The Brain Trainer Addressing Math Struggles

What makes someone strong in math?

When struggling math students walk through our doors, we go deeper than just looking at their math worksheets and tests to understand why math is so challenging for them.  We look at their personal foundation skills, especially in the key areas of attention, memory, visual processing, processing speed and reading comprehension. Examination of these core areas helps us put together the true reason they are having trouble with math.  We know they can improve! How do these key cognitive skills drive math performance?

Your child might have the conceptual abilities for math.  But without close attention to details, he or she can make many errors such as reading the operation sign (+, -, x, /) incorrectly or not adding columns that line up.  Attention is our ability to focus and work through distractions.  If attention is compromised, so will be the student’s opportunity to take new information in.

To use math skills efficiently, we must be able to do some mental math.  This involves memory of basic math facts.  As math becomes more complex, if we can’t remember what steps we have done to solve a problem, we can’t move forward with the problem in a timely way.  Memory is the tool we use to absorb new learning, hold the information, and retrieve it at a later time. 

Visual processing is our ability to perceive, analyze, and manipulate lines, shapes, and patterns.  Math concepts are based on visualization, visual input, and visual processing.

Our ability to understand patterns and think of options is the core of logic and reasoning. Math is often about comparing, contrasting, thinking of options and solutions.

How fluid or efficient someone is with math problems relates to their processing speed.  Can they get the steps done quickly or is the process long and laborious?

Even reading comprehension affects math.  Students must follow directions in the correct sequence.  Strong reading skills help with the dreaded story problems that can be quite tricky for  many people.  You can’t answer a story question correctly if you don’t understand the question being asked.

For you or your child to succeed in math, the foundation skills must be strong and consistent.  If math is a concern for your family, we recommend testing at The Brain Trainer to determine the root cause of the difficulties.  Students who are weak in math can make lasting improvements!  We’ve seen great progress even in students for whom math has always been their worst subject.

Apraxia of Speech

Apraxia of speech is a problem of speech output. The child has very limited speech and the sounds they say are not always consistently produced.  Apraxia is considered a motor speech impairment and not a lack of vocabulary.  The brain of someone with apraxia is not able to plan and produce sound sequences that result in speech.  Usually when a person wishes to create speech, the brain sends messages to the speech muscles (lips, tongue, palate, muscles of the jaw and throat) about the desired movement in terms of strength, timing and order.  With apraxia there is a disconnection and the instructions from the brain are not followed.

What I have found it helpful in apraxia therapy to always be aware that each child responds differently to various techniques used.  Therefore, a toolbox of techniques is needed in order to find which technique works best for each child.  Your speech pathologist will assist you with planning what specific sounds and words to practice with your child.

Below are some general suggestions for parents that they can make part of their daily interactions with their child to foster speech and motor control.

  • Encourage your child to participate in motor coordination activities.  I especially like activities that use rhythm such as clapping to sounds, dancing, jumping rope and swimming. These activities help lay the process of motor patterns.
  • Although singing is not the same process as speech, I have seen children build confidence and respiratory control from joining in with singing activities.  Plus, the children seem to have fun and enjoy singing many of the silly kid’s songs.
  • Frequent practice matters.  Get your practice time in throughout your day.  Practice saying sounds, words and singing in the car. Talking practice should occur at regularly planned times throughout your day such as before a meal, at story time and prior to the start of a desired play activity.  Have a set number of trials in mind to achieve before stopping (i.e. Katie will vocalize in imitation 3 times during the car ride).  Also, try and have a regular 10 – 15 minutes of dedicated talking and listening time each day.
  • Model speech that is just one-step ahead of your child’s speech.  If your child has no speech, work on making animated and fun sounds.  If your child has some vowel sounds, use two sounds together.  If your child is using single words, begin using two word statements.
  • Respond faster to new and closer word approximations that your child makes.  For example, your child typically requests “u” for juice, and one day hear him produce a more refined “use”, hurry and get his juice a little faster.  This helps to reinforce new and improved speech production.
  • Stop asking questions, many questions will slow speech (What’s this?). Start making statements that your child can echo back (cup for drinking).