Case Study: Georgia Connects the Dots

Language Issues Early, APD Diagnosed Later

When Georgia was 4 ½ years old, her mother grew concerned. As she prepared Georgia for school, she noticed that her daughter had a limited vocabulary and struggled to remember things. Their pediatrician didn’t seem worried and suggested that the school would test her if needed.

In kindergarten, the school identified language and fine motor delays, which led to speech and occupational therapy. But Georgia’s mom felt there was a bigger picture. She spent hours researching her daughter’s concerns and determined they were in line with symptoms of APD, dyspraxia, dysgraphia, and possibly dyscalculia.

An official diagnosis would come much later.

In addition to academic challenges, Georgia was beginning to feel the social effects. The lack of higher-level language skills led to misunderstandings with peers and difficulty explaining situations to supervisors.

As her friends began \communicating at a higher level, Georgia became quieter. She was reluctant to go to new places or be around new people and situations she could not predict.

Her mother explained, “Her world, in a way, was becoming so small.”

With Gemm Learning – Crying to Start, Finished Strong

“Without a doubt, Fast ForWord is the breakthrough tool I was looking for.” Georgia’s Mother

Georgia’s family discovered Fast ForWord and believed the program would address their daughter’s core issues: sequencing, working memory, processing speed, and comprehension.

At the beginning of Georgia’s program, there was a lot of crying, frustration, and frequent calls to staff at Gemm Learning for coaching and strategies.

Her mother explains that the first thirty days were the hardest, but they encouraged Georgia, because they knew it would help her.

Over time, the program became part of her routine, and by around three months, her parents noticed the first changes.

Results – Learning and Social Breakthroughs

It started with what they describe as a much greater awareness. Georgia began reading road signs, billboards, and menus and comprehending their meanings.

Words were now being spoken aloud with confidence. Her parents began to see Georgia connecting the dots, and the changes just snowballed from there.

At six months, Georgia could be given an assignment, focus on it, and recall the information covered. Therapists had tried helping her working memory for years, without success. Now she knows her phone number and address, and is doing much better with directions.

Learning and Social Confidence “Through The Roof”

Currently in 5th grade, Georgia’s confidence is “through the roof.” She’s using higher-level language and comprehends better, both when reading and listening. She participates more in conversations with peers and is able to follow along, ask questions, and change
topics with no noticeable difficulty.

Her mother attributes all of these changes to the program. She also credits the program management staff with always being available to provide strategies, advice, or even a friendly ear when frustrations arose.

Her advice to other parents who are considering or just starting the program: “You just have to stick with it. It works. It works.”