Presented By Jan Kuyper Erland, Mem-ExSpan, Inc.

Weeks of July 27, 2008 - August 15, 2008

Commentary: "Where Does Creativity Come From? How, When, and Why Did I Create My Unique System Using Choral Speech With Puppetry? And, then, Prove it to be a Valid, Scientific Teaching Tool to Enhance Learning Performance? "

Over the years, some have questioned how "I came up with" such a innovative way of teaching to improve memory, school, and work performance? Some say "I must have seen it somewhere." Others said it had to have been part of my college coursework, and it already existed somewhere. Their questioning infers that "I couldn't have done it." Why?

Creativity comes out of your own personal experiences, knowledge base, and even the unique ability to tap into pieces of "priori knowledge."

The current July issue of Brain in the News, published by Dana Press, p.3, has an article exploring aging and creativity in the brain, titled the same, by Guy McKhann, M.D.

The by-line questions, "how does a great musician compose, and artist represent the world in a different way, or a scientist have the insight to solve a problem in a way others have not considered?"

It further questions, "How do the brains of these creative people work? What are they doing differently?" The inference here is that not all of us are equally creative, at least not in the same ways.

Since not even my family understands why I am so creative, I will explain my circumstances. I was born with a wild imagination; people often commented about this to my mother. I was always engaged in imaginative play. Not having television, children were more imaginative then, and read more. I read adult classic novels by the age of 10-11.

Now, add a college speech and theater major along with a degree in education. This was embellished by my first elementary teaching position in Des Moines, Iowa, where I studied with talented, "old timey" teachers who taught choral speaking with their students. They mentored me, and routinely gave parent all-school programs in the auditorium.

Soon, I was also conducting school-wide programs. Children acted out parts within (what was called) thematic units. One of my favorites was teaching a science unit about the six simple machines. The students wrote poems, songs, and scripts around them. We then made costumes and acted them out applying choral speech. The rest of the school, parents, and principal were thrilled.

I taught for several years in different districts, then stopped to raise a family of three children. In their growing years, I searched for a creative outlet for them.

One Christmas, my husband gave me a Sears tape recorder, which had a dial that manipulated the vocal sound. Puzzled, when I opened it, I said, "what am I going to do with this?"

It did not take me long to figure that out. We lived in a university town near where some elderly, retired, puppeteers resided. We purchased their hand-carved puppets and learned ventriloquism. I continued to study theatre at the University of Kansas, and taught school.

My children were soon writing scripts, composing music, and conducting puppet shows for the church summer vacation Bible school. The unique sound frequency dial on the Sears tape recorder manipulated our voices and aided the choral speech of groups of children and adults.

We traveled the area nursing homes, schools, and disabled centers for two years. The shows were such a hit, that we were soon professional puppeteers for Kansas City-Topeka area shopping centers and performed holiday shows for Macy's. This proved to be a type of excellent leadership-teamwork training for my family, as they eventually also became professional speakers-actor-performers leading to lobbying, marketing, and sales. My youngest daughter starred in a major 1989 Hollywood action-adventure film, "River of Death" with Donald Pleasance and Robert Vaughn, and is now a VP of global marketing in the fashion industry. (see the nonprofit ILS Board of Directors on the above bar link).

I also sang in church choirs and choral concerts for twenty years, which enhanced my musical ability and choral speech knowledge.

Now, add a master's degree in Special Education - Learning Disabilities from the nation's #1 leading school for that field: The University of Kansas.

The next step was tying it into the classroom, and trying to create all levels of learners into a unified, productive unit through a right- and- left to whole-brain training system. Soon the Integrated Learning Plan was born. Still people questioned its viability, validity, and that "I had no proof that the Arts-Edutainment system worked to enhance learning ability." I accepted the challenge.

Nearly thirty years later, there is lots of proof with successful individuals, including published scientific articles and reports. It all works very well, except for the Sears tape recorder. And, I guess that I was creative in my own right.

Weeks of July 7, 2008 - July 21, 2008

Commentary: "Why We Need To Know How To Sequence Information. What Is Sequencing? What Is Its' Purpose? "

Everything we do involves sequential thought with actively engaged process. Some of us are more proficient than others, and it becomes quite apparent. We are simply inefficient. Reading, writing, spelling, mathematical calculations are the beginning of a few of these processes. It continues with how fast we sequence information in our work day. It adds up to "how smart we are."

Two prominent psychologists defined sequential thought. George A. Miller (1956, 1981) Harvard University, published "The Magical Number of Seven, Plus or Minus Two. Some Limits on Our Capacity for Processing Information." This title tells it all. Most of us have a memory span capacity of seven (a telephone number), minus two, or just five items (such as remembering a sentence of five words). Yet, many of us are stuck down at two to three items. This spells out misery.

The other psychologist is H. A. Simon, late Professor at Carnegie Mellon University. He was one of the founders of Artificial Intelligence, and researched mainly in modeling and simulation of human cognition. (1974, "How Big Is a Chunk?").

I am an advocate of what I have coined as "Span Power." The more chunks of information we can remember, the faster, and more accurately we operate.

Test yourself by how many things you can remember, without a list, shopping at the grocery store. Or, how fast do you learn computer sequences, such as instructions to new software? Through specialized enhancement training, we can become personally more streamlined in our thought processes, and content with ourselves, felling less stress.

Weeks of June 15, 2008 - June 28, 2008

Commentary: "Mental Sharpness: When Adults Do NOT Want an Inefficient Memory System "

With so many gimmicky or incomplete programs available, I was determined that mine would not be one of them. Or, I would have quit trying 28-years ago when I first began cognitive sills training solutions. I saw wonderful, immediate results with my innovative application. Early students are now mature adults positioned successfully at the top of their fields.

