Success Stories:
Learning Differences

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Overcoming Challenges Together

Identifying the right combination of therapies and learning methods, and then putting them into daily practice, creates opportunities for success.

Learning Differences

Name: David
Age:
9
Diagnosis: Unspecified Attention-Deficit/Hyperactivity Disorder

Functional Challenges: David entered Jacob's Ladder having difficulty identifying and expressing the full range of emotionality. He displayed low confidence within social academic settings due to challenges with attention and focus, visual tracking and near point/far point accommodations.

Through our extensive evaluation, including a qEEG brain map, we found the areas of David’s brain where communication flow was lacking (hypo-coherence) or where communication flow was locked and/or was overly used (hyper-coherence).

His individualized Model of Care was designed to support the top 10 regions of David’s brain that were under-utilized, and the top 10 that were over-utilized to normalize neural connections. David’s goals upon starting his program:

Goal #1: Manage anxiety related to self-perceived failures

Goal #2: Embrace emotionality and maintain emotional wellbeing

Goal #3: Maintain focus and attention

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“When you have things that are not connecting, it affects a child on every level from throwing a baseball to completing homework. I feel I lost a lot of time with my son pushing him, now I’m grateful I just get to be his mom. We have discovered some of his strengths we would have never discovered without Jacob’s Ladder. We were so thankful to send our child to a place where he is believed in, loved for who he is, and is constantly told how smart he is.”

​- David's Parents

David's Program and Functional Gains

Over six months, David worked with his teachers using proper educational and intervention strategies to directly address the root cause of his challenges: the midbrain feeding up to the frontal lobe, which is responsible for attention and focus. In an environment of safety and acceptance, he learned to use Self-Regulation Strategy (SRI) and the Zones of Regulation curriculum, identifying and managing his emotional state. He began to self-advocate to help achieve his goals and gained confidence in his abilities and interpersonal connections.

David's Start at Jacob's Ladder

  1. Challenges identifying and expressing the full range of emotionality.

  2. Low confidence within social academic setting due to challenges with visual tracking and near point/far point accommodation.

  3. Lack of educational/intervention strategies that directly addressed the root cause of the midbrain feeding up to the frontal lobe, which is responsible for attention and focus.

David: Six Months Later

  1. Has become proficient with utilizing Zones of Regulation curriculum to identify current emotional state and knows what tools to utilize. Benefits greatly from learned self-talk skills (Inner Coach versus Inner Critic).

  2. Eagerness to participate in classroom academics and often volunteers to read and complete math problems in front of peers.

  3. Showing progress in ability to self-advocate for wants/needs that would assist in focus (flexible seating, reset tools, etc), as well as progress in his ability to appropriately accept limits (schedule, first/then).

David's Brain Improvement

David developed proper connections between affected areas in his brain, and experienced immense gains in his emotional, behavioral, and relational functioning. Connection improvements seen in his follow up qEEG brain map are shown below.

Communication flow within David's Inferior Frontal/Prefrontal Gyrus was lacking by -4.39 standard deviations from a normalized connection.

Through David's individualized Model of Care, activities were implemented that improved his communication flow to -1.23 standard deviations from a normalized connection.

David-Hypo-Coherence

Communication flow between David's Somatosensory Cortex and Temporal Lobe was locked and/or overly-used by +3.83 standard deviations from a normalized connection.

Through David's individualized Model of Care, activities were implemented that improved his communication flow to +1.94 standard deviations from a normalized connection.

David-Hyper-Coherence

Areas of Focus

Inferior Frontal/Prefrontal Gyrus – Part of Broca’s Area (Left)
  • Verbal language functions – Broca’s Area
  • Mirror neurons and imitation of social interactions
  • Deductive reasoning
Inferior-Frontal-Prefrontal-–-Part-of-Broca’s-Area
Somatosensory Cortex (Right)
  • Sensorimotor integration
  • Mapping of sensory input – homunculus
Primary-Somatosensory-Cortex
Temporal Lobe (Right)
  • Auditory working memory, perception, and processing
  • Comparing present input with past experiences
  • Episodic memory (remembering events) and declarative memory (remembering facts)
  • Detection and understanding of non-verbal aspects of language: emotional tone in voices (happy vs. angry) and nonverbal sounds

 

Temporal-Lobe

Find out how Jacob's Ladder helps children with learning differences maximize their potential.

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Jacob's Ladder School & Therapy Centers
Roswell (Main Campus) & Atlanta (Buckhead)
407 Hardscrabble Road
Roswell, Georgia 30075

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