Techniques are Dynamic:​

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•use varying materials
•are not scripted
•are dependent on responses to direct   questioning
•encourage reflection
•allow for independent answers

It uses interactive language and dynamic intervention to develop core academic skills  and higher order processing through:

  • Explicit and Intentional instruction
  • Inductive Reasoning & Socratic Questioning
  • Guided Practice & Systematic Feedback
  • Self-regulation and Transfer

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How is Therapy Structured?


• One-on-one sessions
• 90 minutes each
• 3-5 times per week

How Long is a Student in Therapy?:


It depends on the student and the commitment to the program.

For many students permanent change requires between 2-3 years of educational therapy .
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Some students "graduate" from the program in less time, others require engagement in the program for a longer period of time.

Research Shows That:

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• Precise instruction with intentional intervention, focused on individual needs
• Challenging questioning beyond developmental level
• One-on-one instruction, where s. are active participants

Make a positive difference in s. outcomes stimulating:​

• Critical Thinking
• Higher levels of Learning
• Curbing Impulsivity
• Enhancing Verbal Precision & Clarity

What is Educational Therapy?


• A unique language-based intervention program for struggling learners based on the idea that all students can learn
• A clinical intervention which targets areas of weakness in processing, memory, attention,    oral and written language, reading, spelling, and math
• Intentionally designed to target a students’ areas of weaknes

​​Individualized Educational Therapy

+1.804-476-9986

​FundaMentals of Mind, Educational Consulting, LLC

​6 Road End Lane; Richmond, VA 23238

​​Programs developed by FundaMentals of Mind, Educational Consulting, LLC are based on the foundation of the research and techniques embraced by the National Institute of Learning Development (NILD)

​To better understand that foundation, it is helpful to look at the NILD’s logo and what if represents.


BUILDING COMPETENCE AND CONFIDENCE​

The intersecting figure eights, represent the four key components developed through NILD educational therapy: cognition, perception, emotion, and academics. In fact, that same figure eight is incorporated in an activity called Rhythmic Writing used at every therapy session.  The Rhythmic Writing technique helps to strengthen attention, processing skills, and handwriting. It is one of over twenty educational therapy techniques that NILD-trained educational therapists employ to enhance their students’ ability to learn. NILD has developed a unique language-based educational therapy intervention program that targets areas of weakness in processing, memory, attention, oral and written language, reading, spelling and math.

Cognition
In order to make sense of the world around us, to give meaning to our experiences and to develop the ability to learn new information, we are dependent upon our cognition. Cognition refers to thinking processes such as reasoning, reflecting, attaching meaning, remembering and evaluating. Thinking about how we think allows us to adjust our responses, adapt our learning behaviors, develop new strategies and problem solve. All of these are essential for developing independent, successful learners and productive members of society.

Perception
This refers to how we receive and process information either through sight, sound, touch, movement, smell or taste. We need to perceive information correctly in order for the brain to process the world around us. If the way a student perceives information is not correct the product or outcome that he is expected to produce in school/work will be impacted negatively.

Emotion
The way we feel about the world around us, our relationships with others and our approach to life is largely impacted by our emotions. Self-confidence plays a key role in successful acquisition of new information, forming relationships and communicating our needs.

Academics
In order for students to successfully learn the required content and respond well to standards-driven instruction students must be taught “how to learn”. Teaching a student how to learn creates independent learning skills that build competencies in cognition and processing so that the acquisition of academics becomes more efficient and effective.