Yet, some results appeared 1-2 years later, of which I had to wait until my seventh experiment in 1999 to prove that those with serious learning deficiencies may see improvement latently.

Those children who had The Bridge To Achievement training saw +two to +four year's improvement in their standardized academic achievement test scores (beyond what the school/teachers normally obtained) when data was configured into their experimental groupings, whereas, those students not treated showed little comparative improvement.

My earlier published research (Erland, 1989) proved that adults also received and maintained the same cognitive skills gains longitudinally with my training.

I have a new research report, now in publication review process, showing the multi-tiered effects of my 27-years of Accelerated Learning research with various populations, ages 9 to adult. All but one experiment had one-to-three years post longitudinal tracking showing that my choral speaking with puppetry methods maintained. It is unique research that you will want to follow.

My dream is that most of us will want mental fitness in the future the same way we want physical fitness. It will be that easy to move forward to higher levels. We won't have to be left behind.

Weeks of June 1, 2008 - June 14, 2008

Commentary: "Mental Sharpness: When Adults Have an Inefficient Memory System "

Many of us say, oh, well, I will live with it; it does not physically hurt. Hurt? Nobody will notice. Notice? I am sure you are aware of how many "out-of-it" people are walking around. Older individuals are proud of their "senior moments", and laugh it off. Unfortunately, mental sharpness is no laughing matter.

Adults, having missed recognition and/or identification by the schools in the 60s, 70s, and 80s, now find themselves  coping with unidentified information processing deficiencies with the resultant low self-esteem and workplace pigeon-holing. 

Scientist, Marian C. Diamond, ("Enriching Heredity," 1988, p. 91) related that our brains are in a constant changing ebb and flow flux due to health, stress, developmental issues, aging, food additives and the medications we take.

To further complicate matters, the information processing capabilities of primary and working memory, and verbal memory decline after the ages of 25-35 in sharp quadratics for hearing and memory (Grady & Craik, 2000, p. 225).  With this being the case, those individuals, both children and adults, found to have tested average and low average, or below primary and working memory measurements, have serious regressive problems to cope with. 

For example, one common dominant weakness is that they would not be able to effectively process auditory (listening) information, as auditory memory routinely ranks low with many individuals.

This researcher, a teacher-practitioner in various environments for many years, was extensively trained in assessment and evaluation of learning disorders.  Testing not only those referred with typical learning deficiencies but, also the normal population soon eagerly requested and received low cost psycho-cognitive testing. 

Seldom before had specialized testing by a qualified professional been made available at minimal and affordable fees.  Not surprisingly, it was found that everyone had a high and low learning profile; with their own unique strengths and weaknesses.  Some obviously had hidden areas that were more severely deficit than others.

To solve this problem of individuals’ learning clefts, weak primary and working memory, and information processing blocks, this researcher created a brain fitness intervention applying the arts using drama and choral speaking with accelerated learning practice.  The instructional objective is to become a whole-brain learner for rapid information processing and conceptual integration that will transfer to improved academics and work life-skills.

Weeks of May 15, 2008 - May 31, 2008

Commentary: "The Need for a Solution to Unidentified Learning Problems"

When the November 29, 1975 Public Law 94-142 “Education for All Handicapped Children Act” was passed by Congress, it established that the public schools would ensure those with handicapping conditions would receive treatment. Later, important revisions were added: creating the IDEA Amendment, (“The Individuals with Disabilities Education Act”, Public Law 105-17, June 4, 1997; and Public Law 108-446, 2004),  outlining additional rights to parents to have learning problems identified.  

This was coupled with schools requiring accountability for students’ annual yearly educational progress (AYP) through the “No Child Left Behind Act,” (NCLB, Public Law 107-110, 2001). According to the Wall Street Journal's May 13, 2008 article, "No Child Left Behind Lacks Bite," discusses that the worst-performing schools rarely adopt radical remedies. Therefore, nothing happens.

In the 1970s, Universities and colleges routinely taught testing to measure central processing levels to identify and qualify students with disabilities with reading and math deficiencies. Due to influx of parental demand, and not enough time and resources to meet the demand, in-depth psychological testing by public schools was gradually minimized. 

Although Individual Educational Plans (IEP’s) were formulated for each child with cleft aptitude-ability to academic achievement discrepancies, identification procedures were long and tedious, many children were left unidentified to receive assistance, and training technique solutions remained scarce and inadequate. 

Today, multitudes of training materials and programs exist, and most with little proven effects, let alone having solid longitudinal findings. This researcher had 27 years of longitudinal findings practicing a specific methodology: See: Five Generations of Iterative Brain-Based Accelerated Learning Experimentation, Demonstrate Cognitive Skill Improvement Enhances Academic Achievement and Career Goals.

Finally, sketchy formal assessment was administered, with tutorial assistance in reading, math, writing and test taking.  Students were occasionally pulled out of the classroom for individual tutoring, which still remains the case today; although it is often combined with “class within a class” with a para-professional assisting the student with classroom assignments.

The IDEA act emphasized that students should not be stigmatized for learning weaknesses. Even with some identification procedures in place, the problem remained; that many children had learning problems that were or were not identified.  And, if they were identified, there was little choice for remediation, other than tutorial sessions in and outside of the regular classroom. Parents did not want their child identified or made to feel inferior, so often refused the school's remedial assistance.

