homelemon bullet
missionlemon bullet
aboutlemon bullet
offerlemon bullet
Our Therapistslemon bullet
approachlemon bullet
programslemon spacer
classmaterialslemon bullet
whyuslemon bullet
startedlemon bullet
didyouknowlemon bullet
faqlemon bullet
eventslemon bullet
testimonialslemon bullet
helpfullemon bullet
job oppslemon bullet
friendslemon bullet
contactlemon bullet

 

"That's the real problem with kids who struggle with learning... Some kids feel like they're stupid. I want them to know that they're not. They just learn differently. Once they understand that and have the tools to learn in their individual way, then they can feel good about themselves."

– Charles Schwab, billionaire, financier, and founder of Charles Schwab & Company; has dyslexia.

SUMMER PROGRAM:

• Download the 2017 Summer Program Here!

• Download Our New & Improved Writing Program Here!

FALL & SPRING PROGRAM:

• Download the 2017 - 2018 Fall & Spring Program Here!

• Download Our New & Improved Writing Program Here!

THERAPY PROGRAM HIGHLIGHTS:

Reading, Spelling & Comprehension Therapy

The center’s core methodology for treating specific reading and spelling impairments is Orton-Gillingham based multisensory instruction. This systematic and explicit research-based curriculum facilitates the acquisition of phonological awareness, the knowledge of syllable types, the application of syllabication rules to decode complex words, the knowledge of spelling rules, the knowledge of roots, affixes, and morphology and, lastly, the recognition of sight words. These learned skills significantly improve student’s overall reading fluency, vocabulary, and comprehension. Adapted portions of the Lindamood Bell programs are also utilized as needed for the treatment of reading, spelling, and comprehension. Reading Comprehension Therapy targets facilitative techniques that help the child become absorbed or “injected” into the story and keep his mind from wandering. Strategies to improve reading comprehension performance on standardized and classroom assessments are also incorporated into each lesson.

Written Language Therapy

Written Language Therapy targets descriptive, narrative, and expository writing, while practicing the process of drafting, editing, and revising. Students are taught to use a methodical and sequential writing system that breaks the writing process into easy and approachable steps. Each step targets the essential writing elements that are needed in each part of an essay. At a minimum, the therapy enables students to independently generate a five-paragraph essay containing an introduction, a body (containing at least three key points with adequate supporting details), and a conclusion. During the editing and revising process, students are taught to insure their writing contains appropriate sentence structure, capitalization, punctuation, cohesion (adequate transitional statements) and detail, using an easy check and balance system. The editing and revising process can be peer-assisted when appropriate. Research papers and book reports can also be incorporated in treatment as deemed necessary.

Auditory Processing Therapy

Auditory Processing Therapy targets the comprehension of language via the auditory channel (what the brain does with what it hears). Students are challenged to process and respond accurately to questions, statements, and directions of increased length and complexity. Vocabulary and word retrieval exercises are usually integrated in the therapy program. Students learn to modify their environment as well as utilize facilitative techniques to maximize processing success. Auditory Processing Therapy may also incorporate goals targeting social communication, reading comprehension, and/or written language as deemed necessary.

Social Language Therapy

Social Language Therapy targets the following social language skills: developing and maintaining friendships, expressing emotions, listening, problem-solving, negotiating, compromising, flexibility, conflict resolution, de-escalating emotionally charged situations, interpreting and responding appropriately to body language, as well as understanding and expressing a conversational partner’s perspective. Sessions may incorporate a group project that requires each student’s participation and cooperation. Real social conflicts occurring during the session or in a student’s daily environment, or in a scripted situational problem provided in therapy may be used as opportunities for practice. If needed, the class may also target conversational discourse skills which include: initiating and closing conversation, topic selection (appropriate to audience), topic maintenance, turn-taking, conversational repair, and acknowledgment of partner’s feelings and ideas.

Autism Therapy

Autism therapy involves a variety of treatment approaches depending on individual strengths and deficits. Skills to be targeted are broken into smaller parts and taught using a pattern of hierarchy. The therapy is highly structured, with ample opportunity for repetition and positive reinforcement. A behavior reinforcement plan is strongly integrated within therapy and heavily supplemented by environmental supports (picture schedules, calendars, adapted books). Use of prompting and prompt- fading techniques are used as necessary. Once positive learning behaviors are shaped and a routine is established, auditory processing skills are typically targeted, followed by, or in addition to, social language skills, using social stories, social play/games, interaction with peers, and/or scripted conversation. As the student’s neural pathways are “rewired” and language processing connections are made, the complexity of the language processing goals is increased.

   
 
Phone: 813.854.3000 • Fax: 813.854.3002 • 3885 Tampa Road, Suite A, Oldsmar, FL 34677• info@lemontreecenter.com