Posts Tagged ‘APD’

Is ADD a Condition or a Symptom?

Tuesday, June 1st, 2010

There was an interesting article in the New York Times today about the controversial Quotient machine that uses an exercise based on a repetitive boring task as a way of measuring focus.  Clinicians are using this equipment to measure the impact of a drug while they are still in the office to avoid the normal dose and drug experimentation. 

The article, titled “Seeking an Objective Test for Attention Disorder,” points out that finding a bio-marker is the Holy Grail of ADD and ADHD science.  It pokes fun at the current ADD testing which most heavily relies on parent feedback.  But the article also has a cynical tone towards the Quotient test as it is no narrow.

We think the real question here is — is ADD or ADHD a condition or a symptom of a learning or other issue?  We think ADD and ADHD are best thought of as symptoms, like a high temperature is a sign of sickness.

And so while measuring the level of inattentiveness may be useful –thermometers are useful — it doesn’t really help define causes. 

In our world of auditory processing disorder and language deficits, inattentiveness is common.  Children drift off in class because the world is coming at them too quickly.  Sure, the teacher will observe ADD in this case, but in this case, were there is CAPD there are interventions like Fast ForWord software can help.  For ADD due to auditory processing disorder drugs are not the best choice.  

Therefore we believe the concept of an ADD or ADHD biomarker is scary.  It may help clinicians move off the idea that the first interventions should be focused on the causes.  Here is the New York Times article.         

http://www.nytimes.com/2010/06/01/health/01attention.html?ref=todayspaper

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New Gemm video challenges NY Times Rosie O’Donnell Story

Friday, May 7th, 2010

The NY Times article about Rosie O’Donnell and her son who is diagnosed with auditory processing disorder has created a lot of chatter in our world of learning.  The theme of the article is that auditory processing disorders need to be coped with, worked around, that they stay with you for life.

Then how do you explain this video?

http://www.youtube.com/watch?v=9a8aqiKb0xw

This a child who came to Gemm Learning with APD, auditory processing disorder.  While it is a compelling video, it is not at all unusual for us.  For Blaise, his APD is gone and he is going from strength to strength.  His brain was changed by Fast ForWord.

The quote in the Rosie O’Donnell story that got me was this one:

“It definitely affected his whole world,” she said of her son. “Not just learning. It cuts them off from society, from interactions.”

Such a bleak picture, particularly as a life sentence that needs constant vigilance as learning needs change as a student ages.  But Dr Norman Doidge, now famous (again, in our circles!) author of The Brain That Changes Itself has his own quote:

“Brian plasticity is the single most important scientific discovery of the last 50 years.”

In other words we now know with a certainty, that learning patterns and pathways are NOT hard wired like a computer.   They are more like muscle, that can be changed and strengthened. 

Ironically, auditory processing is not only not fixed, it is actually one of the brain function where there has been the most scientific progress, mostly because it can be isolated and will respond to sound-based exercise like Fast ForWord.  In Blaise’s case the changes Fast ForWord made have been life changing. 

For more videos on Fast ForWord and learning and reading, click this link:

http://www.gemmlearning.com/video_testimonials_fast_forword.php

Here is a link to the original article.

http://well.blogs.nytimes.com/

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Rosie O’Donnell’s Child CAPD Article

Tuesday, April 27th, 2010

A strange article in the New York Times today about auditory processing. 

It was an article about Rosie O’Donnell’s son and his struggle with auditory processing disorder.  It does portray her as a wonderful advocate for her struggling child and apparently with good results, but to describe auditory processing in the headline as “little known” is just plain wrong. 

And for an article about learning in the Science section of the NY Times not to mention brain plasticity or any of the “new” (last 15 years!!)  interventions –Tomatis based listening programs, and Fast ForWord for instance —  is certainly puzzling. 

This article reminds firms like Gemm Learning that are trying to make neuroscience based interventions easy to use and mainstream that we are not there yet.  The idea that learning is not fixed, that the brain is plastic and capable of dramatic change if exercised appropriately, remains one the greatest discoveries and yet unknown scientific discoveries of the last 50 years.

Here’s a link to the article and video:

http://well.blogs.nytimes.com/

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Fast ForWord Is Much More Than A Computer Game

Tuesday, April 6th, 2010

Galaxy Goal JugglingHere is a very relevant and practical comment from a Speech and Language Therapist (and a qualified Audiologist) on her experience of using Fast ForWord with people with auditory processing difficulties from our friends at Neuron Learning in the UK.

 It matches our experience at Gemm Learning of using Fast ForWord to improve auditory processing.

” Fast ForWord trainings were purposely developed to minimize novelty and amusement. That is a crucial aspect of the training. The goal is to train the auditory system with auditory stimuli that requires vigilance and attention, the same skills as are required when listening, reading and writing. A major fault in many “educational” computer programs overall, is that they are really eductainment, with so much novelty and lengthy reinforcements, that the child expects to be entertained, and this is what happens.I might add that I would do Fast ForWord with individuals through the teen years, and even into their twenties, but have recommended Brain Fitness to adults, usually ages 30 and older, WHEN their profile of APD and their functional needs warranted such. That is, I make careful clinical decisions about whom I recommend for Fast ForWord, which is applicable to adults, or when I recommend Brain Fitness. Many factors go into my recommendations for one or the other. Yet, I very much favor use of Fast ForWord training for even young adults, and particularly if they are still involved in an educational program (i.e, graduate school, medical school, career school, etc.).”

There are on-screen reinforcements, brief and cute, the trainee earns points, and ALL trainees should have a reinforcement program in which something is “earned” for having trained. This was part of the original research and is done so that the limbic system is involved, a major factor involved in learning, proven in research. All this is part of the training and the provider with whom you work will explain all.

It works well! I have put thousands through the training with great success. Our society has led children and adolescents to think that everything is “novel” and exciting, and while some of education is, the need for immediate reinforcement and novelty greatly impairs one’s ability to develop vigilance and attention. The fact that Fast ForWord does not offer such is one of its greatest strengths, yet with the right approach, even though there may be some tedium, the outcomes are worth it.

 

Good Advice

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TV News: Fast ForWord Changes A Life

Monday, March 15th, 2010

Helps Child Get To Top Of Class

Here is a great TV news shows segment showing how Fast ForWord has helped a student improve his processing abilities to become top in his class!

Dr Martha Burns explains how the program works to improve memory, attention, processing speeds and sequencing skills.

The commentary shows the impact on APD (auditory processing disorder) related issues alongside other study aspects. The programs help children be confident socially as well as in the classroom, enjoy school and achieve good academic results.

Click on this link to see the video:

http://au.tv.yahoo.com/sunrise/video/-/18558693/

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