Additionally, all students have some weak processing areas that could be improved through systematic training, not only to raise local, national, and international reading, math, and science scores, but to move students into higher, more complex arenas of the technological age.  With all students having varying degrees of abilities, nevertheless, some classroom had more problems than others (Erland, 2000).

This aspect made it difficult for teachers to teach those with multiple learning clefts and still meet the annual yearly progress demands of NCLB (2001).  Subsequently, much time was spent “teaching to the test,” when it could be better spent on teaching the actual academic subject matter.

This could be the case if students were routinely trained in brain fitness regimens to enhance their attentional learning skills and mental quickness.  Teachers would have an easier job teaching their subject matter in the classroom, and the out-coming results would be significant.

Weeks of April 21, 2008 - May 5, 2008

Commentary: "How does tutoring help?"

Most of us are confused as to how tutoring helps and the benefits of having personalized one- on-one assistance. Tutoring is designed to explain how to do a particular procedure like learn phonics, read for comprehension, or do a math problem. It does not correct learning ability or efficiency.

My columns reiterate how every individual has a learning profile of high and low processing capabilities, as how information reaches the brain. This inefficiency, or short-comings create daily learning and productivity problems.

It all depends upon how we want to compensate. Many "smart kids" have learning deficiencies, and are labeled Learning Disabled, (LD) or Attention Deficit Disorder (ADHD). Many more have behavior disorders. Others have more serious health issues.

Instead of looking into cognitive skills retraining, many seek medication. Current news reports are revealing that taking stimulants can cause heart problems. There is no long-term research showing the life-long effects of stimulants, such as Ritalin. Medication such as this can be dangerous.

Eventually, cognitive skills retraining will become mainstream. But, it is a long way off, because it is easier to take a pill. Parents to not want to pay for the evaluative testing and training. Schools are not equipped for mass retraining.

Stop and think, "what am I doing today that will affect my life, and the lives of my children?" It may be time to make intelligent decisions!

Weeks of March 31, 2008 - April 14, 2008

Commentary: "My Child is Intelligent, but . . . . "

I often receive program phone calls. Parents say, "we are having problems with clear written communication, although my child is very intelligent." It is difficult for us to understand that we have our own unique mental map, and the roads leading into our minds may have road blocks, even though we are intelligent. There may be deficient mental cubes, as J. P. Guilford suggested years ago. In other words, we have strong and weak mental abilities. These weaknesses lead to learning deficiencies and overt literacy problems.

Years ago, I stumbled on the conclusion that each of us have our own unique mental learning profile of strong and weak abilities. I began cognitive skills testing of individuals of all ages and learning profiles. I was right. Each person had a unique profile. One could be very superior in two areas, average in another, low in another, and even have a severe deficit in another area.

These low and severe deficit areas compete with the high and superior areas. Psychological frustration ensues with a feeling of insecurity. The higher the intelligence, the greater the frustration. Especially, if the visual and auditory pathways compete at different information processing entry speeds.

Unfortunately, schools can not delve into mass cognitive skills testing and defining these weaknesses. Because, if they did, they would have to resolve them in some fashion. They lack the time and the resources for routine cognitive skills testing.

Interestingly, when I first entered the field of Learning Disabilities in the 1970s, schools DID routinely do cognitive skills testing to determine whether a child qualified for Learning disability assistance, or was merely a slow learner. There had to be high and low discrepancies. So much test interpretation confusion resulted, that the labor-intensive cognitive skills testing soon ended. Schools stopped the testing.

Then, more and more learning problems appeared in new categories. Schools had to say, "there are no problems", than be forced to address a multitude of them. Because, if they did, then what? Chaos? They would be inundated with requests for Individual Educational Plans (IEP'S) for Special Services.

Parent conferences became short, with "your child is doing very well." Then, it was easier to give every child an A or a B. Those who did absolutely no work, received a C. If they didn't come to class, a D or F.

Guess what? University's and college's largest funding comes for student remediation, as many students can not write a complete, coherent sentence. Parents are not afraid to admit this during cocktail conversation. They smile, and hope this situation will automatically change for the better.

A recent article in the Wall Street Journal stated, "There is room for only a few at the top," meaning, entrance into the top colleges and universities is very competitive. ACT scores are looked at closely as well as written compositions. Most will not be accepted.

Where does this leave you? Unfortunately, your child may be forced to settle for less than you had hoped, and possibly live an unstable life with unstable jobs. Especially, if they are intelligent with a mismatched cognitive skills road map.

Weeks of March 9, 2008 - March 23, 2008

Commentary: "Why High Test Scores Do Not Rely on Motivation Alone "

NCLB is still continuing with requiring schools in having accountability with students' test scores. There is a practice of spending several months of daily "teaching to the test" of the state's required Spring tests. Students are rehearsed and drilled.

At the final moment, the month that the tests are taking place in the Spring, students gather in gymnasiums to be given "pep talks" on "trying hard." Granted, motivation is a big part of it, and this is exciting. Especially when they hinge the motivational speeches with the athletes in the olympics.

And through some failure, success ensues.

One important factor is missing; what about the underlying cognitive skill deficiencies that everyone has to one degree or another?

Some students have undetected, hidden barriers that make testing painful for them. Schools are not equipped to test and evaluate every student to find out who needs help. This is an expensive proposition for tax payer's money. Then, only tutoring is available, which can help to some degree.

And, your child goes through high levels of stress in taking these mandated tests. Even, if they are "trying hard."

It is the parent's job to check out private programs on the internet; especially the ones with longitudinal verification. Many programs are jumping into the marketplace with little or no proof that their "system" works. Most programs focus on visual applications and phonics.

