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
- Individual program design targeting the neurobiological framework for each client
- Utilization of qEEG brain map analysis for corroboration with guided therapeutic plans and progress comparisons
- Use qEEG data to address patterns of under- or over-communication frequently seen in clients experiencing learning differences, working to calm overactive areas and build underactive areas
- Increase communication between the left and right hemispheres to integrate logic and gestalt concepts, supporting word reading and comprehension, along with math computation and reasoning
- Address neurological organization through auditory and visual sequential processing work, working memory skills, processing speed, and retrieval abilities
- Address visual abilities, including sustained visual pursuits, visual constancy, and visual figure ground
- Address Early Reflex Integration and other primitive brain functions through specified movement activities and patterns
- Address the neurological system’s organization through assessment of the dominant hemisphere and hemispheric specialization
- Incorporate modifications for academic output to reduce reliance on fine motor abilities for the accuracy of responses
- Positive interpersonal behavioral model of care to address behavioral challenges
- Pre-teach all expectations during neutral moments
- Develop the mind-body connection to maintain self-regulation abilities
- Increase awareness of emotions and their relationship to thoughts and behaviors to increase self-regulation abilities
- Teach self-referencing, distress tolerance, and mindfulness skills
- Frequent engagement in cardiovascular and cross-lateral movement to promote new neuronal growth and interhemispheric communication
- Teach academic skills through a multi-sensory approach and address any underlying visual or auditory processing challenges
- Address social and relational challenges through structured peer interaction, social skills groups, and mentoring opportunities
- Frequent opportunities for vestibular input and stimulation, in addition to flexible seating options
- Address physiological barriers that impact overall brain health and central nervous system organization
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:
- Attention-deficit/hyperactivity disorder (ADHD)
- Reading comprehension deficits
- Dyslexia
- Dyscalculia
- Dysgraphia
- Dyspraxia
- Speech delays
- Sensory processing disorder
- Autism spectrum disorder
- Intellectual and developmental delays
- Mood disorders
- Generalized anxiety disorder (GAD)
- Post-traumatic stress disorder (PTSD)
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.
Scientifically-Sound Approaches Delivered in Safe, Loving Environments.