sparkmygenius.com

• 16May

  ADHD Indians and Crazy Americans

  ADHD, ADD 1 Comment

  What an eye-opener:

  “Yes,” the physician said. “In our religion, we believe that the purpose of reincarnation is to eventually free oneself from worldly entanglement and desire. In each lifetime we experience certain lessons, until finally we are free of this earth and can merge into the oneness of God. When a soul is very close to the end of those thousands of incarnations, he must take a few lifetimes to do many, many things — to clean up the little threads left over from his previous lives.”

  This is how Attention Deficit Hyperactivity Disorder is viewed through the lense of Indian culture. For the entire article, click here.

  “In America you consider our most holy men, our yogis and swamis, to be crazy people as well,” said the physician with a touch of sadness in his voice. “So it is with different cultures. We live in different worlds.”

  We may be from and live in different worlds, but we can always take a moment to view life through the glasses of another culture. Sometimes we see something we never noticed before.

  Enjoy the article!

  Allen Dobkin

• 16May

  “This is Your Brain on Music” – Any Questions?

  auditory, music No Comments

  Why do we remember songs from our adolescence? Is it simply that our teen years tend to be emotionally charged, or is there something deeper happening in the developing brain? Do infants benefit from music? What about in the womb?

  As adults, the music we identify with is the music we heard during those teen years.

  I am reading a wonderful book called This is Your Brain on Music by Daniel Levitin. The author is a musical neuroscientist who discusses how we experience music and why it plays such an important role in our lives.

  If you are an adult, go back in your mind to music you listened to when you were a teen-ager. Do any songs come to mind? Of course they do. As adults, the music we identify with is the music we heard during those years.

  By the age of fourteen the wiring of our musical brains is approaching adult-like levels of completion .

  Around the age of ten or eleven most children become interested in music, and by the age of fourteen the wiring of our musical brains is approaching adult-like levels of completion. It seems that throughout adolescence our brains are developing and forming new connections at an explosive rate but this process slows down “substantially” after our teenage years.

  Why do we remember songs from our adolescence? One reason is because these were years of self-discovery and very emotionally charged. “In general, we tend to remember things that have an emotional component because our amygdala and neurotransmitters act in concert to “tag” the memories as something important.”

  While adults can acquire a taste for new kinds of music at any time, most of us have formed ours by the time we are eighteen or twenty.

  What kind of music are your children and grandchildren listening to in these critical years between the ages of ten and fourteen? What about all the children in the country? In the entire world?

  This Is Your Brain on Music is subtitled “The Science of a Human Obsession.” Because music is such a pervasive and powerful force, current neuroscience research suggests we pay close attention to the music our children are listening to, singing, dancing to and playing.

  Next time we’ll discuss “safe” and “dangerous” music as well as music in the womb and the auditory world of infants.

  Dr. Rohn Kessler

• 15May

  Does Soccer Cause Brain Damage?

  parenting, school No Comments

  Parents may rightly worry that soccer, a sport which requires players to head the ball, may cause or contribute to brain damage. There was at least one TV courtroom drama with an episode based on the idea that soccer is inherently brain damaging.

  Parents can breathe a sigh of relief.

  A new study that examined the effects of boxing and soccer on brain damage conclude that soccer is safe. Of course a single study doesn’t solidly prove anything, so parents must still use their own careful judgement. Heading in soccer may not cause brain damage, but there are other risks of injury to consider. Generally, though, players won’t be in any more danger than playing some other competitive contact sport.

  Boxing, both professional and amateur, is not so lucky. The study found an increase in brain chemicals tied to damage in fighters. So while your child may be safe on the field, he may still get brain damage in the stands when the fan riot breaks out.

  Click here for the article.

  Good luck!

  Allen Dobkin

• 14May

  Train your kids to do homework without arguing!

  ADHD, ADD, learning disability, parenting, school No Comments

  This article will, hopefully, shed some light on why homework may be necessary and provide you with some tools to motivate your kids to knuckle-down and get the job done. Without threats or bribes. Eventually.

  Sometimes kids, especially kids with attentional issues or a learning disability, just won’t do homework.

