Braintraining101

 Facts about your brain
 Understand the Theory of Neuroplasticity
 List the 7 Categories of Cognitive Skills Needed for Learning
 Be familiar with BrainSkills, BrainWare Safari, Fast ForWord and
PACE programs
 Understand the Student Transformation System and how it
differs from tutoring.
 Know what questions to ask before you work with a brain trainer
 How to get more information


 The primary task of the brain to
help maintain homeostasis –
making sure everything is
working well and in balance.
 The brain receives a constant
stream of data as electrical
impulses from the senses
(eyes, ears, hands, etc) neurons.


 Processing Information that comes in from your senses via
the specialized 10 % of your 100 billion plus cells known as
neurons.
 There are more potential connections between neurons than
atoms in our universe (Carter 2009).
 Neurons will send signals to each other information through
electrical format by way of chemical transportation.
 The mode of transporting the signals is chemical through
neurotransmitters.


 Synapses are the communication
sites where the neurons pass the
impulses across to reach a
receiving cell.

 The mode of transporting the
signals is chemical through what is
known as neurotransmitters.


 Your brain’s neuron’s are always creating new
pathways for communication and
rearranging/strengthening existing
connections based on attention/activity.

 Up until about 10 years ago, scientists
thought our brain was hard wired and could
not be changed.


 Brain activity, associated with a given
function, can move to a different location as a
consequence of normal experience or brain
injury/recovery.

 Changes occur in the brain’s functional and
physical anatomy as a result of new
experiences.


 Change can occur only when the brain is paying
attention and engaged (BDNF released)

 Behavioral circumstances help the brain to release
neurochemical transmitters (amino acids) than
enable change.

 If you are not paying attention, not motivated, etc.
you will not achieve change.


 First, the brain requires attention and memory skills
when attempting to receive information.
 As additional input is received, other cognitive skills are
activated to assist in processing the data.
 Next, visual processing is needed for discerning and
analyzing input.
 Additionally, auditory processing is used to review
process and discriminate sounds.
 We cannot leave out logic and reasoning skills to focus on
problem solving requests as in Math.
Certified Student Transformation Specialist Program

 Reading comprehension skills are integrated to deal with
listening and reading activities.
 Finally, each skill will play a part in processing almost
every input.
 Therefore, the degree of strength in these individual
learning skills will impact the ability of your child’s brain to
learn.
 If your child’s skills show some or several weak areas, then
the overall learning process will not be accurate, fast or
efficient. This is often the case with a diagnosed learning
disability.

 Memory (ability to remember the sound-symbol
relationship
 Sound Segmenting (ability to separate or unglue sounds)
 Sound Blending (ability to put together sounds to form
words)
 Auditory Analysis (ability to manipulate or analyze small
changes in groups of sounds)
 Processing Speed (ability to process information quickly)
 Working Memory (ability to retain incoming information
and process it quickly and properly)
 Attention (ability to stay on the given task in spite of
distraction)
 Visualization (ability to create and use mental images)
 Reading Fluidity (ability to read smoothly)
 Logic and Reasoning (ability to nonverbally reason and
solve problems)


 Memory (ability to remember the sound-symbol relationship
 Sequential Processing: to process chunks of information that are received one after
another
 Simultaneous Processing: to process chunks of information that are received all at
once
 Sustained Attention: to be able to stay on task.
 Visual Discrimination: to see differences in size, color, shape, distance, and
orientation of objects.
 Visual Processing: to process and make use of visual images.
 Visual Manipulation: to flip, rotate, move, change color, etc. objects and images in
one's mind
 Auditory Analysis (ability to manipulate or analyze small changes in groups of sounds)
 Processing Speed (ability to process information quickly)
 Working Memory (ability to retain incoming information and process it quickly and
properly)
 Attention (ability to stay on the given task in spite of distraction)
 Visualization (ability to create and use mental images)
 Logic and Reasoning (ability to nonverbally reason and solve problems)


 What you really need is a direct cognitive based
assessment tool that will measure the necessary
cognitive skills for learning.
 Once you discover which cognitive skills are causing
the learning difficulties, you need to strengthen these
skills.
 For example, the assessment will outline in what
cognitive areas your child is performing at the level of
similar aged students.
 The assessment will also identify where your child is
performing above or below similar aged students.
Here is an example of the type of output you receive.

 Studies prove intense; challenging procedures completed one-on-
one will strengthen weak cognitive skills without any regression.

 As a child progresses through a procedure, tasks are added
requiring greater attention and forcing new skills to become
automatic.

 Research studies have shown a child will gain an average over 3.6
year’s improvement in deficient cognitive skills within 12 -24
weeks!

 This type of training requires working with a certified brain trainer
for 12 – 24 weeks. This is where you can TRAIN the brain to
strengthen skills, create and use new neuropathways.

