Hardy Brain Camp Pilot 5 – November 2011
Boys and Girls Club of Greater Oxnard and Port Hueneme
Twenty students in grades 2 through 8 were selected by the Boys and Girls Club staff and teachers at the Rio Real Elementary School clubhouse because of observed difficulties with attention, learning and/or behavior. Students were pre- and post- tested using the Woodcock-Johnson and Stroop tests to measure reading fluency, math and processing speed and were rated by parents, teachers and Boys and Girls Club staff on 11 traits that impact school success.
The students trained for 20 sessions on the Hardy Brain Camp training program as well as had 20 sessions of “ball training”. The “ball training” program combined bouncing a small racket ball to the same metronome beat heard during the Hardy Brain Camp training along with recitation of the times tables.
The results so far show a dramatic increase in math post-test scores compared to math post-test scores from Pilot projects 1, 2 and 4.
In the one month of training (20 sessions) the students gained an average improvement of:
Reading improvement of 9.1 months
Math improvement of 7.7 months
Processing Speed improvement of 13.7 months (1 year and 3.7 months). Processing speed is the combination of thinking speed and decision-making speed.
If your child is struggling in class with paying attention, learning and working at grade level the Hardy programs can help. The Hardy Brain Camp program is not a tutoring program that just works on the teaching the information that your child isn’t learning in class. Hardy Brain Camp develops the communication in the brain that makes students successful, independent learners who can keep up with the information their teacher is teaching because their brain is processing the information quickly and they can absorb what is being taught without extra help. Contact us at 805-389-8144 to learn if we can help your child.
Hardy Brain Camp Pilot 2 – October 2010
California Lutheran University Study: Academic and Behavioral Improvements in 2nd- Through 8th-Grade Students in the Hardy Brain Camp Program at the Boys & Girls Clubs of Greater Oxnard and Port Hueneme, Rio School District and the United Boys & Girls Clubs of Santa Barbara County
The academic and behavioral performance of 54 students (grades 2-8) was studied before and after participation in the Hardy Brain Camp program. The students, who belonged to the Boys and Girls Club of Greater Oxnard and Port Hueneme and attended school in the Rio School District along with students who belonged to the United Boys & Girls Clubs of Santa Barbara, were selected by Boys and Girls Club Staff and Rio School District School Psychologists as those needing academic, attention, and behavior improvements.
The students in both groups were selected because of observed difficulties with learning, attention, organization, behavior, poor grades, listening, following directions, completing schoolwork, reading and/or math weaknesses. Some of the students were struggling in regular classrooms, some in Special-Education pull-out programs, some with Special Education one-to-one aides, some in full-day Special Education programs and some in programs for emotionally disturbed children. Some had no diagnosis and some had diagnoses of Learning Disabilities, ADD, ADHD, dyslexia, Central Auditory Processing Disorder, speech and language delay, dysgraphia, dyscalculia, Asperger’s Syndrome and autism. They all had severe difficulties that negatively impacted their ability to do well in school.
The students went through the Hardy Brain Camp program, which consisted of 20 sessions of 45 minutes using a proprietary training program designed by Sherrie Hardy to improve the millisecond timing of the brain. Improved millisecond timing has been shown to improve reading, math, thinking speed, attention, communication, and coordination.
Two standardized testing measurements were used to evaluate the students along with a Mathematics Performance Inventory. Twenty-two students were tested using the Woodcock-Johnson for Reading Fluency, Math, and Processing Speed. Thirty–two students were given the WISC Coding and Symbol Search to measure processing speed along with the Mathematics Performance Inventory.
The twenty-two students tested with the Woodcock-Johnson gained an average of:
* 9.1 months improvement in reading.
* 3.9 months improvement in math.
* 16 months (1.6 years) improvement in processing speed. This was the most significant outcome. Processing speed is the combination of thinking speed and decision-making speed. As students improve their processing speed they are able to think faster and absorb information more easily.
The thirty-two students who were tested with the WISC showed an average of:
* 10.9% improvement in processing speed in the WISC Coding measurement.
* 31.2% improvement in processing speed in the WISC Symbol Search.
The thirty-two students who were tested on the Mathematics Performance Inventory showed an average of:
* 2.9 months improvement in math.
The students also showed dramatic improvement in ratings from teachers, parents, and Boys and Girls Club counselors on the 11 academic and behavior traits for which they were rated. Remarkable improvements were made in academic performance, attitude, ability to process information, and ability to deal with the surrounding environment
Students showed an average improvement of:
* Ability to pay attention: 35.2% improvement
* Reading, math, spelling, and writing: 32.1% improvement
* Ability to organize and communicate ideas: 26.7% improvement
* Focus: 35.1% improvement
* Ability to finish work on time: 30.4% improvement
* Listening skills: 32.1% improvement
* Ability to manage frustration: 27.5% improvement
* Ability to finish work independently: 31.3% improvement
* Coordination and motor skills: 20.8% improvement
* Ability to work well with others: 25.4% improvement
* Self confidence: 30.5% improvement
Rio School District School Psychologist, William MacDonald, summed up the progress students made as “remarkable.” He said he has never seen this much progress so quickly with this population of students.
