DIAGNOSES

Learning Differences

Learning Differences and the IWBMC™

The Interpersonal Whole-Brain Model of Care® (IWBMC™) serves clients with various learning differences that impact their ability to learn through traditional means. The brain’s regions must communicate efficiently to take in, process, and synthesize academic concepts and material.

Therefore, understanding the underlying neurological deficits within these diagnoses is pivotal, as clients experiencing ongoing discouragement and perceived failure will only continue to struggle if their difficulties are not addressed from a brain-based, emotional-behavioral perspective. Clients with learning differences often experience challenges with:

  • Attention and focus
  • Auditory and visual processing
  • Critical thinking and problem-solving
  • Retention of academic concepts
  • Reading and math skills
  • Symbol recognition
  • Fine motor abilities
  • Emotional and behavioral regulation
  • Social skills

How the IWBMC™ Supports
Learning Differences

Related Disorders

The IWBMC™ serves clients experiencing learning differences who often struggle with retrieving, processing, and integrating academic concepts and other learning-related information. This can lead to anxiety surrounding academic performance, which can manifest as avoidance, limited motivation, decreased engagement, or—at times—refusal to complete academic tasks.

Because these difficulties also have far-reaching impacts on the clients’ self-esteem, confidence, and overall well-being, emotional-behavioral-relational challenges are often present concurringly.

Diagnoses may include:

Program Environments at Jacob’s Ladder that Support Learning Differences

Serving Pre-K - 12th

Serving Pre-K - 12th

Serving ages 16 and older

Our Person-Centered, Whole-Brain Approach

Evaluation & Assessment.

The IWBMC™ Evaluation considers seven domains and uses 1,300+ assessment metrics to analyze neurodevelopmental progression indicators – often the root of systemic challenges – combined with standardized academic assessments, clinical observation, family reporting, qEEG Analysis, and Nutritional and Physiological Consultation.

Individualized Plans.

The Interpersonal Whole-Brain Model of Care® (IWBMC™) acknowledges the complex interplay between brain health, efficiency, and organization – combined with clients’ physiological health and well-being, learning style, and emotional-behavioral-relational experiences – to develop an optimal, therapeutic path forward for each client.

Progress Tracking.

With AHAVA’s database of 4,000+ therapeutic activities, each individualized program is tailored to the client’s needs. Daily data tracking captures clients’ progress, allowing ongoing modification of programs to uphold the appropriate levels of intensity, frequency, and challenge point progression to create lasting, positive changes in the brain.

Learn About Our Approach With Learning Differences

We have seen him engage more academically. We are seeing him read longer and more complicated passages. We are seeing his self-esteem increase to a level we haven’t seen since before school.
— Diana H., Hope School Parent

Scientifically-Sound Approaches Delivered in Safe, Loving Environments.

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