1. The integral role trainers play in
achieving maximum results with
LearningRx programs
By
Kim Bellini
Achieving
Results

2. The Symptoms
• You hear from parents and students:
• “I’m not seeing progress.”
• “I’m not seeing the skills ‘transfer’.”
• Outstanding test scores, but less
enthusiastic clients
• Students go “on hold”
• High attrition rate

3. Causes
• Circumstances we cannot control
• Expectations between parent and center not
aligned
• Trainers vary in ability to scaffold their
students into seeing how brain training will
help them in their life.

4. Trainer Progression
Trainer Centered
Student Centered
Good Results Life Changing Results
The
Unaware
The
Obligated
The
Limited
The
Catalyst
The
Translator
The
Farsighted
• You move through various stages as your training ability improves
• Benefits move from trainer-centered to student-centered as you move
through the various phases
• How can you help your students have life changing results?
• How can center directors help you become more proficient more quickly
thereby making your job easier and more effective?

5. Trainer Progression
Trainer Centered
Student Centered
Good Results Life Changing Results
The
Unaware
The
Obligated
The
Limited
The
Catalyst
The
Translator
The
Farsighted
• You may think (or say):
• “I’m not doing benefits at all. I don’t see why I need to. I’m doing good
to keep up with my students and shuffle my materials.”
• Trainers that fall into this category are typically:
• New
• More focused on themselves and following procedures accurately
• Lacking in basic knowledge of cognitive skills
• Less proficient with parent communication and relationship building
• Unaware of the importance of discussing benefits

6. Trainer Progression
Trainer Centered
Student Centered
Good Results Life Changing Results
The
Unaware
The
Obligated
The
Limited
The
Catalyst
The
Translator
The
Farsighted
• You may think (or say):
• “Oops! Got marked down on my observation for forgetting benefits. I had
better read them from the top of the page. At least I can say I’m doing
them.”
• Trainers that fall into this category are typically:
• More comfortable in their trainer role, but may have completed only 1 or 2
students.
• Still not seeing the connection benefits have with success
• Able to name basic cognitive skills, but not understand them
• Feel obligated to “do” benefits to please the boss

7. Trainer Progression
Trainer Centered
Student Centered
Good Results Life Changing Results
The
Unaware
The
Obligated
The
Limited
The
Catalyst
The
Translator
The
Farsighted
• You may think (or say):
• “I have specific benefits for each procedure that I use with every student.
My benefit for MD is that it helps when copying from the board at school.”
• Trainers that fall into this category are typically:
• Beginning to see how brain training relates to everyday life
• Beginning to have a basic understanding of cognitive skills
• Getting better at communicating with parents about topics other than
scheduling
• Using a limited number of benefits for each procedure whether or not it is
relatable to the student

8. Trainer Progression
Trainer Centered
“I read the
benefits
straight from
the book.”
“I relate
procedures
directly to my
students’
lives.”
“I relate
procedures to
my students’
future goals.”
Student Centered
Good Results Life Changing Results
The
Unaware
The
Obligated
The
Limited
The
Catalyst
The
Translator
The
Farsighted
• You may think (or say):
• “I relate benefits directly to my students’ lives so they can see how this
is going to help them in sports or school.”
• Trainers that fall into this category are typically:
• Able to see how brain training relates to everyday life
• Able to describe the Learning Model relatively well
• Good at communicating improvements and benefits to parents
• Able to translate complicated terms into a realistic and relatable
benefit.

9. Trainer Progression
Trainer Centered
Student Centered
Good Results Life Changing Results
The
Unaware
The
Obligated
The
Limited
The
Catalyst
The
Translator
The
Farsighted
• You may think (or say):
• “I relate benefits to my students’ current and future goals.”
• Trainers that fall into this category are typically:
• Beginning to see how LearningRx will impact their students for years to
come
• Excel at communicating improvements and benefits to parents, and
parents look to them as an “expert” and positive influence in their
child’s life
• Farsighted in helping their students realize LearningRx can help them
reach their future goals

10. Trainer Progression
Trainer Centered
Student Centered
Good Results Life Changing Results
The
Unaware
The
Obligated
The
Limited
The
Catalyst
The
Translator
The
Farsighted
• You may think (or say):
• “I don’t really ‘do’ benefits. They are part of my dialogue with my students.
They just seem to be able to see the benefits for themselves.”
• Trainers that fall into this category are typically:
• Skilled at scaffolding their students to seeing benefits for themselves
• Excel at communicating improvements and benefits to parents, and
parents look to them as an “expert” and positive influence in their child’s
life
• A catalyst in helping their students discover how LearningRx can help them
reach their current and future goals

11. Trainer Progression
Trainer Centered
Student Centered
Good Results Life Changing Results
The
Unaware
The
Obligated
The
Limited
The
Catalyst
The
Translator
The
Farsighted
• We want you to move to the right-end of the spectrum.
• Becoming a Translator is a MINIMUM expectation.
• One of the biggest challenges of LearningRx has been figuring
out how to help you move through the phases. Some move
naturally, and some trainers stagnate.
• What can we do to help you get there more quickly?

12. Solutions
• Solutions Implemented:
– Listening more in consults
– Setting goals with parents
– Recommending the correct length of program
• Working Solutions:
– Student success committee
– Increase trainer knowledge of
• Cognitive skills
• Phases of experience