by Christi Petrucka Isaac had been struggling with reading and expressing himself for so long, that by the time I heard about the NACD in May 2012, when he was 16, I knew that I was quickly running out of time to help him. It’s not that I hadn’t done anything up to this point. His difficulties were obvious early … Read More
by Ellen R. Doman M.A. Baddeley’s model of working memory was published in 1974 (Baddeley, Hitch 1974) and continues to be used by professionals today. Prior to their work, the only part of thinking that had been clearly defined was the short term memory (Atkininson, Shiffrin 1971). According to Baddeley and Hitch (1974), the working memory was responsible for processing … Read More
By Sara Erling Stephany is a beautiful and talented dancer who is 13 and from a rural area in Montana. She started with NACD in April of 2009. She had a rough start to her life, being diagnosed with Toxoplasmosis, and it was only after heavy supplementation that she recovered. Due to this slow start, she was behind developmentally and … Read More
By Monique Cunningham My daughter Mary Beth had been diagnosed by the first grade with several labels – ADHD, dysgraphia, dyslexia, and auditory processing. Our small private school had a program called Discovery Lab where children with learning disabilities were helped on a one-on-one basis. They used a multi-sensory approach to teach our kids. Knowing no other alternative, we enrolled … Read More
Everyone who has who knows someone who has a child with a learning or attention problem needs to see this DVD. The DVD explains the pieces of the puzzle and how to address the issues relative to those with Learning and Attention issues – Learning Disabilities, Dyslexia, ADD & ADHD. It contains a two-hour DVD seminar presented by Robert J Doman, Jr. NACD Newsletter, … Read More
Abstract: What makes NACD uniquely qualified to help individuals succeed and how can parents actively participate? NACD was established in 1979. We’re an international organization with many chapters and regions around the United States as well as our international chapters. We work with a full range of individuals—from those in a coma to those who are gifted and talented and anything in between. … Read More
Robert J. Doman, Jr. Changing the brain (i.e., learning) requires providing the brain with specific, appropriate input that must be delivered with sufficient frequency, intensity and duration. Of the three components—frequency, intensity and duration—the least important is duration. Unfortunately, duration is the one component “education” tends to concentrate on the most. Most educators and legislators believe that “in order for our children to … Read More
Testimony on the Success of the NACD Program by Kurt and Penny Anderson Our son, Chad, was born in June of 1988. It was very obvious by the time he was three that his motor skills development was delayed and he was having trouble communicating, which frustrated him as much, or more than us. We noticed early on that he … Read More
Our three children were classified by the school system as learning disabled. One as neurologically impaired and two as perceptually impaired. As a young mother I believed the school system wanted to help our children succeed and agreed to self contained classrooms for two of the three and supplemental for the third child. This began a learning process, not for … Read More
In April 1990 we were first introduced to Bob Doman’s program through prayer on our son’s behalf and the referral from some friends. Prior to this our son had been evaluated at age three with intelligence testing; screened for allergy sensitivities at age 7; and participated in vision therapy at age 8. All of these measures were somewhat helpful but … Read More