This is only "part of the picture." In order to understand and integrate information, the auditory (listening) processing avenues must be operational.

I receive calls inquiring "where are the home products?" They are in the process of marketing development.

In the meantime, parents should recognize that there is "no stigma" to self improvement, whatever the age of the individual, ages 9-99. Check out your options and stay "on top" of the situation, where you are not left "holding the bag" in the future where you are supporting or financially assisting the slow learner in perpetuity.

Week of February 10, 2008 - February 17, 2008

Commentary: "Are All Cognitive Skills Training Programs the Same? "

This is an emphatic "No."

A number of cognitive skills programs abound on the internet, and many people assume they all do the same thing, and are equally effective. However, they may have the same objectives: improve mental functioning. Multitudes of learning programs exist, and they are all different in scope, and have different outcomes.

Psychologists use cognitive behavioral therapy (CBT) and often combine it with medication, such as the stimulant, Ritalin, to help individuals become more focused.

The key is in substantiated research and scientifically reported results. A current article "When Do Meds Make the Difference?" in a publication of the American Psychological Association's Monitor on Psychology, (February 2008, pp. 48-51) states three premises:

1) "The ultimate positive circumstance is to have as many tools as you can."

2) "There's a large discussion in the literature about how few people in the real world tend to practice therapies with empirical support."

3) "For most nonpsychotic conditions, empirically supported therapies and medications yield similarly good results, but therapy (or training) is better in the long haul, research finds."

Many parents are satisfied with the automatic "A's" most children receive in the classroom. Did it ever occur to you, that few failing grades and "C's" are given? This is to keep parents contented. Those who fail, have not completed assignments, or are absent. Those who do produce, are given A's and B's for just trying.

Perhaps your child, or even yourself, could use booster training and self-improvement to meet today';s technological demands.

Ask yourself, what is the quality of your child's school work, or even your own work? Otherwise, you will be held "holding the bag," in the future, with having to subsidize their living expenses. Whatever you decide to do to ensure your own and those in your family's future, make sure there are longitudinal empirical results with any training program you decide to undertake.

Weeks of January 21, 2008- February 4, 2008

Commentary: "Having the Personal Motivation to Keep Up with the Times by Having a Well-Tuned Brain." Since cognitive skills training has a short history since Mary Meeker designed a program for children and schools in 1966 from the J.P. Guilford Model, specialized training for the general public has not been available. Now many spin-offs, most without a research and practice base, have evolved. Their outcomes and results vary greatly.

So frankly speaking, most of us are not aware of how we can improve our mental capabilities in a succinct fashion. Or, why we would even want to. We become complacent. Yet, we need to keep up with the times. Competitively, it is a "flat world," meaning there is global competition for jobs. Even though politicians are promising that we will have jobs, this may not be true.

We also need to rapidly learn new technologies, not to mention we may want to remain in the workforce as we become older. The business environment may appeal to us more than the leisure world. It is wonderful to have the power of choice.

Not to mention that our knowledge and skills may be important to the workforce environment, and we can remain working if we stay updated and mentally sharp. Now, the productive older adult is admired more, has prestige, and evidences better health than those who live on the golf course, at senior centers, or who are strictly involved with community activities with other retirees.

I continually witness older adults, even retired physicians, administrators, and decorated military officers, who cannot operate answering machines, use cell phones or computers effectively, let alone learn the software necessary to operate them, and even refuse to use microwave ovens. What happens to your brain with this "give-up" attitude?

Interestingly, current brain research is emerging along with the 30-40 years of cognitive skills (intelligence) training research, including my own. Finally, the brain neuroscience research and the developed brain exercise (cognitive skills) programs interface. A recent brain research article, "Older Brains Become Less Coordinated: U.S. Study" (Julie Steenhuysen, Reuters, December 5, 2007) stated. "In young adults, the front of the brain was pretty well in sync with the back of the brain. In older adults this was not the case. The regions became out of sync and they were less coordinated with each other."

This suggests that we will all need brain exercise training along with testing and evaluations to remain sharp.

My last commentary commented on ADHD children's brain's eventually catch up, yet we do not consider what it means for our child to be behind in school academically two- to-three years in reading and math. This is in reference to the recent November 12, 2007 news release. Quoting an article from the Los Angeles Times newspaper, the brains of children with attention deficit hyperactivity disorder (ADHD) develop more slowly than do the brains of other children, but they eventually catch up three years later.

This information directs that entire families will want cognitive skills-brain exercise training. But it cannot be useless random exercise that most programs offer. You will have to become an informed, savvy consumer, and decide if you want "to keep up with the times," and have personal power.

Weeks of December 20, 2007- January 20, 2008

Commentary: "ADHD Brains Eventually Catch Up" was a recent November 12, 2007 news release. Quoting an article from the Los Angeles Times newspaper, the brains of children with attention deficit hyperactivity disorder (ADHD) develop more slowly than do the brains of other children, but they eventually catch up three years later.

Using scanning devices, the cortices of children reach peak thickness much later than do normal children. The cortex is responsible for the ability to focus attention, remembering things from moment to moment (short-term memory) and suppress inappropriate actions. Children become less impulsive and less fidgety as they mature.

While this is good news, there is a caveat.

If an eight-year old has to wait three years for his brain to function normally, including having a good attention span and enough short-term memory to input new information and retain some of it, that means three years later at age eleven, he is three years behind his peers academically. He has not been able to keep up with his classmates, and struggles to learn. Instead of functioning at sixth grade level, the child is working at third grade level.

This is not good news.