Principal of Rio Real Elementary School, Maria Hernandez, said the program “takes away the barriers and allows our students to experience academic success.”
Teaching students with ADHD becomes easier once certain systems are in place. Here are ideas to help create the system that works best for the teacher, student with ADHD and the rest of the class.
Planning your Day
1. Avoid Activities that Require the Class to Sit for Long Periods of Time
Many children with Attention Deficit and Hyperactivity Disorder have difficulty remaining seated for long periods of time. Other children do too.
a. Consider using activity centers. The assortment of activities provides multiple productive options for children with ADHD to direct their attention and efforts. It also gives students the opportunity to change places in the room instead of staying still at their desks.
b. Incorporate a variety of learning styles. Activities involving movement, drawing, making models can increase the interest level for some children and help them to stay tuned in to the activity for a longer period of time.
2. Academics in the Morning
Schedule the majority of the academic sit down work to the morning. Teaching students with ADHD in the afternoon, can be challenging. Take advantage of the morning when they are fresh and have a better chance at focusing and getting their work done.
Help Students Anticipate
1. Schedule on the board
Students with Attention Deficit and Hyperactivity Disorder will transition more easily when they can anticipate what is next. Write the daily schedule or class schedule on the board to help them transition and remind them of what is needed from them.
2. Pep talks
Teachers are the masters of anticipation. They are always thinking about what might go wrong in a lesson in order to make changes and avoid as many issues as possible. Use this talent to help children with Attention Deficit and Hyperactivity Disorder. Give these students short pep talks to help them avoid situations that could lead to problems. Tell them what you think the issue could be and give them suggestions to help steer clear.
Behavior Aids
1. Get to Know Students
Taking time to get to know the students, their family lives, their talents/hobbies and their likes/dislikes is the beginning of relationship building. It is important for all students to know the teacher cares about them and likes them. Because part of teaching students with ADHD involves correction and consequences, creating a positive relationship with students with Attention Deficit and Hyperactivity Disorder helps them to understand that you are trying to help.
2. Behavior Contract
A mutually agreed on behavior contract can be helpful. Start by choosing only one behavior to work on at a time. This provides a better opportunity for success and thus motivation to continue to work on other characteristics later. A colorful note taped to students’ desks serves to remind students with Attention Deficit and Hyperactivity Disorder of their objective. Catching them succeeding and reinforcing that behavior verbally is an important motivator.
3. Pre-Planned Alternatives
ADD and ADHD manifest themselves differently in each individual. Take time to observe the actions that most affect the class. Think about more appropriate alternatives and communicate these to the student. For example, if the child squirms in his seat, offer to have him stand by the counter to finish his work or lay down on a cushion in the back of the room.
Involve the Parents
1. Find out what “works” at home
When teaching students with ADHD, close communication with the family can be helpful. Find out from them what they use at home or what has worked well in other classroom situations.
2. Homework chart/notebook
Teaching students with ADHD accurately record the homework information is crucial. Parents can help if they don’t know what the assignment is. Create a homework chart or develop a homework notebook system. Students are responsible for writing down the information. Teachers can sign off at the end of class or the school day. Parents can sign off when the assignment is complete. This way everybody is clear.
Sean had problems paying attention and learning in school as well as behaving in large groups with his peers. Last spring he completed Hardy Brain Training program.
After completing the Hardy program, Sean’s parents shared: “In the past, we couldn’t even take Sean out where there was a large group of people. He would get over stimulated and start running around, kicking chairs and generally being disruptive. Recently, we tried again. We took him to hear a speaker at school. He sat there for the entire hour and stayed focused on the speaker.
The Rio School District Psychologist who tested Sean before and after the training explained: “He was previously unavailable for instruction. In fact when I tried to evaluate his level at the beginning of the year, he ran out of the room and refused to finish the exam. Completing the exams after training was a whole different experience. He improved 73% on one exam and 97% on another.”
Sean’s teacher, Mrs. Zuart, has seen big changes in Sean after the training. She observed a 50% improvement in his ability to pay attention, listen and follow directions, and in his self confidence and self esteem as well. She was also pleased to report a 75% improvement in his coordination and motor skills and his ability to work well with the other students. Before training Sean sat alone next to her desk. Now he sits with a partner like the other students and easily participates in group activities.
Most importantly, Sean feels the difference. He is so proud that he sat through the entire state test for the first time and doesn’t get frustrated with writing anymore.
