Lindamood-Bell
Results of the Lindamood-Bell treatment approach have been published on the web at http://www.lindamoodbell.com/
The treatment reported involves 103 to 148 hours of intervention over a period of 6 weeks. Improvements were reported (2002) for a series of cognitive abilities (Decoding - 7 to 16 percentile rank increases, Comprehension - 11 to 18 percentile rank increases) and by prior diagnosis (dyslexia - 0 to 26 percentile rank increases, ADD - 0 to 24 percentile rank increases, ADHD - 0 to 22 percentile rank increases). The increased scores were on standard measures of verbal abilities.
Comment: The Lindamood-Bell intervention program is a nationally recognized program which has appropriately obtained supporting scientific evidence of its effectiveness. However, the intervention program appears to involve a significant number of hours of interventions to obtain significant but small effects.
Activation qEEG guided Interventions
The qEEG intervention approach (20 hours-40 sessions), when guided by collection of data during a cognitive activation procedure. has demonstrated (in single case studies), 50 percentile rank improvements on nationally standardized reading measures (Terra Nova), 6 grade level increases in math on standardized testing, greater than +2.00 SD (325%) in reading memory, and in a group of 14 learning disabled students an average improvement of +3.00 SD (300%) in auditory memory abilities. There is no other program in existence which has been demonstrated to improve basic memory abilities.
Resource Room
EEG biofeedback superior results to resource room (control group) across a variety of reading measures (basic, comprehension, composite) and IQ. Resource room control scored significantly lower in basic reading, reading comprehension and reading composite, and lowered full scale IQ scores. Therefore resource room allocation lowers a child's abilities in reading and general intelligence.
EEG – Biofeedback for Elementary Students with Identified Learning Problems, Orlando, Rivera 2003 (in press)
The author noted that re-evaluation data often indicates that cognitive functioning frequently decreases in the re-evaluation process, especially at the six-year period from the initial evaluation.
Comment: Resource room allocation is one of the major responses that the school systems employ when faced with children who have learning problems. It is clear from this research that it is an inappropriate, ineffective and regressive intervention approach.
If there is any published research which contradicts or adds to this brief review, please provide references so that we may include it.
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