  It’s a national issue here in the U.S. Homework is supposed to facilitate mastery of new information and skills; all too often it becomes a focal point for power struggles at home. Many teachers have given up assigning much or even any homework, secure in the knowledge that fewer than 25% (made up statistic) of their students will actually follow through. Some parents, pressed to find any quality time with their kids, also want homework loads to be reduced or eliminated.

  What good is homework, anyway?

  After all, if homework isn’t good for anything then we should definitely eliminate it. The good (and bad) news is that when homework is appropriately assigned, it is vital for learning and development. Here are a few benefits of appropriate homework.

  1. Skill Mastery. New skills, especially in math and critical thinking, require practice to achieve mastery. There is not normally enough time during the school day for students to obtain all the practice they need. Once they “get it” in the classroom, they need independent practice to cement new learning.
  2. Supplementary Skill Development. Some skills that are taught in school are vital for real life, but are not part of the official curriculum. Internet research or practicing a speech (without peer commentary) are valuable skills that aren’t always practical or possible to spend time on during the school day.
  3. Self-Discipline. This is a vital skill for all students and especially for those with Attention Deficit Hyperactivity Disorder (ADHD or ADD) or learning disabilities. Students simply must learn how to manage their time, work on their own, and accomplish lengthy, multi-step projects. Getting their homework done and on time is a great tool to practice this skill set.

  Let’s make this perfectly clear: if a child does not obtain the self-discipline to complete homework consistently and on time, that child will struggle in their adult life.

  Why don’t kids want to do their homework?

  C’mon, are you really asking that? Some people enjoy learning and homework. Most people prefer “fun” activities. There are so many high-stimulation, low-cognitive-cost activities competing for kids’ time that homework is easily brushed aside. Television, internet, MySpace, text messaging, telephone, video games, you name it! Nobody is marketing homework. There is no California industry pushing Algebra; millions are spent pushing American Idol. You can’t expect kids, who are new to the world and susceptible to marketing influences, to make rational, adult decisions. The deck is stacked against them.

  How can you get your kids to do their homework without a fight?

  We have a well-behaved dog, entirely thanks to my wife. She is a wonderful dog trainer, and I’ve learned a great deal from her. For example, never use the dog’s name in a negative context. If the dog is chasing a squirrel, shout “No!” If you associate the dog’s name with being bad or punishment, then the dog won’t come when you call. Also, you have to catch the dog in the act. It does no good to punish the dog after the fact, because the dog won’t make the connection between chewing on the couch, which happened hours ago while you were at work, with your yelling and screaming now. Finally, you have to train the dog by reinforcing the behaviors you want. You can’t do it by punishing the behaviors you don’t want. So dole out cookies when the dog is laying quietly in bed instead of spankings when the dog jumps on guests. A dog training book can answer further questions.

  The research shows that intrinsically motivated behaviors always win out. If your child does her homework because she expects an allowance boost, then the behavior is less lasting than if she is motivated because she feels good and proud when she gets it done.

  This cracks me up because she fails to use those same skills on me. If I leave crumbs on the counter, she yells at me. But I never get a Scooby-Snack when I do remember to clean up. I get chewed out for messing something up even years after it actually happened! Ultimately, and you might want to put down your coffee before you read this, she has posted signs in various places around the house, mostly in the kitchen: Wipe Up Crumbs, Put Away Shoes, Turn Up the A/C, Shut off Lights. It may seem silly, but it works. After a month or two, they sink into the background and have to be changed.

  How does this help you with your kids?

  Give them a good dose of training. Forget that they “should know” or “should do it because” and just focus on training them that they will be rewarded for proper behavior, and slowly transition them away from external rewards (extrinsict motivation) to internal rewards (intrinsic motivation).

