The Johnson Academy offers a comprehensive assessment battery consisting of diagnostic tests designed to identify your child's strengths and weaknesses. After the assessment, a consultation is scheduled to explain the results and discuss an individualized intervention tailored to specifically address areas of concern. Here are some of the disorders treated at The Johnson Academy and the appropriate interventions.
Articulation Disorder and/or Child Apraxia of Speech
- Issues with speech clarity/intelligibility
- Leaving out consonants in words, ex: cu for cup
- Substitution of consonants, ex: wun for run
- Distortion of consonants, ex: tsun for sun
- Difficulty producing sounds in the correct order in a word, ex: pasketti for spaghetti
Articulation disorders are treated through a variety of approaches. Developmental approaches target individual phonemes in a manner that teaches the child how to produce sounds correctly based on proper placement. Depending on the nature and severity of the articulation disorder, other approaches that may be indicated are approaches that target oral motor sequencing for childhood apraxia of speech or the use of smart palate which targets phonemes that have not responded to traditional articulation therapy.
Using the SmartPalate in Therapy
The SmartPalate System empowers Speech/Language Pathologists (SLPs) with real-time visual feedback of tongue-to-palate contact throughout all stages of therapy. By eliminating the guesswork commonly associated with speech therapy, SLPs and their clients can rapidly identify trouble areas, demonstrate & develop proper production, and effectively practice and implement proper speech into everyday use.
- Create custom targets from scratch or capture them during live speech recordings.
- Match tongue to custom tongue targets for proper placement.
- Demonstrate proper place, manner & voicing simultaneously.
- Record and isolate trouble area(s) (e.g. work on placement without the voice).
- Increase client self-awareness by seeing substitutions, omissions, distortions & additions.
- Maintain engagement of clients through voiced & non-voiced practice activities.
- Motivate repetitions & progression with a real-time quantifiable measuring tool.
Individualized Cognitive-Sensory Approaches To Intervention
Seeing Stars® for Reading Fluency and Spelling
Is reading fluency a problem for your child? Does your child have difficulty remembering sight words or words that cannot be sounded out? There are many reasons why a child has difficulties in reading. There may be a breakdown in their ability to segment words into their smallest visual or auditory components. There may be issues in visual memory which may lead to difficulty in remembering the spelling patterns of words. Children may also experience problems acquiring the large sight-word base necessary for fluent reading. Your child may have dyslexia or a reading disorder if he or she has difficulty with the following:
- Reading rate
- Reading accuracy
- Reading multisyllable words
Lindamood Phoneme Sequencing® (LiPS) Program for Reading, Spelling and Speech
Does your child have difficulty remembering his or her letters and the sounds associated with that letter? Does your child spell words the way they sound? Does your child have to sound out every letter of the word although they have seen the word before? Your child may have deficits in phonological processing if he or she has difficulty with the following:
- Pronouncing words correctly
- Reading words correctly
- Reading Rate
- Reading Multi-Syllable Words
Visualizing and Verbalizing for Language Comprehension and Thinking®
Does your child read words accurately but struggles to comprehend the content? Do words seem to go in one ear and out the other? Are there problems with following directions in the classroom or at home? Do teachers say s/he is not trying or is lazy or inattentive? There are numerous reasons your child may be struggling in oral and/or written language comprehension and expression. Many children with difficulties in language comprehension have issues in concept imagery, the ability to quickly and accurately form mental pictures matching what we read and hear. This weakness causes students to get only “parts” rather than the whole picture. Additionally, deficits in concept imagery interfere with the ability to accurately recall and sequence information. Your child may have a language disorder if he or she has difficulty with the following:
- Reading Comprehension
- Retelling a story in the proper order
- Giving the main idea of the story
- Oral-Language Comprehension (following directions)
- Written-Language Skills (getting thoughts on paper)
Fast ForWord software develops and strengthens memory, attention, processing rate and sequencing — the cognitive skills essential to learning and reading success. The strengthening of these skills results in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar and other skills necessary to learn how to read or become a better reader.
Earobics is a computer-based program which provides individually paced instruction in the foundational skills necessary for reading. Progressively more challenging levels of instruction are utilized to help students build critical literacy skills including recognizing and blending sounds, rhyming words, and discriminating the individual sounds, or phonemes, within words.
Readers with fluency problems read slowly and inaccurately, which may interfere with reading comprehension. Reading can become an unpleasant task. Fluent readers read without thinking about the process, allowing them to focus on the meaning, making reading a pleasurable activity. Read Naturally provides struggling readers with an individually-paced program to develop reading fluency utilizing three research-based strategies:
- Teacher Modeling
- Repeated Reading
- Progress Monitoring
By combing these strategies into one powerful program, Read Naturally keeps students on task as they build reading fluency and accelerate their reading achievement.
MIND Research Institute Math
MIND Research Institute Math uses spatial temporal reasoning to develop and enhance performance in mathematics. The MIND Institute K-5 program delivers math training through a series of computerized games which target grade-level mathematic curriculum. The program is aligned to California state standards and is based on 30+ years of solid, groundbreaking research into the mind at the University of California. The engaging and motivating computer games keep students captivated while improving their performance in mathematics. The MIND Research Institute's Algebra Readiness rebuilds a solid math foundation for struggling middle and high school students. The MIND's innovative visual approach engages students by engaging the learners' spatial temporal reasoning abilities to form the foundation for success in Algebra 1.
The Singapore Math Method
Individualized or small-group instruction based on the internationally recognized Singapore Math curriculum is offered to complement as well as remediate difficulties in mathematical skills. Math students in Singapore consistently place at the top of international rankings on math exams, not because they are brighter than American students, but because they receive superior instruction. The Singapore Method teaches mathematical concepts from concrete through pictorial to abstract, enabling students to solve complex, multi-step problems. The program provides students with the technical mastery and deep understanding necessary to succeed in Algebra and higher mathematics. The Johnson Academy offers diagnostic examinations to evaluate your child's proficiency and place him or her at the appropriate instructional level.
The Dichotic Interaural Intensity Difference
The Dichotic Interaural Intensity Difference training or DIID is an auditory training procedure based on split-brain research. Children with learning disabilities are at risk for left ear deficits, particularly in the transference of information between the left and right hemispheres of the brain. The DIID aids in the efficient and effective transmission of information between the hemispheres which allows for increased academic performance. The need for the DIID is based on the diagnosis made by an audiologist and is typically recommended three sessions a week for 20 to 30 minutes over the course of up to 2 months.
The Basic Auditory Training Program (BAT)
The Basic Auditory Training Program (BAT) is an auditory training therapy program which seeks to develop a child’s ability to detect spectral patterns. Processing pitch and timing cues are prerequisite skills for the development of phonological skills. The BAT program consists of assessment and training tracks. The auditory listening exercises are performed every day for 20 to 30 minutes a day for up to 6 weeks. This means the child is making perceptual decisions about what s/he hears for each trial with attention focused to what is heard. Gradually, the ability to process the acoustic requirements of speech perception improve.