain, Kinesthetic or Neurodivgent Learners

The neurodivergent learner often has challenges with executive function issues, dyslexia,  auditory/visual processing difficulties and/or anxiety. 

The right assessment can identify specific strengths and cognitive weaknesses
allowing for tailored interventions and support.

For individuals with executive function challenges, an assessment may include tasks that evaluate working memory, processing speed, planning and attention. This can help educators and support professionals understand the specific areas where the individual may need assistance.  We use the Mindprint Assessment ® developed by the University of Pennsylvania that identifies executive function strengths and challenges.

For 25 years, we have used the Interactive Metronome ® to assess and address attention issues.  This assessment often allows both parents to see the attention challenge in action.  The Interactive Metronome is an excellent tool to improve attention and it also reduces impulsivity and hyperactivity and improves handwriting, sports performance and math and reading fluency.

At 3D Learner, we use the Core Assessment from the UFLI ® program to assess for dyslexia and identify specific strengths and challenges.  This program was developed by the University of Florida Literacy Institute and was based on the Orton Gillingham model.  This assessment allows us to tailor a treatment to the specific issues a child has.

In the case of auditory or visual processing issues, assessments may focus on tasks that assess how well an individual processes and interprets auditory or visual information. Understanding these challenges can guide the development of strategies and accommodations to support learning.  We use a Visagraph ® that shows how the student’s eyes track when reading.  Here is a link to a video that shows how a student’s eyes tracked before and after the intervention.

 

The 3D Learner Assessment Results in a Tailored Solution


At 3D Learner, our goal is to help a student to achieve significant gains in months.  All the tools we use have proven to be valuable in tailoring a solution to meet a student’s needs.  After we do an assessment, we then review the results and if appropriate agree on specific goals and a plan to help your child to make significant gains in months.  This works

 especially well for the right brain, kinesthetic or neurodivergent child who learns differently,  Note, we can also tailor a program for students with executive function, attention, visual processing and/or math challenges.

We offer a no cost consult you can access by calling us at 561-361-7495
Note, the right brain, kinesthetic or neurodivergent child often has dyslexia, ADHD and other executive function challenges.  What is missing is that these students often learn differently and have visual processing issues.  We strongly recommend leveraging these two tools to screen to see if your child:

Again, we recommend doing these assessments with your child, as their answers may surprise you.

 

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