"Edu-Therapeutics is a learning system
that is successful in remediating learning disabilities,
dyslexia, ADHD, and reading problems".
that is successful in remediating learning disabilities,
dyslexia, ADHD, and reading problems".
What is unique about EDU-Therapeutics?
Our specialized learning system focuses on developing memory, attention and learning strategies to provide the basis for resolving learning challenges. EDU-Therapeutics identifies the performance levels of each student and develops an individualized program to remove learning frustrations. Unlike conventional tutoring programs that emphasize practice and drill on academics, EDU-Therapeutics removes the learning barriers, creating new brain paths for efficient learning.
Our specialized learning system focuses on developing memory, attention and learning strategies to provide the basis for resolving learning challenges. EDU-Therapeutics identifies the performance levels of each student and develops an individualized program to remove learning frustrations. Unlike conventional tutoring programs that emphasize practice and drill on academics, EDU-Therapeutics removes the learning barriers, creating new brain paths for efficient learning.
Who Developed EDU-Therapeutics?
Dr. Smith is the author of "You Don’t Have to Be Dyslexic" and "Learning Victories." During her forty years in research and program development, she has focused on clarifying the attributes which constitute learning challenges and building the skills to increase attribute function. Her present studies are focusing on the interaction of diet and brain function and she has completed her training as a nutritional/therapeutic chef.
Dr. Smith is the author of "You Don’t Have to Be Dyslexic" and "Learning Victories." During her forty years in research and program development, she has focused on clarifying the attributes which constitute learning challenges and building the skills to increase attribute function. Her present studies are focusing on the interaction of diet and brain function and she has completed her training as a nutritional/therapeutic chef.
Joan M. Smith, Ed.D. is a licensed Educational Psychologist and Speech Pathologist in the state of California and a Diplomat, Board of Disability Analysts. She has been the director for Learning Time, Inc. a non-profit California 501 (C)(3) corporation since 1968 and has operated Melvin-Smith Learning Centers (1968-2005) and American Preparatory School (1970-1995). She is presently concentrating on providing consultation, assessment and certification training.
She has been successful in resolving learning issues concerning memory, attention and executive function skills. With this knowledge, Dr. Smith created the highly successful EDU-Therapeutics certification training program and materials.
How can you learn about EDU-T to resolve the various learning problems?
EDU-T is successful in remediating various learning problems. While all 10 of the current training programs are valuable and can build effective skills, some are more appropriate for particular learning issues. The following indicates how EDU-T addresses the various problems and the number of the training programs that are the most appropriate.
For Dyslexia
Understand the characteristics of dyslexia and learning attributes which create the disability (101), increase symbol memory with exercises to increase visual and auditory memory skills (106), eliminate possible reading issues related to delay in response time and attention issues (103), do distinct reading/spelling exrecises which increase word recognition, fluidity of reading and comprehension (109), and test for profiling and progress. (110).
For Reading Problems
Understand the attributes which are necessary for word recognition and comprehension (101), learn the brain-pathways which must be activitated for reading ease (102), eliminate possible reading issues related to attention and delay in response time (103), and if identified choose exrecises to increase attention (104), increase memory skills to build word recognition vocabulary (106), do reading/spelling exrecises to increase reading development (109), and test for profiling and progress (110),
For Learning Disabilities
Understanding the history of learning disabilities and identify the attributes required for learning (101), understand brain function and identify areas to stimulate for increased learning (102), improve nutrition to increase brain function (105), understand the impact of inattention, response time, and impulsivity on learning (103), institute exercises to increase attention (104), improve memory skills to support learning (106), Identify brain attributes, perception, sensory-motor and integrated learing skills (107), transition new skills to become independent functioning executive function skills (108), implement reading, spelling, and math skill techniques to resolve learning inefficiencies (109), and monitor profile changes through testing (110).
For ADD and ADHD
Understand the inter-relationship of learning attributes and impact on attention (101), develop an awareness of brain function and areas of importance for attention development (102), understand how attention develops and the types of attention issues which impact on learning (103), identify specific exercises to use to improve attention skills (104), improve eating habits by increasing important nuitrient consumption (105), integrate new learning skills for independent learing (108) and profile learning impact from attention disabilities and monitor progress (110).
For Dyslexia
Understand the characteristics of dyslexia and learning attributes which create the disability (101), increase symbol memory with exercises to increase visual and auditory memory skills (106), eliminate possible reading issues related to delay in response time and attention issues (103), do distinct reading/spelling exrecises which increase word recognition, fluidity of reading and comprehension (109), and test for profiling and progress. (110).
For Reading Problems
Understand the attributes which are necessary for word recognition and comprehension (101), learn the brain-pathways which must be activitated for reading ease (102), eliminate possible reading issues related to attention and delay in response time (103), and if identified choose exrecises to increase attention (104), increase memory skills to build word recognition vocabulary (106), do reading/spelling exrecises to increase reading development (109), and test for profiling and progress (110),
For Learning Disabilities
Understanding the history of learning disabilities and identify the attributes required for learning (101), understand brain function and identify areas to stimulate for increased learning (102), improve nutrition to increase brain function (105), understand the impact of inattention, response time, and impulsivity on learning (103), institute exercises to increase attention (104), improve memory skills to support learning (106), Identify brain attributes, perception, sensory-motor and integrated learing skills (107), transition new skills to become independent functioning executive function skills (108), implement reading, spelling, and math skill techniques to resolve learning inefficiencies (109), and monitor profile changes through testing (110).
For ADD and ADHD
Understand the inter-relationship of learning attributes and impact on attention (101), develop an awareness of brain function and areas of importance for attention development (102), understand how attention develops and the types of attention issues which impact on learning (103), identify specific exercises to use to improve attention skills (104), improve eating habits by increasing important nuitrient consumption (105), integrate new learning skills for independent learing (108) and profile learning impact from attention disabilities and monitor progress (110).
EDU-Therapeutics 14401 Roland Canyon Rd, Salinas, CA 93908 www.edu-therapeutics.com 831 484-0994