  1. Establish written expectations that you negotiate with your child. If they don’t understand what is expected of them, then they are being set up for failure. If they aren’t part of the process, then they feel powerless and are more likely to reject the expectations. Example: 90% of all homework assignments will be completed on time with a C or better grade.
  2. Spy On Them. You have to be a little sneaky, but your intention here is to catch them doing something right. Depending on your child, this may take a while. Peek in their room without knocking, email their teachers, install hidden cameras in the fridge, whatever it takes. Find SOMETHING that they did right, catch them RED HANDED, and IMMEDIATELY reward them and state exactly why you are proud of them. “Because you’re doing your homework for once (or for a change)” is not a compliment. Pretending to have a heart attack because your kid did something right may be funny, but it won’t train your kid to be anything more than a smarta**.
  3. When they screw up…and they will screw up. We all do. It is a requirement for being human. When they do, do NOT make a big deal out of it. Don’t lecture. Don’t shame or embarrass them. If you react emotionally to them screwing up, then you are reinforcing the behavior. Don’t let it get your goat. Accept that it will take time for new behaviors to become habits. In your Step 1 Written Expectations you must have some clear consequences for “screwing up.” Dispassionately follow those guidelines.
  4. Focus on Feelings. This is vital. You’ve got to help them build an internal reward system so that cookies and cell phones and allowances aren’t what motivates them. They have to–eventually–be motivated by the good feelings that “getting the job done” generates. Rewards are important in the beginning, should be less and less frequent as time goes on, and ultimately should be replaced by intrinsic motivators. You help your child create this by saying things like:

  • “Doesn’t it feel good to have this out of the way?”
  • “Great job getting this finished ahead of time! I’m proud of you and you should feel proud, too.”
  • “Remember how stressed out you felt when you left your last report until the last minute? You’ll feel a lot better if you start tonight.”

  Pretending to have a heart attack because your kid did something right may be funny, but it won’t train your kid to be anything more than a smarta**.

  Of course, if you are a procrastinator who never pays his bills on time, your kids will pick up on that and copy it. Live the way you want your kids to live and they’ll pick up on that instead.

  I hope this helps!

  Allen Dobkin

• 10May

  Train Your Brain for Attention and Concentration Skills

  Sparks of Genius, learning disability, memory No Comments

  It is common to think that attributes like attention, concentration and distractibility are innate properties of a person’s thinking, brain or personality.

  WRONG!

  To a significant degree, they are skills that can be strengthened like a muscle and improved through coaching and training.

  Science shows us that older adults have the benefit of experience to guide cognition . However, a variety of factors can neutralize this hard-earned edge. Research shows us older adults are more prone to distraction (click for article).

  Distraction, not focus is the issue (click for article). What you may not know is that attention and concentration are abilities you can train to reduce distraction.

  The brain is like a muscle and we need to use it or lose it.

  Daily workouts to optimize your brain will help you think more quickly and will improve memory. Many people lose ability because they are anxious that the brain they have is not good enough. At Sparks of Genius we work to find the keys to unlock your potential. Everyone is good at something. There is a genius on the inside of you.

  Training your brain with Sparks of Genius programs can rebuild lost connections and increase strength.

  Use the 39 point assessment tool to find out how you can be more than your limitations. http://sparksofgenius.com/screens.html

  Confidence helps! Confident people are happy people. According to a study in USA today happy people live 19% longer. Say good-bye to confidence crisis and learn how to retool you destiny with specially designed programs to bring the best out in you (click for article). These programs work for people between the ages of three to one hundred.

  According to a study in USA today happy people live 19% longer.

  Dr Rohn Kessler is a world renowned expert in the field of educational leadership. Sparks Of Genius developed through his leadership has helped countless numbers to reach new levels in their personal lives.

• 09May

  Teach an old brain new tricks

  Sparks of Genius, cognitive decline, mTBI, memory No Comments

  Who says you have to get “slow” as you get old(er)? Traditional wisdom says that you can’t teach an old dog new tricks, and even our language reflects the idea that with age comes “senior moments.”

  Well, not anymore!

  http://www.sciencedaily.com/releases/1999/10/991021094811.htm

  Research is showing that these limitations can in many ways be cast aside. Age related change and cognitive challenges don’t have to be a part of life. Studies show the brain is flexible and dynamic. Yes brain cells die, but contrary to folk wisdom, parts of the brain regenerate and can take over for areas that experience trauma or dysfunction.

  In other words, the brain is like a lizard who can regrow his own tail! Check it out.

  Cognitive remodeling can give you the edge over brain fog. http://www.sciencedaily.com/releases/2001/08/010820072346.htm

  Even better news! You can help the re-training process along with state of the art neuroscience techniques. At Sparks Of Genius we can design a unique program that you can use for minutes a day to restore function and increase ability. Retrain to retain! Try our Free 39 point learning assessment tool at http://sparksofgenius.com/screens.html.

