Case Study
How all of the parts come together successfully.
When I started seeing students at my office, one of the most common problems that parents reported was that their child needed constant help to complete their homework assignments. Many parents would have to sit with their child in order for them complete their schoolwork, often getting into heated arguments and becoming frustrated which often led to both the parents and child wanting to give up. In time, just the mention of homework to a parent evoked a sense of fear, anxiety, stress and a desire to run and hide.
An example of this was a seventh grader attending middle school. His mother reported that her son was struggling in school and was unable to do a lot of his schoolwork independently and needed constant assistance, which put a lot of strain on her son as well as his parents. His grades usually ranged between C and D and during parent conferences, his teachers would indicate to his parents that he was struggling to complete his classroom assignments.
The mother stated that she had been asking the school for help with her son since the second grade and every time they tested him, he tested within the average range. The school told the mother that they were unable to determine why her son was struggling in school. The tests did not indicate that there was any sign of a learning disability, and she was told that it could be attributed to a lack of attention or effort on her son’s part.
When I tested him using a language-based test, he scored approximately 3 years below his grade level. The tests that were given to him in school were not language-based tests but rather tested his knowledge and his intelligence which he scored in the average range. The language-based test revealed that he had the intelligence to learn but was significantly delayed in his understanding of the Language of Learning required for problem solving and critical thinking. This would and had greatly interfered with his ability to succeed independently in a language enriched environment as that found within a classroom and school setting.
After participating in the program for approximately three months, he began to make significant progress. He started to become more of an independent learner, able to complete entire assignments both at home and in school on his own. His parents no longer needed to stand over his shoulder to help or to make sure that he completed his homework. The stress level in the house was greatly reduced and the word homework no longer evoked any fear or anxiety.
We met twice per week for a period of about five months. Upon the completion of the program, he was consistently earning A’s and B’s in school. When his mother attended the next parent teacher conference, not one of his teachers reported that he was struggling in class.
An example of this was a seventh grader attending middle school. His mother reported that her son was struggling in school and was unable to do a lot of his schoolwork independently and needed constant assistance, which put a lot of strain on her son as well as his parents. His grades usually ranged between C and D and during parent conferences, his teachers would indicate to his parents that he was struggling to complete his classroom assignments.
The mother stated that she had been asking the school for help with her son since the second grade and every time they tested him, he tested within the average range. The school told the mother that they were unable to determine why her son was struggling in school. The tests did not indicate that there was any sign of a learning disability, and she was told that it could be attributed to a lack of attention or effort on her son’s part.
When I tested him using a language-based test, he scored approximately 3 years below his grade level. The tests that were given to him in school were not language-based tests but rather tested his knowledge and his intelligence which he scored in the average range. The language-based test revealed that he had the intelligence to learn but was significantly delayed in his understanding of the Language of Learning required for problem solving and critical thinking. This would and had greatly interfered with his ability to succeed independently in a language enriched environment as that found within a classroom and school setting.
After participating in the program for approximately three months, he began to make significant progress. He started to become more of an independent learner, able to complete entire assignments both at home and in school on his own. His parents no longer needed to stand over his shoulder to help or to make sure that he completed his homework. The stress level in the house was greatly reduced and the word homework no longer evoked any fear or anxiety.
We met twice per week for a period of about five months. Upon the completion of the program, he was consistently earning A’s and B’s in school. When his mother attended the next parent teacher conference, not one of his teachers reported that he was struggling in class.
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