What if there was a program that could retrain the brain's ability to focus and improve short-term memory, reasoning ability, and academic achievement? What if the child could not only by-step these problems early on, but avoid the stigma of the slow learning child with the self-doubt and low self-esteem that goes along with it?

Twenty-seven years of published research indicates that such a program exists. My research documenting latent one-to-two year’s academic achievement gains in some of the fourth grade low cognitive skills students, ages 10-12, (Erland, J. K. The Journal of Accelerated Learning and Teaching; Fall 2000, Spring 1999a, Fall 1999b) is in accordance with these findings.

For the abstract and introduction of Mem-ExSpan's The Bridge To Achievement latest research report now under juried publication review, see: Five Generations, 27-Years of Iterative Brain-Based Accelerated Learning Experimentation, Demonstrate Cognitive Skill Improvement Enhances Academic Achievement and Career Goals.

Decide for yourself if it is worth the wait for your child's brain to catch up.

Weeks of October 28-November 11

Commentary: "Get Smart, Stay Sharp" for adults desiring to maintain an edge in the workplace, and are not ready to retire on a "slow boat to China."

This article is to encourage those of us who are growing older to consider keeping their mind and brain as sharp as they would their physical fitness.

Having grown children to boast about, I am aware of my contemporaries, and how they often allow personal discipline to slide. When I was in my early 50s, I never thought I would be older than this; that there was a "ceiling to aging," as I always felt so young and fit. And, still do.

Surprise. Ten to fifteen years fly by, and you find yourself seated in a group of older adults. Many are not particularly sharp, and are being replaced quickly in the workforce by the "Millenniums."

Older workers have an advantage if they are quick, and adept with written and verbal communication. We must learn new software programs rapidly, solve problems, and make good decisions. The Bridge To Achievement sequence training does this rapidly and effectively, and at a low cost.

I am in the process of having published a final conclusive report of the 27+ years of success by a reputable, juried journal of learning. It actually will be a series of four articles regarding five generations of research and application. It will be complete having multiple tables and charts with generational summaries and conclusions. I can work writing all of these articles in addition to what else I do, like administering this web site, teaching, and speaking.

This type of research done by one person is most rare. The only way I was able to do it was expanding myself through this training, as well as members of my family.

From 1979 to the mid 1990s, my husband had two open-heart surgeries, a stroke after these processes, and cancer. He took part in this program in the 1980s, and totally regained his health which included maintaining his youthful looks, mental, and physical fitness. He continues to be a Real Estate Broker full time, well past retirement age. He is happier doing this than when he played golf daily throughout the 1980s as a sudden retiree.

It is something to think about. Are you ready to be "put out to pasture" early? Do you want to "Get Smart and Stay Sharp?"

Weeks of September 7-21

Commentary: Avoiding the brain killers; food additives and Ritalin

We all look for the instant solution to our problems, and often to not consider what the future holds. The future comes up quick. And, is sometimes relentless and brutal.

When I taught in the elementary schools in the late 1950s and early 1960s, there were children with cognitive skill deficits (I had five reading groups), but none were climbing the walls. As a teacher, with other teachers in the building, we would have noticed this if it existed.

Today, there is much speculation that ADHD (Attention Deficit Hyperactivity Disorder) existed, but was not identified. Ditto for autism. There would have been an outcry if this was going on, and no one was addressing the issue. We, as teachers and parents, simply did not see these symptoms.

This time was also called the "Golden Age" of teaching -- few classroom problems. Guess what? This was when there were few, if any, food additives, let alone prescribing stimulants to give children focus to learn. Meals were prepared from scratch, even if you worked. Over-processed foods did not exist.

We did not look for drugs to calm our children down.

I wonder if there is any correlation here between chemicals added to the brain and hyperactivity?

Unfortunately, there have been no long-term studies to determine the lasting effects of Ritalin, which is a stimulant that acts like a depressant. On Ritalin, personalities go into a limbo mode, and the person calms down. Research is coming out that there may be future psychological dangers, including depression, plus heart and blood pressure issues. The jury is still out on this one.

Answer: Seriously reconsider pumping drugs into your child when other options exist like cognitive skills training or bio-feedback which is safe and harmless. Begin reading labels at the grocery store. Question food coloring and chemicals that act as preservatives. Eat less carry-out and prepared foods. Opt for more fresh fruit, meat, and vegetables. Eliminate sugary drinks. Drink water instead of lots of fruit juice and pop. More work for you? Quite possibly, but it will be well worth the extra effort. Remember, you look and feel like the food and chemicals that enter your body. Your child is worth the extra time and trouble of your interest in their and your own well-being!

Jan Kuyper Erland, M. S. Intervention Consultant
Mem-ExSpan, Inc.
The Bridge To Achievement ®
Tele: 785-749-5402
email: jan@memspan.com

Week of August 8-25

Commentary: If and how are decisions made?

Having helped individuals change their learning profiles for over twenty-seven years now, one thing is obvious; most would prefer to ignore the problem and hope that it goes away. The second consideration is that most of us want something that is free and at no charge. These two issues need to be clarified.

Answer: The problem of low learning cognitive skills will not go away. You wind up as an adult with the same profile and live a life of frustration and failures. You are forced to accept less out of life with lower expectations. The child-young person grows into an adult who requires in many cases, life-long economic support.

And, free school services are not always in your best interest.

At one time, our neighborhood had almost every other house with a son or daughter in their 30s living with them, sometimes without direction, and still looking for the ideal career fit. Many families, tired of the intrusion, paid for apartments near by, but it was quite noticeable that these young people "hung out" and depended both emotionally and financially upon their parents even in maturity.