• 07May

  Boredom + Laptop = Academic Improvement?

  school No Comments

  NOT!

  According to the NY Times, schools are figuring out that if you give laptops to kids in schools, then….and you might want to be sure you’re sitting down for this….then the kids will FOOL AROUND WITH THEIR LAPTOPS INSTEAD OF LEARNING!

  I know, I know. Who could have seen that coming?

  Here are the problems with the laptops:

  1. Cost a lot of money and time to keep them working.
  2. Teachers aren’t up to snuff and don’t know how to use them effectively.
  3. Kids are always able to get around firewalls and internet blockers. They turn them into game-playing porn machines.
  4. They don’t magically make school interesting.
  5. They don’t improve academic performance!

  Let’s be honest. The kids who are struggling are usually the ones who are not interested in school. If you hate Shakespeare (and who doesn’t?), then you aren’t going to magically like reading The Taming of the Shrew on your laptop instead of on a book in your lap.

  If a kid is bored by school, for whatever reason, and you give him A HUGE TOY, he is going to PLAY WITH THE TOY!

  Honor agreements and computer-use contracts are stupid, and the people who think that they work might be too. If the kids had enough self-control and impulse control to follow the agreement, then they would be paying attention, asking questions and doing their homework and wouldn’t be struggling in the first place!

  What kills me about this is that the School District of Broward County, FL was going to spend $275 million–that’s $275,000,000–on laptops. They didn’t, but they would have. There are about 17,000 teachers in Broward. That amounts to over $16,000 per teacher. They could used that money to pay bonuses, give raises, higher more teachers or teaching assistants, but for some reason I doubt that they will!

  Honor agreements and computer-use contracts are stupid, and the people who think that they work might be too.

  For struggling kids to be successful, they need a few things.

  1. They need to see the light at the end of the tunnel. If they don’t see how success is possible, they won’t try. That’s why we build on small successes at Sparks of Genius. Show the kid that he can do something right, and go from there.
  2. They need a structured work environment catered to their strengths and weaknesses. Usually that means a quiet, distraction-free room to work in. Often, it includes an adult to check in with them and redirect as needed.
  3. They need effective communication from a teacher or mentor who cares. Effective communication is a biggie, and I think is the reason why teachers at schools with high immigrant populations can get so frustrated. Literally, they don’t speak the same language or have the same background as these kids, and so they do not communicate effectively. One-on-one attention can help this problem.
  4. They need to be motivated. If the child does not see how this is helpful, then they are unlikely to put much effort into it. When I was in public school, a common complaint was that we’re never going to use this in real life, so why do we have to learn it? THAT IS A VALID QUESTION AND IT IS THE TEACHERS’ RESPONSIBILITY TO ANSWER IT ADEQUATELY.

  Of course nothing is as simple as I make it out to be here. There are always exceptions and special cases. But without these four things, struggling kids won’t make progress.

  Good luck!

  Allen Dobkin

• 04May

  From one parent to another…

  ADHD, ADD, Sparks of Genius, aspergers, learning disability, parenting, school, social skills, special olympics No Comments

  My name is Ellen Kleinert-Cohn. I live in Florida and am extremely involved in the plight of the developmentally disabled. I am a mother of three young adults, two of whom have special needs. In addition, I work in my husband’s law firm where we specialize in advocating for individuals with special needs. I also am a Management Team Member of The Special Olympics Broward County.

   

  Our mission is to “bridge the gap” between the general & special population by showing the world how truly talented, capable, special & unique individuals with developmental disabilities are.

   

  I am also the director of the world renowned Florida Special Needs Color Guard & Dance Program. It is the first special needs color guard team in the world. We perform as exhibition on The South Florida Winter Guard Association Circuit & perform annually, at Winter Guard International World Championships in Dayton, Ohio. Our mission is to “bridge the gap” between the general & special population by showing the world how truly talented, capable, special & unique individuals with developmental disabilities are. And, this past November, 2007 we had the amazing opportunity to do just that. Our very special color guard program made history by being the very first group of developmentally disabled young adults ever invited to perform in a fabulous American Tradition….The 80^th Anniversary Macy’s Thanksgiving Day Parade.