 PACE is based on the best scientific research available and is continually modified to incorporate new
scientific data.

 PACE targets and trains those skills that are most likely to have a meaningful impact on learning
performance and academic abilities.

 PACE is provided individually to achieve significant results quickly.

 PACE consists of sequenced procedures to challenge - not bore or frustrate - the student.

 PACE is provided on a one-on-one basis to allow immediate feedback (error correction and positive
reinforcement).

 PACE improves the student's self-esteem by allowing him or her to actually see the difference in his or her
own performance.

 PACE drives new skills to the subconscious so that they become habitual and automatic.

 PACE procedures are non-academic so that they are different from the schoolwork with which the
student may have had negative experiences.


Find out more about PACE now
http://www.els4kids.com/brain-training-results-2001-study
http://www.els4kids.com/master-the-code
http://www.els4kids.com/success-stories


Find out more on BrainWare Now
http://www.els4kids.com/brainware-safari-research


 Fast ForWord is based off of 30 years of Research relative to how
the brain learns.
 Critical tasks are practiced at an appropriate frequency and
intensity.
 Practice takes place at the right skill level for the individual.
 Multiple skills are “cross-trained” at the same time for lasting
improvement.
 Rewards build as a student progresses, maximizing motivation.
 The learning environment feels “safe,” so students are
encouraged to take risks.
 The content is age appropriate and engaging.
 The research also determined that boosting the brain's ability to
process more effectively leads to better learning.

Find out more on Fast ForWord Now
http://www.scilearn.com/results/scientifically-based-research/


FF Language Basics FF Language V2

FF Language to Reading


•BrainSkills consists of a series of 10 different exercises that train a
variety of key cognitive skills that impact learning and reading.

•The recommended protocol is to work on the exercises one hour per
day, five days a week for 12-15 weeks.

•Depending upon each student’s beginning skill level, intensity of
training and needs, the training period can be shorter or longer.

Find out more on BrainSkills Now

© Copyright 2010 Enhanced Learning Skills for Kids, LLC – All Rights Reserved
www.els4kids.com 29

The following is a list of the 10 steps that help to transform you child into
an independent learner.

1. Create an individualized program based on your child's cognitive
assessment.
2. Make student transformation a priority.
3. Baseline your child's present challenges
4. Baseline your child from the teacher's perspective
5. Integrate existing schoolwork
6. Reassess 30 hours into the program
7. Examine your child's inner game
8. Post assess your child's cognitive skills
9. Implement the strengthened cognitive skills and new strategies
10.Reassess your child's progress with the teacher

1. Are you a certified or Licensed Brain Trainer?
2. Where you trained on the specific program(s) being used with my
child?
3. Do you have experience working with a child with “your child’s
diagnosis or challenges”?
4. Can I speak with parents that you have worked with before?
5. Do you offer a guarantee in case this is not a fit or doesn’t work for my
child that we can stop and get a refund for what we have not paid for
yet?
6. Am I allowed to sit in on the training sessions?
7. Can you individualize your program protocols to adapt to my child?


1. http://www.els4kids.com/what-research-says-about-brain-training
2. http://www.els4kids.com/research-supporting-brain-training-neuroplasticity


Working with ELSK, Your Child Will .....

•be able to selectively choose what to pay attention to
•be able to divide attention amongst two or more things
•be able to pay attention for a sustained period of time
•learn to read or spell
•remember math facts through stronger memory skills
•complete assignments faster
•remember material and or directions
•increase and strengthen ability to comprehend and understand
•work less to achieve more
•complete homework in less time and independently
•improve in areas specifically related to their present weakness
•Less distractibility
•Fewer careless answers
•Better communication with parents, peers, and teachers
•And More!!!!


My Guarantee

1. I'm 100% confident that my Student Transformation System will be the most targeted, most complete,
most fun, and most useful brain training program you've ever seen to help your child begin bridging the
gap to independent learner.
2. More than that, I'm confident that if your child follows the protocol, employs all the strategies,
techniques, and resources I share, your child will show growth in at least 2 of their cognitive skills that
measured below their age level.
3. Most importantly, we will achieve most if not all the goals we set together during the beginning phase
of the program.
4. If for some reason my system doesn't meet your expectations, or my strategies don't produce the
results you were looking for by the end of the program, I will continue to train your child for an
additional week of brain training absolutely FREE. And that's my promise!
5. Remember, your program is guaranteed to show measurable results in at least 2 areas of cognitive skills
at the post-assessment.

Legal Disclaimer: Per FDA Regulations: Every effort has been made to accurately represent my
program and it’s potential. Each individual’s success depends on his or her medical/educational
background, dedication to protocol, desire, and motivation.


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