Parents are also unwilling to spend money on "self-improvement" avenues once their child has turned 21. They feel that they are now adults and must decide for themselves. This is true, but the future is still a long time ahead. The next twenty years of a non-productive life can be very unfulfilling for the entire family. And, a worry.

Plus, you can't nag them into doing something. Suddenly, it is too late. It is best to make a decision before the student reaches 20, when in college or tech school.

As a learning disability specialist, I see parents and teachers telling the student "to try harder." Unfortunately, this is impossible.

Secondly, free within the public or parochial schools is a nebulous situation. First of all, you will need to go through the referral process to be accepted as a special needs student. Following this procedure, ultimately, at the very best, you will wind up with a paraprofessional (often without college credentials, working for minimum wage) sitting with your student overseeing an assignment. Often times, in resource rooms, they offer board games and surfing the Internet to kill time, as often the paper assignment is very brief.

Cognitive skill improvement is rarely addressed. This is what you need for you or your child to get ahead. Not tutoring, or help with assignments.

They will administer tests individually, especially if the learner has an auditory processing deficiency. This aspect is obviously helpful.

This paraprofessional assistant may reside with your student either in the classroom or in a resource room. Either way, your child is exampled to the rest of the class as a slow-learner, and the child, himself, feels "out of control" and soon has "low learning expectations for himself." This can last for a lifetime.

Is this "free assistance" worth it? Is putting off a decision to get help worth it? Most times outside help is at little more cost than a piano, golf, or tennis lesson. Unfortunately, this type of expenditure is more appealing as there is immediate gratification. Planning for the future is a difficult process for most of us.

Next blog discussion, which of the following types of interventions do people choose, and why?

Week of July 8-15

Commentary: Is there a solution for learning problems?

To repeat my last article, following the publication of the last article in the Kansas City Star's Opinion Editorial page on June 18th, one reader wrote and asked, " What solution did you find for your son now that he is successful and the father of two sons?"

Answer: I had to create my own solution, my own program, my own class, as nothing other than tutoring, existed. As a learning disability specialist and Resource Room teacher in a public school system, and having graduated from the nationally recognized #1 Special Education University, I felt qualified to form my own class. I also had taught school in seven school districts at several grade levels.

Additionally, I was being approached by friends urging me to help their son, and it didn't occur to me to charge them for services. Getting the class started was important, as my son was 15, a sophomore in high school, and struggling with advanced math pre-college courses. The important thing was to get the class started and under-way.

The class was formed with just three students; my son, their son, and my gifted teen-age daughter. The class was acceptable to attend, because they knew my daughter was smart, and a leader in school.

The rest of the story is history, as I accelerated all three of my children plus thousands of others, of which many are national-world leaders. My daughters are Vice Presidents of major national-international companies, and my son is Director of a prominent Southern California commercial lending company.

Unfortunately, then, years ago, as well as now, self-improvement carries a stigma along with it. We like to feel that our "DNA-heredity is perfect." When young people ask me at social functions how they can become Vice Presidents of major firms, I just shudder to myself, and can not answer them.

You have to be very, very sharp; plus resilient and determined.

To be very sharp you have to have high level cognitive skills; visual and listening memories, plus reasoning ability. That is it, period.

So, you agree and say, "What can I do?"

These are the choices:

1. Tutoring-- private and public company tutors abound. They teach subject matter, like reading and math. It takes months or years of time to make headway.

2. Before you seek tutoring, you should find a cognitive skills training program. Many abound. If you do a Google search, there are over two million links. Mem-ExSpan happens to be #2 on Google, has not paid for this position, and earned through 27 years of research and development, with many published research articles in the ERIC Clearinghouse. Mem-ExSpan, Inc. has a large data bank of age levels of 9-60 in five demographic areas, collected at twelve national test sites, over 27 years.

Regarding other program choices, be certain to check their documented and published results, as many claims are sketchy at best. And most importantly, keep in mind that each cognitive skills program company applies a different methodology using different theory applications. Have an educational expert help you to evaluate the various programs.

Unfortunately, at this time, only a limited few private intensive Mem-ExSpan classes are available, as the program is being further developed. Following up with tutoring, is rarely necessary. It must be realized that correcting cognitive skills is an on-going process, and results are often one-to-two years latent with slower learners. (research report: Erland, J. K., Fall 2000, The Journal of Accelerated Learning and Teaching. Vol 25, 3 & 4, 5-48).

3. Private Psychologists often offer cognitive skills training, and methods vary greatly from individualized private counseling, to small group therapy. Some offer Brain Mapping and Neurofeedback Training. These treatments are designed to reduce stress, create focus, and create a new picture of how the brain operates. Request data on their applications for educational or work performance improvement. In other words, proof that their methods work to the extent you are expecting. They do not retrain specific cognitive skills or enhance memory.

4. Software programs are available for any subject matter, such as reading and math, or cognitive skills improvement like perceptual training. There are many companies that sell these in a variety of educational formats. They are good as auxiliary programs, but may often require supervised assistance. Schools and classrooms routinely use these in individual workstations for small groups or for independent practice to accompany teacher instruction. Unfortunately, some students may have deficient capabilities, such as slow visual or listening processing, and can not follow these programs without assistance with the practice sessions.

5. Phonics Programs offer excellent training for improving reading skills. There is one leader on the market, which has been around since the 1960s. Their strategies evolve from the early basal reader phonics systems used in the elementary classrooms to teach reading. Individualized training is available in centers for periods of time, taught in small group by certified trainers. The drawback is that although reading is enhanced, overall cognitive skills are not developed to jump-start math, verbal and spoken language, and science capability.