Parents know their children best. Parents of children with ADHD and ADD often need to share information with the teacher to help students get the maximum experience out of their school day. Without this information, teachers may misunderstand behaviors, attitudes and responses. Here are some ideas to plan for a parent teacher conference.
1. Prioritize the Information
Know that many teachers don’t know detailed information about ADHD and ADD.
By prioritizing the information, it allows the teacher to readily access the most important data that will positively affect the school day for children with ADHD and ADD. Think about the answers to these questions: What are the top three challenges for the student? What is the root of the child’s difficulty? What are concrete actions that have shown positive results at home or in past school years?
2. See the Teacher as a Teammate
Both parents and teachers are trying to help the student. Each party has information that the other needs to help the child be successful. Sharing real life examples allows the team to analyze the situation more fully and come up with the best plans to try. Feel confident enough to share your ideas while being open to new ideas.
3. Have Reasonable Expectations
The teacher is there to help the child with ADHD and ADD and the other twenty seven children in the class. Try to think of ideas the teacher can do that are not hugely time consuming on a daily basis. Offer to help create systems that facilitate the teacher’s work with the student like a homework calendar or a homework notebook format. Also, many ideas that are helpful to children with ADHD and ADD like inserting more kinesthetic learning opportunities can also be beneficial to the rest of the class.
4. Be Succinct
Parent Teacher Conferences are short. By staying focused and keeping to the point, you will leave time for the teacher to ask questions and make a plan with you.
5. Offer to send more information
Since time is so short, leave the teacher with some written materials or website addresses that clarify how ADHD and ADD are affecting this specific child.
6. Give time to Digest
People need time to digest new information and try out suggestions. Set a future date to talk again that allows the teacher to read the materials and think about it. This follow up can be on the phone or in person.
These ideas will help you share the most important information about your child and leave the teacher with a better understanding of how to best help him/her.
“It’s all fun and games until…” Because of the change in routine, excitement surrounding presents and the sheer number of people around, holiday parties can end abruptly with a breakdown. Enjoy your holiday party to the fullest by following these suggestions:
Beforehand
- Assess the Appropriateness of Bringing Your Child
Sometimes parents forget their children’s age and maturity level and put them in developmentally inappropriate situations and then become highly frustrated when things go awry. Assess if this event will be successful for your family. It is better to find a babysitter or decline the invitation than to bring a five year old child to a sit down dinner at the boss’s house and expect him to be quiet, still and charming until 11pm.
- Share the Plan
Explaining the party plan helps children feel more in control. Let them know: who will be there, what time dinner is, what the attire will be, what time it ends…etc will help them be in the know.
- Remind them of the Expectations
Take a few minutes to discuss expectations regarding behavior. Although children know what the rules are, they will be with different people in a different place under uncommon circumstances. It is best to bring the pertinent information to the forefront of their minds.
- Anticipate Problems
Think about some of the issues your children have in these situations. Common culprits are often: hunger, not wanting to share new toys, feeling tired and over excitement. Strategize with your children the best solutions. Later on, check in with them to see how the solution is working for them.
During the Event
- Maintain Visual Contact
Even though parents need to have some fun themselves, it is best to stay close to the children. This does not mean that parents need to be constantly interacting with the children. However, keeping children under observation helps parents step in before a problem explodes.
- Watch the Sugar Intake
Holiday parties are often full of candy dishes, dessert tables and soda. Children consume vast amounts of sugar and between the spike in wild energy and the rapid descent from the sugar high, issues often occur. Parents know their children’s limits. Help guide them through the sugar wonderland to a reasonable sugar intake and a fun time.
- Confirm Children ate Healthy Food
When holiday parties are set up with buffet tables and no scheduled dinner hour, parents should make sure their children have eaten a semi-solid meal. Otherwise they may cause the evening to end early due to a hunger breakdown.
- Keep a Pulse on the Tired Factor
Although parents may want to remain at the party well into the night, they should keep in mind the tired factor. Once kids get tired, they are less able to handle difficult situations and more prone to a breakdown. As Jerry Seinfeld said, “When you hit that high note, say goodnight and walk off.” It is better to leave a bit early than too late.
Afterwards
- Evaluate the Evening
Decide what went well and what didn’t go as well as you had hoped. Jot a note as a reminder for the next holiday party.
- Focus on the Positive
Take some time to tell children what they did well.
Happy Holidays!!!
When students struggle in school, tutoring is a common first line of attack. Unfortunately for students like Carlos, tutoring can mean years of extra help without seeing the desired results.