   

  When these kids perform…there is “not a dry eye in the house.”

  Our team consists of really fabulous young adults. They range from the age of 12 through 40!!! (The average age is 21), and some of their disabilities are Cerebral Palsy, autism (Asperger’s Syndrome), Down Syndrome, Learning Disabilities, and Attention Deficit Disorder, just to name a few. On this amazing team we stress our ABILITIES rather than our disabilities. With the inclusion of flags, wooden rifle & metal sabers, and interesting dance movements, combined with inspirational music, we create a performance that is fabulous! When these kids perform…there is “not a dry eye in the house.”

  Also we have non disabled coaches who are involved with our very special kids & they serve as role models for each other. These high school & college kids learn to be more compassionate, caring and the world sure needs more of that!!!

  I often wonder what it would be like if my oldest son, who is now 26 years of age, did not have special needs.

  OK……so that’s a little background about me. I am truly blessed to do what I do & to have the family I have. It has been a long, hard road, to say the least. I truly believe that G—D has decided what my destiny in life was going to be & has given me what it takes to “give it my all” and make the best out of an often difficult situation (s). I often wonder what it would be like if my oldest son, who is now 26 years of age, did not have special needs. He has Asperger’s Syndrome (mild autism), a seizure disorder (under control), learning disabilities & ADD. I love him dearly for who he is & accept him for the fabulous, kind, good natured, very special human being he is….but that is not to say that for his sake, I would not mind his life being easier. This goes for my daughter, who is 20 years of age, as well. Her issues are different than her brothers & she has learning disabilities, ADD and a few other letters of the alphabet. Although, her functioning level is higher & she, as well as her brother, excel in areas that others have only dreamed of. Their brother, age 22 is a Network Administrator at the school district in our county & spends a great deal of time volunteering and coaching our kids.

  The sad part, which I encounter everyday, is that many in the general population just “don’t get it”. [Editor: Including some teachers!]

   Because they may not be deeply involved with a person who does have a developmentally disability or are not privy in one way or another to such, they lack the patience and understanding so needed in dealing with such worthy individuals. They have a negative attitude and to be completely honest & blunt, cast them aside as not being important or worthwhile. How wrong they are & it is for us to make sure that the message gets out that their concept of such individuals is so wrong and misguided!

  Wow….these children & young adults are worth a second look! And a third & a fourth, to say the least! They are truly amazing! Their attitudes are grateful, thankful and positive. They are proud of whom they are & I believe we can all take a lesson from them. And, most importantly, they can achieve anything they put their minds to with much determination, positive reinforcement and hard work.

  Our goal is to help individuals with developmental disabilities fulfill their dreams & live up to their maximum potential.

  I will say that this is my opportunity to perhaps “spread the word” that as parents, especially of young children who have disabilities such as Asperger’s Syndrome, ADD and the likes, don’t get intimidated or discouraged by school professionals. In your plight to advocate for your child/young adult, you will be confronted by some wonderful, supportive teachers, ESE specialist, etc & others that “have a lot to be desired”. Don’t give up…..hang in there….no one knows your child better than you. Which brings me to the teacher that may be overwhelmed & overworked & recommends that you immediately “get your child on medication to help him attend better.” I realize that every situation is to be handled on an individual basis, of course, but be smart…..and look into other alternatives, as well…FIRST!!!! Medications do have many side effects, as we knew all along, but even more so as time goes on.

  In your plight to advocate for your child/young adult, you will be confronted by some wonderful, supportive teachers, ESE specialist, etc & others that “have a lot to be desired”. Don’t give up…..hang in there….no one knows your child better than you.

  Speaking from experience, over 20 years of it, I have been through it all. I cannot stress enough that I wish many of the various alternatives to medications were available many when my son was young. I was one of the Mom’s who battled constantly…here was my motto, “If a child can’t learn the way a teacher teaches, a teacher must teach the way a child can learn.”

  Thank goodness for Sparks Of Genius. 