Choices are difficult. But, get help right away. However, the long-range benefits will out way the initial up-front cost investment. As I told my children from the age 12 on: "They were not going to live in my basement in their 30s." And, they haven't. In fact, it is tough to get on their calendars.

Week of June 24-30

Commentary: Identifying the problem and finding a viable solution that works.
- We're not born perfect!

Following the publication of the last article in the Kansas City Star's Opinion Editorial page on June 18th, one reader wrote and asked, " What solution did you find for your son now that he is successful and the father of two sons?"

First of all, schools do not address correcting cognitive skills weaknesses. They offer tutorial services with "extra assistance." Retraining cognitive skills is not a new concept. It has been nationally applied successfully in private educational programs since 1966.

The problem: Unfortunately, we are unaware that we are all born with a few cognitive deficiencies or gaps. Unless we are a genius, we are not perfect. This is one of the little known realized facts that exist today, that we may have a weak visual or auditory (listening) pathway.

In my next blog issue, I will compare available solutions for learning problems, which include formal learning disabilities and dyslexia, ADHD, (Attention Deficit Hyperactivity Disorder) and slow learning. I had to create my own system, as there are few programs that successfully correct cognitive skill learning weaknesses rapidly.

But, then once you find out the interesting news, you will want a solution.

The information processing problem has to be formally identified, which most of us overlook doing. You know something is amiss, but you can't put your finger on it. With younger children, chaos can reign in the household, or as adults, we are not as productive as we would like to be. We may not be promoted. As college students, we have to enter less demanding career paths.

You need a formal assessment evaluation to determine which learning areas of the brain need improvement. Either the school, a private psychologist, or learning specialist, such as I am, can do this. The trick is, to get it done. Do not wait.

Dr. J. P. Guilford (1966, professor USC) designed a cognitive model of 128 cubes. The primary ones are the visual, listening, tactile, and kinesthetic learning pathways, called modalities. The visual and listening modes are the ones we count on the most, as that best interprets the world we live in.

Through my years of testing, I found that each person has a totally different profile of visual and listening strengths and weaknesses. The tested modalities range on standardized cognitive skills tests from severe deficit, moderate deficit, low average, average, high average, superior, and very- superior levels in visual and listening (auditory) areas.

One the weak areas are identified, they can be enhanced or corrected to much higher levels. Unfortunately, many of us feel shame or embarrassment in seeking self-improvement, as the schools have stigmatized it over the years. Educational laws such as IDEA (Individuals with Disabilities Educational Act) have strict guidelines regarding maintaining student privacy and autonomy.

Importantly, to have a cognitive skills weakness does not mean you are disabled or overly deficient. Or, have a problem. It is like getting a "tune-up" on your brain engine, so that it runs more efficiently. It can be a "cool thing" to do.

My next commentary will address; available solutions for those who want the high edge, high tech brain.

Jan Kuyper Erland, M. S. Intervention Consultant
Mem-ExSpan, Inc.
The Bridge To Achievement ®
Tele: 785-749-5402
email: jan@memspan.com

Week of May 28-June 1

The following article was published June 18, 2007 in the Kansas City Star newspaper's Opinion Editorial page, "As I See It"

Commentary: Living with ADHD 24/7 - How Can a Parent Identify ADHD or Learning Disabilities Through Their School?

Living with an ADHD or Learning Disabled child 24/7 is difficult. I know, as I had one before there even was a name for it. He is now full-grown, doing well, living in California, where successful people are supposed to live. He now has two young sons of his own, and I wonder if he will be facing the same work and worry in the future, as the problem runs in families.

ADHD didn’t used to be as prevalent, or lat least it wasn’t identified. In the 1970s, Special Education laws were created delineating the thirteen different special education categories. Many parents do not want the stigma of admitting their child into special education classes, which can contain a myriad of problems. Parents may even refuse to sign the evaluation consent forms for special services at school, fearing the child or his family would appear at fault or will be stigmatized, that it signals something is wrong with the child, all of which are not necessarily the case. These feelings fostered the mainstreaming movement.

The symptoms are the same: the restless, noisy, unfocused child, constantly “acting out” to the annoyance of those around him, whether it is parents, the school environment, or neighborhood. You may feel like a “bad parent” unable to control these unacceptable behaviors, but I knew it wasn’t me, as I had two other well-mannered children living in the same household.

Pecking order reigns. Children with ADHD difficulties, are spotted by their peers, and often excluded from social events like birthday parties. Deep emotional scarring can result. This should be avoided while the child is young, so you can consider your options today, or find a solution like I did.

Much can be done today that was not available for others like me years ago. Today, the social stigma can be prevented by obtaining, and insisting upon services or obtaining outside help in addition to keeping the child programmed into extra-curricular activities, like civic volunteering, music and sports. There are many outside resources and solutions (see http://www.Wrightslaw.com).

The first step is to request a psychological-educational evaluation, like the WISC-R or several subtests of the Woodcock Johnson Psycho-Educational Cognitive Skills Battery and Achievement subtests. They used to be routine practice, but are seldom administered today, because of the in-depth workload. Yet, when requested, these tests give a complete picture of the problem.

Then comes the IEP (Individual Educational Plan) staffing of the school team to review the test scores and make recommendations for the child’s needs, program and goals. At this time, if you are not satisfied, you can request an outside evaluation through a private source which the school district pays for. You do not have to place your child in Special Education services, but this much up front testing information will give you an idea of how far behind your child is in reading and math, and which cognitive skills areas are weak and need improvement. Understanding the playing field is your best ally.

