Looking for help for a child who struggles with behavior, focus and learning problems?
Many families spend years trying to find effective remediation for their child without relief, even though the school, teachers and other professionals have given it their best efforts. Some of these same children experienced early warning signs of frequent ear infections, sleeping problems and delays in learning to walk and/or talk.
While teachers are better trained to identify some of the more common learning and behavior issues in children, most are at a loss in knowing how to deal with them, much less remediate them. Many of these children get behind in school and find it difficult if not impossible to catch up, and then seemingly “all of a sudden” find they have fallen two, three – or more years behind their peers. Even when some program effectiveness is achieved, usually it doesn’t last because the root of the problem is not properly identified or dealt with effectively. Quite often these issues are symptoms of basic developmental problems not effectively identified or treated.
Even children who are referred out and receive a medical diagnosis of ADD/ADHD, dyslexia, anxiety and other disorders, never find out whether there are physical or neurological underpinnings. Quite often parents and teachers give up. Even worse, these children become convinced they are too different, broken and frequently become certain they can’t keep up much less compete in important areas of home, school and life.
Children who come to Slight Edge usually experience difficulty in multiple areas of normal development such as academics, behavior, processing, memory, emotions and exaggerated sensory stimulation. At Slight Edge the initial assessment is designed to carefully look at the overall developmental functioning of a child by analyzing balance, eye movement, motor movement and the problematic continuation of various primitive reflexes. If a child qualifies they will receive an individualized program for remediation to stimulate and integrate normal developmental systems that have remained immature.