Sherrie Hardy explains this common problem by likening the learning process to a building. When a problem occurs “Tutoring works on the roof. This does not improve the overall structural stability if problems exist in the foundation and walls.” In her 35 years working with children she has found that there is a 95% chance that a students’ struggles are due to problems with one of five components of the learning foundation: poor processing speed (thinking speed) , poor print tracking, auditory processing weaknesses, sensory integration weaknesses and poor visual memory skills. The good news is once students strengthen these areas, they can find success.
The Hardy Learning Center offers a “New School” solution that helps students repair all levels of their learning. This program works to improve the brain’s most precise timing: millisecond timing. It is involved in many of our daily functions like speech and attention. By refining this timing, students like Carlos see improvements in activities that use millisecond timing. This includes: reading, math, focus, decision making, memory and following directions. “It can improve reading and math skills by about a year and a half” reports Hardy.
Hardy herself became a proponent 32 years ago when an earlier version of the program helped her struggling daughters find success. Using her information from her education and experience she uses the Interactive Metronome as a part of the Hardy Brain Training. She has helped over 900 students in the last seven years and would welcome the opportunity to talk to you about your situation.
School has not been easy for Carlos. He found himself in the vicious cycle of complicated tasks that lowered his self esteem and motivation. Soon, he felt so frustrated that he would even pretend to be unable to do tasks that he could actually perform. Because of his struggles and language delay, he was placed in a full time special education program, but he did not achieve the level his parents knew he could reach.
According to the Department of Education “Even in wealthier schools, more than a fifth of fourth-graders were unable to reach NAEP’s basic [reading]level in 2000 and about two-thirds of fourth-graders in high-poverty schools were unable to reach the basic level in that year’s survey.”
At the beginning of fourth grade, Carlos enrolled in the Hardy Brain Training Academy. Here, Sherrie Hardy and her staff worked with Carlos and his parents to identify the root of Carlos’ issues and address them. Carlos successfully completed fourth grade at the Academy and was ready to return to Rio Lindo School at the start of the school year last fall.
Fifth grade was a big year for Carlos. He attended Rio Lindo during the day and continued the Hardy Brain Training program after school. The progress he achieved allowed him to move out of the special education day class and return to the regular education class for every subject but reading – only the fourth student in the history of the school to accomplish this. With a healthy self-esteem and high motivation, Carlos excelled. On June 3rd, Carlos was one of 34 students honored by the Rio School District and awarded “Most Inspirational Student” Awards at a ceremony at the Tower Club in Oxnard. Carlos’ efforts and accomplishments earned him the title of valedictorian of his class. Way to Go Carlos!!!
As we reach the middle of summer vacation, I wanted to give you some different ideas to add fun and laughter to your days. Here are some water games, yummy summer treats, scavenger hunts and nature activities to enjoy as a family:
Water games- In the heat, refreshing water games always go over well.
Sponge Toss-Fill a bucket with water and put a big sponge in there. At first, the players stand very close together and toss the sponge to each other. After each toss, the players take a step back. The sponge should be rewet often.
Add the sprinkler to a game like tag, running bases, or Frisbee.
Ice Cube Rescue-Fill up the kiddie pool and dump in the ice from several trays. It is best if the cubes are on the big side. Two people sit around the side of the pool and try to remove the ice cubes with their feet! If there are more than two people, you can make this a relay.
Hose limbo-Get out the fun music and your hose. Turn on the water and make a stream with your thumb. Limbo under the stream. Lower it after every round.
Dunk for apples
Tasty Treats-It is fun to make summertime snacks with the kids. Try making an ice cream pie. Put about 27 of your favorite chocolate sandwich cookies and break them up in the blender. Pat them into greased pie plate. Scoop softened ice cream onto the pie crust. Pour chocolate syrup on top and add some extra cookie crumbs. Put it in the freezer for 30 minutes. Yum!
Other treats might be popsicles, yogurt pops, smoothies, or different varieties of fruit punch.
Scavenger Hunts-This is a great activity because it can take as much preparation or as little as you want it to. Scavenger Hunts that can happen anywhere include:
- Colors of the Rainbow: Write down the colors of the rainbow. Have the kids find one item that is each color.
- Letters of the alphabet: 26 letters can be long, so write out your last name or a phrase like “Scavenger Hunt” and have the kids look for items that begin with each letter in the name or phrase.
- One to Ten: List the numbers one to ten on a page. The kids need to find ten of one object (like 10 rocks), nine of something else (9 blades of grass)…etc.
Nature Fun-Go to a local forest, forest preserve, or park.
- Have a picnic.
- Nature Art-Andy Goldsworthy is an artist who makes nature art. Watch a YouTube video http://www.youtube.com/watch?v=8HnrKiHqNvA with your kids about a group of kids inspired by him and then go make your own nature art.
- Rubbings-Bring paper and some colored pencils and crayons. Put the paper against tree bark, the back of leaves or any thing with texture and rub the crayon over the paper.
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