Week of May 14-20

Commentary: What Went Wrong with Eric?

As a former special education resource room teacher, having taught at several different levels and public school districts, plus having researched, designed, implemented a cognitive skills retraining program for ages 9-99 for many years, I am prompted to reply to the Wall Street Journal's Weekend Edition, May 12-13, front page article, “Educating Eric,” subtitled: A troubled student was put into regular classes. Then he killed the principal."

Unfortunately, there is no one thing an accusatory finger can point to.  The problem obviously began with a disturbed youth from a dysfunctional family that needed family counseling and ways of coping with Eric.  Schools are reluctant to recommend outside resources that could possibly help – even those offering scholarship assistance.  Parent advocacy is now a hot legal topic, and since the 2004 reauthorization of IDEA (Individuals with Disabilities Education Act), there are many on-line web sites as resources: namely “Yellow Pages for Kids with Disabilities”, and Wrightslaw.com advocacy web site.  Both web sites feature many resources, articles, books, with legal solutions and advice for problems such as Eric’s.

I have worked in many secondary schools where the principal is standing handsomely in the hallway drinking coffee and chatting with a teacher, while mayhem rings out in several classrooms.  Interestingly, I have found male principals to fall in this category, more than female ones.  District Human Resource personnel feel that students will respect and comply with a male principal, even one with fewer credentials, than a female one.  I have witnessed few, if any, female principals operating with a school out of control.  The victim in this story was a nice dairy farmer, turned principal.  We have a man who ignored the horrendous bullying for some length of time in his school and the victimized student turned him into the victim.

The pecking order reigns in schools and on the playground. The special education room can serve as a stigmatized prison, offering unsatisfactory minimal tutorial services.  Eric obviously told his parents he did not want to remain ostracized and demeaned in the resource room.  If the parents refuse to sign evaluation and IEP (Individual Education Plan) papers, the student is mainstreamed. 

This works well if the classroom teachers and paraprofessionals are sympathetic to students’ needs and well-trained, but these may not have been.  When a sensitive, emotionally fragile student is endlessly bullied and humiliated, havoc can break out.  It is not the mainstreaming that is the problem; it is the lack of proper communicative interface of the student with the parents, school, principal and teachers, not to mention creating gun laws for individuals with psychological problems.  We have a myriad of problems with this situation.

Week of May 6-13

Commentary: Can Intelligence Be Improved?

Many have worked on improving intelligence - and success was obtained!

Most research conducted through university research institutions find that with constant rotating staffs, and difficulty in obtaining longitudinal measurement in schools that can not always furnish this important tracking, discover creating intelligence enhancement programs is a difficult undertaking. This, coupled with the 1997 federal privacy act of students’ records, plus checking with each individual student for annual outcomes, makes continual monitoring difficult, if not impossible. Additionally, learning institutions of higher education are focused on their own system capacity building by creating a long series of research with their applications. Therefore, faced with disconnects, they can lack the capability of developing innovations of raising cognitive intelligence, and taking a new system to the marketplace.

Robert Sternberg, Yale University, has long given technical discourse about raising intelligence in the classroom. Howard Gardner, Harvard University, offered a directed design of “Seven Intelligences” modules for classroom application.

The University of Kansas, my alma mater, and number one school internationally for learning disabilities, offers a series of learning strategies for secondary school students. The success of these strategies requires the student’s selective application, which can not be determined or measured. All of these intelligence building programs, which are comprised of study skills, are most beneficial, but unfortunately do not give the desired elevated and permanent intellectual change.

However, in 1965, J. P. Guilford, professor of psychology at the University of South California (USC), and then president of The American Psychological Association, (APA) defined an intelligence cube, or model, of 128 components, which evolved into a program that did increase intelligence successfully.

His doctoral student, Mary Meeker, applied it to a workable program in 1967 called “Bridges Learning.” It operated successfully in many school districts until recently, when Bob and Mary Meeker passed away. Their problem, however, was not only the cumbersome teacher training and lengthy teaching aspects, but the testing, evaluation, and tracking; as they used Meeker’s own designed set of assessments, which were not nationally standardized. But, there was success in this construct. Children's intellectual abilities improved.

Based upon the Guilford Intelligence Model, but not interested in applying Meeker’s lengthy, labor-intensive applications, in 1981, I created a creative cognitive skills training program which included the fine arts of prosody, rhythm and music using filmed, media-driven historical vaudevillian puppets. It became Edutainment for the classroom.

Twelve national locations served as initial test sites, featuring a short 15-day, 1 ½ hrs per day, small group intervention, (based upon age and pre-tested cognitive ability levels). It consisted of 24 hours of intensive media based verbal repetition, called "The Bridge To Achievement." (The BTA) This time format was based on the earlier 1960s findings of biophysicist, Marian Diamond, University of California - Berkeley, who revealed that brain dendrites in rats could be developed in just 24 hours of treatment.

Furthermore, recent research shows that memory is hindered by interference of additional incoming information or distractions. That is why mental focus exercises prove beneficial in helping us think through these interruptions.

Puppet characters provide the tool necessary to obtain these objectives. Class members easily follow these task-masters in a rehearsal paradigm. Learning should be fun and interesting, even when raising intellectual factors.

The bottom line is longitudinal success over time. Any program should be researh-based with years of field testing and publications. That is why it takes twenty-five or more years to realize whether any particular system really works and how effective it is in the long run. Long-term outcomes become overly evident.

Jan Kuyper Erland, M. S. Intervention Consultant
Mem-ExSpan, Inc.
The Bridge To Achievement ®
Tele: 785-749-5402
email: jan@memspan.com