by Lori Riggs, MA, CCC/SLP I think we forgot to tell you something. At least, we didn’t tell you enough. What We Did Tell You: Having a very structured, targeted home program with specific frequencies and durations is an extremely effective way to facilitate—and remediate where needed—your child’s development. These structured activities are addressing specific…
by Lori Riggs When I was in college I took flying lessons. My dad, whose curriculum vitae included private pilot since age 16, instructor pilot, fighter pilot, and airline pilot, did not teach me. However, coming to visit me in Waco one weekend, he was happy to fly with me to see what I had…
by Bob Doman I just returned from an outstanding trip to Sydney, Australia. I worked with some great folks and evaluated many kids whose potential I can’t wait to help unlock. I also met with some great open-minded folks at the University of Sydney to discuss a research project with our Simply Smarter System and…
by Lori Riggs, M.A., CCC/SLP Introduction The National Association of Child Development (NACD) has many years of experience of using and developing sound-based programs with clients for the remediation of auditory-related issues. From Tomatis to Berard, Joudry, Samonas, and The Listening Program® (TLP), we have gathered observations and information about our clients’ responses to auditory…
by Sara Erling (with Lori Riggs) I am often asked by fellow NACD moms, “How do you do it?” “How do you get it all done?” “Why do you have your kids involved in so many activities?” The easy answer is to say that I am a little crazy. (But I’m really not.) I think…
by Bob Doman Understanding the brain and how it works has been the subject of a tremendous amount of study and research. Exploring such research in college really engaged and intrigued me, particularly when I realized that the knowledge that had been gained in neuroscience was not being acknowledged, reflected, or utilized by the educational…
by Lori Riggs The bottom line: Isolated skills are pretty worthless. They only have meaning if they are put into a context of functional activity. That’s the message I wanted to get across. That’s it. I’m not much on elaboration, so if you “get it” already, you don’t need to read on. End of article….
by Lori Riggs You want to build a house, so you borrow a hammer. Every day you pull out your hammer and pound on something—anything—twice a day for two hours. And sometimes you just hold the hammer and look at it or set it close to a nail. Certainly at the rate of four hours…
Thoughts on factors influencing gross and fine motor development, with ramifications affecting cognitive function and language in developmentally challenged children. by Bob Doman I have observed a number of problems in our children whose overall development is slower than that of typically developing children, issues that are only indirectly associated with the actual neurological and…
by Sunette Payne, as told to Iliana Clift Elliot was born with hypoplastic left heart syndrome (HLHS), which means that the left side of his heart, the side that receives oxygen-rich blood from the lungs and pumps it out to the body, was severely underdeveloped. In addition to this very severe heart defect, he also…