  Thank goodness for Sparks Of Genius. For not only the kids in my family, but me as well. There are good alternatives, and this, I know first hand is one of them! We need to be “open” and as time goes on you do recognize the good honest people from the ones who are not. These methods of technology are here for all of us….check it out….embrace them…….such an alternative can make the real positive difference in your child/young adults life. It is a pleasure to see everyday, and an emotional experience, as well,  to see what I thought I would never see…….consistent training does make the difference (improving focus, thinking more clearly, making conversations with others we thought previously impossible).

  Everyday is another adventure with your kids, especially if they have special needs, but we become better people for it, this is for sure!

  Love to hear your views……All the best to everyone….Keep up the great work… don’t give up, no matter how tough it may get at times. (Remember someone else always has it worse.) There is nothing more rewarding than working with our kids & seeing the progress…it is their futures & our legacy….they deserve our best efforts! G—D Bless!!!!

  (Good luck on your journey!!!!)

  Hang in there……ELLEN

• 02May

  Parenting the ADD or ADHD Child

  ADHD, ADD, Sparks of Genius, aspergers, learning disability, parenting, school, social skills No Comments

  Here is some great advice on parenting that applies to any child.

  1) Know the difference between big things and little things.

  2) Know the difference between incompetence and rebelliousness. If you child does something out of incompetence, then take the time to teach your child how to do it right. If your child acts out of rebellion toward your authority as a parent, then this behavior needs to be disciplined or punished, but cannot be tolerated or accepted.

  3) The word “discipline” means “to teach, to shape, to mold, or to perfect.” Remember this.

  4) Be firm, be consistent, and build a personal relationship with your child.

  5) Be careful not to become overly performance oriented with your children. They are more than just homework, reports, and chores. There is a real person there who has hopes, dreams, fears, likes and dislikes. Get to personally know your child.

  6) Quality time is no substitute for quantity time. The average father in America spends only 47 seconds a day in conversation with his children. But I am sure that it is quality time.

  7) Be a positive person, and a positive role model for your child. The best predictor of how your child will be when he is 30-40 years old is how YOU are as a person today. Be a positive influence on your child socially, mentally, emotionally, and spiritually.
  Make the effort to catch your child doing something right every day.

  9) Teach your child how to be successful. First, take the time to figure out in your own life what it means to be “successful.” Is it just having more money or stuff? Or is there more to your life than that?

  10) Teach your child self-control and respect for others.

  Thanks to the folks at http://www.newideas.net/parents.htm. Let’s take a closer look.

  1) Know the difference between big things and little things.

  This is also known as “Choose Your Battles Wisely.” The danger is that is you are constantly correcting the child, the message is loud and clear that the child cannot do anything right, and frustration and learned hopelessness arise. Similarly, of you use up your resources seeking cooperation on little things, then you are out of tools when something big comes up.

  2) Know the difference between incompetence and rebelliousness. If you child does something out of incompetence, then take the time to teach your child how to do it right. If your child acts out of rebellion toward your authority as a parent, then this behavior needs to be disciplined or punished, but cannot be tolerated or accepted.

  This can’t be stressed enough. At Sparks of Genius we often see children who come to us virtually squished because teachers and parents and professionals treat their uncontrollable behaviors like rebellion. Thus they are punished instead of disciplined, and behavioral problems then do develop. The ADD or ADHD child cannot fully control his or her impulses.

  3) The word “discipline” means “to teach, to shape, to mold, or to perfect.” Remember this.

  Not punish! The goal is to train the child to avoid inappropriate behavior. Many teachers use shame to control their students. This technique works poorly on the impulsive child. He or she may make the connection between inappropriate outbursts and feeling ashamed because the teacher then ridicules them. However, when the time comes they still will not be able to control their impulse to speak out.

  4) Be firm, be consistent, and build a personal relationship with your child.

  This will give you more resources, more points to spend on buying cooperation from your child. If you have a strong relationship, you can call on that by saying something like, “Listen Billy, I know this is tough for you and your doing a great job so far. Can we finish this essay now? Otherwise I am going to look like I’m not doing my job.” Out of concern for you, the child will push himself.

  No relationship = no leverage.

  5) Be careful not to become overly performance oriented with your children. They are more than just homework, reports, and chores. There is a real person there who has hopes, dreams, fears, likes and dislikes. Get to personally know your child.

