DIAGNOSES

My Child is Struggling

“We thrive in the nuances – beyond the diagnosis, outside the diagnosis.”

Is your child struggling, and you don’t know why? We can help.

Nuance: a subtle difference in or shade of expression

The nuances are often so subtle that they can be overlooked or discounted. But that’s where we thrive— in the nuances. What does that mean? The myriad expressions of the challenges we support are due to a client’s genetics and environmental factors. Often, clients share specific attributes related to a challenge but fall outside a specific diagnosis. It’s these nuances that complicate effective treatment and intervention.

A whole-person, whole-brain approach seeks to understand the root cause of these difficulties by deeply looking into your child’s neurodevelopmental truths, physiology, emotional-behavioral-relational health, learning style, and social structure.

Because of our methodology and educational model, we can address any condition; slight variations in the brain paired with a client’s environment can create large deviations in physiological, physical, emotional/behavioral expression.

Does your child experience challenges with…

Current school or therapeutic placement
Grades or academic scores slipping
Emotional and behavioral regulation
Self-advocacy and esteem
Interpersonal relationship building
Reading and math
Retention of concepts
Attention and focus
Anxiety
Sensory needs

Jacob’s Ladder offers personalized programming for any challenge, even – and especially – ones that fall outside a diagnosis or are diagnosis-adjacent without a specific name. Our programming targets the client’s unique brain function with therapeutic plans to facilitate brain growth and healing.

We offer existing schools and their staff opportunities to train and integrate the Interpersonal Whole-Brain Model of Care® (IWBMC™) into their programs.
Participants train on our global therapeutic model and how to evaluate individual or whole classrooms of students. We welcome collaboration with other professionals, especially when our training and resources benefit students who are struggling.

How the IWBMC™ Supports
Unspecified or Complex Diagnoses

The IWBMC™ can be used as an effective tool within your child’s school or therapeutic placement, as an integrated part of their day
Individual program design targeting the neurobiological framework for each client
Target the root neurodevelopmental issues producing outward challenges, such as early reflex integration, cross-lateral abilities, and sequential processing
Utilization of qEEG brain map analysis for corroboration with guided care plans and progress comparisons
Use qEEG data to address patterns of under- or over-communication frequently seen in emotional-behavioral-relational disorders, working to calm overactive areas and boost underactive areas
Use of a collaborative approach with consistent Wraparound support between school and home, ensuring consistency of care
Address each client’s distinctive learning style through specific academic assessments and a whole-brain approach to education
Participation in a learning environment culture of Hope, Truth, and Love
- Hope: To embrace the possibility within ourselves and others
- Truth: To talk about and accept our own and others' strengths and weaknesses in an open, productive, kind, and fair manner
- Love: To treat ourselves and others with respect and maintain physical and emotional safety for everyone
Frequent engagement in cardiovascular and cross-lateral movement to promote new neuronal growth and communication within the brain
Target social and relational challenges through structured peer interaction, social skills groups, and mentoring opportunities
Positive interpersonal behavioral model of care to address behavioral challenges
Pre-teaching all expectations during neutral moments
Develop the mind-body connection to maintain self-regulation abilities
Increase awareness of emotions and their connection to thoughts and behaviors to increase self-regulation abilities
Teach self-referencing, distress tolerance, and mindfulness skills
The IWBMC™’s Trauma Support Model acknowledges histories of trauma, trauma’s maladaptive impacts on the brain, and a therapeutic way to transform the adverse effects of traumatic experiences
Incorporation of Cognitive and Dialectical behavior therapies (CBT/DBT)
Opportunities for Art, Recreational, and Animal-Assisted therapeutic activities
Address physiological barriers that impact overall brain health and central nervous system organization

Related Disorders

Nuanced challenges often present in various ways and can be accompanied by other diagnoses and complexities. Many clients with nuanced needs may also experience:

Program Environments at Jacob’s Ladder that Support Clients with Unspecified or Complex Diagnoses

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.

They are very good at letting him know that was a moment, and it doesn’t define who he is, but they still love him – they didn’t stop loving him because he acted out. The love is real, and it doesn’t just stop when you have a moment of acting out.

— Rachel P., Hope School Parent

Scientifically-Sound Approaches Delivered in Safe, Loving Environments.