Issue time05:42:00 pm, by paulbretz Email 46762 views
Categories: News, learning Styles, Test Preparation

Last year I was looking to help my students study more effectively and came across a website that seemed to be what I was looking for; an interactive website that was free, provided the opportunity to interact with vocabulary terms, and provide games to keep kids involved. Quizlet to the rescue.

What you can do with Quizlet...

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Issue time12:54:00 pm, by admin Email 209421 views
Categories: Executive Functioning Issues

Executive Functioning Development-Impulse Control Practice

Impulse control has nothing to do with knowing the rules nor the recognition of the consequences for breaking them. Many children with challenging behaviors can tell you all about the rules and why their behavior was inappropriate. The knowledge doesn’t help them.  Children with impulse control issues have not developed the skills to tolerate frustration, inhibit action, or adapt behavior to the environment to the extent needed in more open and less controlled environments.  "In the hurly-burly of classroom give-and-take, children often go on automatic pilot and act impulsively. They do what they’ve always done, and if they’ve behaved aggressively in the past, then aggressive behavior just reappears." (Slaby, 1995).  impulsivity for young children, according to Ronald G. Slaby and his colleagues (1995), occurs for several reasons:

  • They have trouble regulating their emotions and often allow emotions to dictate actions.
  • They don’t listen carefully and don't pick up on non-verbal communication signals.
  • If they have verbal skills that could help them to stop and think, they may not use them.
  • It doesn’t occur to them to consider what else they could do or what will happen if they respond aggressively. To them, passive or aggressive solutions seem perfectly all right.

Feelings, encountered in the heat of the moment,  initiate a response to action for children with impulse issues and it's the recognition of these feelings that is the cornerstone for addressing impulse control issues.  Learning the relationship between feelings and actions is one of the keys to developing impulse control.  When a child learns to recognize that he’s feeling angry or frustrated, he can also learn that having that feeling is a signal to stop and think—not a signal to act.

To help a child recognize and process feelings an adult must intervene when signs of anger, frustration, or agitation arise.  Interventions can range from removal of the child from the environment and discuss what the child is feeling to the provision of a trigger word or phrase such as "red light" to initiate the process of stop, look, and listen before acting.

“Self-speak” or verbal mediation is another activity that can help initiate a "controlled" response. The child thinks out loud to guide his own behavior. Several  social skills programs teach children to remind themselves aloud to “stop, look, and listen” when they realize they’re becoming angry, frustrated, or experiencing other feelings that initiate an immediate and uncontrolled response. Adults can help by modeling this method, making the usually hidden process of reasoning more apparent to all the children.

Practice these techniques with children when they’re composed and in control, and rehearse them in closed, one-to-one settings before trying them in real life. Provide lots of cues, prompts, and reinforcement when children are using them with their peers.

Listed below are some other suggestions which will strengthen your child’s development of inhibition skills. 

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Issue time12:09:00 pm, by admin Email 71055 views
Categories: Learning Disability Research, Executive Functioning Issues


There is a part of the brain, the frontal lobe, that helps us self- regulate our reactions to external stimuli and manage our time. Executive Functioning allows us to plan, organize, strategize, pay attention to and remember details, and manage time and space. Students with learning disabilities and ADD often exhibit weaknesses in one or more of these areas. Understanding the importance of what Executive Functioning does and how it contributes to a child's success in school is important before steps can be taken to develop the needed skills.

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Issue time08:10:00 am, by admin Email 10863 views
Categories: News, Tutoring Information

Without practice, facts and academic skills are most susceptible to forgetting (e.g., Cooper & Sweller, 1987). Some evidence suggests that students loose close to 40% of what they've learned over the school year during the three months of summer vacation.

To curtail the effects of Summer Learning Loss, Enlightening Learners is pleased to announce three summer learning programs: "Transition to High School", "Reading To Learn", and "Getting Ahead Of The Class".  Some of the benefits of these 3 programs:

    • each session is planned by an instructor with 16 years experience teaching students with learning problems and modifying curricula
    • Only those skills which are weak are developed
    • internet sessions cost $25.00 and one-to-one instruction cost $40.00 per session

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Issue time11:15:00 pm, by admin Email 13617 views
Categories: Reading strategies
Getting ready for summer

Parents play a critical role in the development of their child's reading ability, particularly with students that struggle with reading. It's critical that during the summer months children with reading problems continue to read or they may lose some of their skills.  Scientific studies  estimate that summer loss for all students equals about a month of academic learning. Most likely, children with learning disabilities need even more reinforcement. Here are some easy ways for parents to get involved with reading and foster the desire to read and improve your child's reading in the process.

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