  It is so easy to get bogged down with all the have-to’s in a challenged child’s life. But without pursuing dreams, there is no reason to go through all the hard work! Take mini-vacations together by going to the mall or beach or park, as a reward and for no reason whatsoever.

  6) Quality time is no substitute for quantity time. The average father in America spends only 47 seconds a day in conversation with his children. But I am sure that it is quality time.

  Clue: children who feel neglected by their parents will misbehave to get their attention. Cut out the middleman by giving them the attention they want in the first place.

  7) Be a positive person, and a positive role model for your child. The best predictor of how your child will be when he is 30-40 years old is how YOU are as a person today. Be a positive influence on your child socially, mentally, emotionally, and spiritually.

  The child will copy what you DO, not what you tell them to do. If mom and dad yell and fight, the child will too. If mom and dad tell the child that fighting and yelling are bad, but they do it anyway, then the child will do that too! He or she will act as if they think yelling and fighting are bad, but will continue to yell and fight.

  Make the effort to catch your child doing something right every day.

  The life of a child with Attention Deficit Disorder or a Learning Disability is a life filled with mountains of failure. Sometimes it takes work, and a creative imagination, to catch the child on-task. But without positive reinforcement every day, the child’s life becomes a series of endless failures and gloom. Turn a light on the positive.

  9) Teach your child how to be successful. First, take the time to figure out in your own life what it means to be “successful.” Is it just having more money or stuff? Or is there more to your life than that?

  This is a vital life skill. We assume that kids are picking this up on their own. A challenged child won’t, and most children in general don’t. Heck, you probably didn’t! So take the time to do it now. Showing the child what independent, adult life looks like shows them the light at the end of the tunnel, shows them for what they are working so hard!

  10) Teach your child self-control and respect for others.

  Good Luck!

  -Allen Dobkin

• 01May

  Use the Force….with Mind Reading Video Games

  ADHD, ADD, Sparks of Genius, aspergers, learning disability No Comments

  Video game companies are on the move, taking the kind of peak performance technology we use for Cognitive Training here at Sparks of Genius and turning it into enhancements for all kinds of home video games.

  Click here for full article.

  “Most physical games are really mental games,” said Lee, also chief technology officer at San Jose-based NeuroSky, a 12-employee company founded in 1999. “You must maintain attention at very high levels to succeed. This technology makes toys and video games more lifelike.”

  That’s the truth, and that is why we stress all 9 intelligences, including spatial and kinesthetic, instead of just reading and math. Developing those skills goes a long way towards building the cognitive tools needed to maintain attention for any activity.

  Toys with even the most basic brain wave-reading technology — scheduled to debut later this year — could boost mental focus and help kids with attention deficit hyperactivity disorder, autism and mood disorders.

  That can be the case, but…

  “These techniques are used usually in clinical contexts. The gaming companies are trying to push the envelope,” said Goldberg, author of “The Wisdom Paradox: How Your Mind Can Grow Stronger As Your Brain Grows Older.” “You can use computers to improve the cognitive abilities, but it’s an art.”

  We couldn’t agree more! That is why we use a high-tech and high-touch approach in our Cognitive Playground. The children who come to use are usually facing failing grades in many areas. Let’s be blunt: they understand that to their teachers, parents and even other kids, they are a pain in the but and in many ways a failure.

  Without a track record of success, the child has no “proof” of their ability to succeed.

  Our students are made to feel comfortable and welcome, we stress that this is a fun place to be–even for the people who work here–and we help them build a series of successes. Those successes come in areas where the student is strong, but also in areas where the child has weaknesses.

  Nobody can achieve peak performance without a coach.

  There are many programs for sale that offer some form of cognitive training at-home, on your personal computer.  We find that they are about as effective as Bo-Flex and all the other at-home, do-it-yourself programs: not very.

  Why?  First, the folks who need the training have issues with following a consistent plan.  Second, nobody can achieve peak performance without a coach.  World-champion athletes don’t, and neither does the local high school football team.  So why should we fool ourselves into thinking that we can do it all on our own?

  
  Good luck!

  -Allen Dobkin

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