Tag: academic interventions

We Are The Lucky Ones

On By Britani MartinIn The JourneyLeave a comment

1

One day, when my children are older and can look back on their journey at The Morris Center, they will both believe this truth: WE ARE THE LUCKY ONES……

It’s true. They are the lucky ones, the lucky few. We’ve found a solution to their learning struggles and they’ve received the treatment necessary to rectify these weaknesses. Academically, the years ahead of them will now look different.  Instead of starting behind their peers, they can confidently line up beside them, capable of learning the same. They are the lucky ones.

But what about the other kids with learning disabilities?  The not-so-lucky ones?  You see, some of these others aren’t just unknown faces to me.  I know them.  I know their families. They are within my own extended family.   We’ve shared the same concerns and fears,  while encouraging and supporting each other along the way.  They’ve followed our journey here at The Morris Center and they’ve sincerely celebrated our progress.  Knowing they are cheering us on back home should make me feel good.  But in all honesty, it’s been a mixed bag.  With every encouraging comment, I feel a pang of sadness for them.  Not pity.  More like a touch of survivor’s guilt.  Why are my kids getting what they need, while their kids are facing another year of struggle and frustration?  I empathize with these parents who are ready to throw their hands in the air.  They are tired of seeing their kids struggle to keep up.  I would have to think it’s a double-edged sword for them to be happy for my kids while at the same time, wishing their own kids were having similar outcomes.  I’ve thought about each of those kids so much, wishing they could be here to receive this intervention.  They deserve it just as much as my kids do.  All kids do.

If the statistic is correct (1 in 5 with dyslexia), there’s a staggering number of kids out there struggling unnecessarily.  Take our school for example…. our district serves over 3,500 kids.  If dyslexia affects one in five people, that means 700 kids could have dyslexia.  700!  In one school district.  700 who will always have to work harder than  their peers and still might not close the gap of learning. It doesn’t have to be this way!!!  There’s a solution and it’s within reach.  My prayer as we return home is to see The Morris Center grow in recognition as a REAL solution for so many that struggle to read.  There are now 6 children within our district who have been to TMC, with more attending in the months ahead.  If these kids are all reaching higher potential than ever before, doesn’t TMC deserve a closer look?  I believe it does and feel a responsibility to other families to share our journey and to offer hope for those who feel hopeless.  To read more about why I believe The Morris Center program should be integrated into the education system, read my blog post Every Child Deserves It.

Cannon and Avery are now a few of the Lucky Ones.  But learning to read and reach your full learning potential shouldn’t be just for the “lucky ones.”  It should be for ALL.

They Will Continue to Learn and Grow

On By Britani MartinIn The JourneyLeave a comment

never stop learning

We are almost done. After four months, we will say goodbye to The Morris Center and all the wonderful people that have become a second family to us on Friday.  Throughout this journey, the professionals at TMC have shown up every day, fully committed to helping Cannon and Avery reach their full potential.  They’ve poured hours of instruction, occupational therapy and counseling into our kids on a daily basis.  They’ve pushed and challenged them, coached and encouraged them.  The’ve offered our kids a roadmap to success and have been an integral part in the “re-wiring” of our kids’ brains.  Their combined expertise have helped our kids reach reading levels that once seemed unattainable.  The Morris Center under-promised, and over-delivered.

But what happens next? What happens when we get home? This one-on-one intensive setting is not our reality.  How do we transition back to regular school and how do we ensure our kids are using what they learned here?  What happens if they forget and lose all the progress they made?

That’s just it.  It’s not something they will forget.  The Morris Center website explains it best:

“We apply a unique program (supported by long-term scientific evidence) that has helped our clients with dyslexia re-enter their schools or work place with improved skills that are consistent with their expected range of academic and job potential. Our treatment program is fundamentally different from the approach employed by typical learning centers or tutors — these programs typically treat the client’s symptom or teach them to compensate for their weaker skills. Rarely do these programs or tutors actually aim to uncover the possible causes of the client’s difficulties.

We help build new bridges in the brain (neural networks) that true science indicates are most likely to provide new pathways or better skills. We target treatment only for the client’s skills that need improvement, such as language/learning skills (reading, writing, spelling, comprehension, speaking/expression, memory and critical thinking ), sensory processing, sensory processing, attention and behavior.”

 “As weak skills become stronger, then learning becomes more efficient and the child or adult feels more competent and confident. We help them unlock their hidden, true potential. Self-esteem comes from success.”

Another great thing about TMC is their continued investment in our kids’ lives.  They won’t just escort us to the door on Friday and say, “peace out, see you never!”  No way.  They offer daily/weekly online aide for each child, assisting with homework and time management.  They work to make the transition back into a school environment as smooth as possible.

So as we head home, we will celebrate the growth Cannon & Avery have made.  They have a new-found confidence in their abilities heading into a new school year.  We can’t wait for them to realize they are working less while learning more. And we will eagerly anticipate watching them continue growing and learning for years to come. Cannon & Avery’s dreams for the future will be bigger than they ever thought possible.  They are beginning a new journey that could not have been possible without The Morris Center.  You can’t put a price on that!

Did I Really Just Do That???

On By Britani MartinIn The Journey3 Comments

It's Kind of Fun to Do The Impossible

One of the best things about parenting is getting to see our children’s “firsts.” The first smile, the first steps, the first time riding a bike.  We watch in wonder as we see our kids hit these milestones and we celebrate each success.  And if you’re like me, you may even get a little teary-eyed.  Our kids look to us to see our reactions and we share in their excitement.  These firsts open up new worlds to explore.

I’ve witnessed so many of these moments with my own kids, but I would have to say my most recent “first experience” will be at the top of my list of favorites!  You see, a lot of firsts are developmental….things we know will happen or expect to happen.  They follow somewhat of an order and are so sweet to see, but there’s some that are even sweeter.  It’s the ones that are harder to come by.  When your kids conquer things that were a struggle before, you feel a higher level of pride.  This week my daughter had one of those “firsts.”  She READ part of a book that she couldn’t read 4 months ago.  But, hold on. Let me give you the back story.

Avery has the SWEETEST group of friends.  They are fun, kind and loyal.  They are each unique and have strengths and weaknesses that encourage one another to step out of comfort zones and try new things.  I love them all dearly and love that Avery can explore new interests with them.  Thanks to her friends, Avery recently became a Harry Potter fan.  This was surprising to me because her brothers took zero interest in HP.  After school one day, Avery asked to watch the first Harry Potter movie.  Sure!  We watched it, she loved it and immediately asked to watch the next one.  A few days later she watched the second one without me.  When it was over, we had this conversation:

Avery:  That was so good and now I’m all caught up.  Now I can talk to my friends about it and know what they are talking about. 

Me: Oh, have they been watching the movies too?

Avery: No mom!  They have read the books and I know I’ll NEVER be able to read those books so I wanted to watch the movies.

Me: (insert teary eyes and a big bear hug for my little girl)

Fast-forward to present-day……  Her goal since arriving at The Morris Center was inspired by our friend, Emma, who was finishing up at TMC when we arrived.  Avery wanted to able to spell “supercalifragilisticexpialidocious” from the movie, “Mary Poppins,” just like Emma. Okay, cute.  That will be great. But I, her mama, want her to also be able to READ the entire book.  Well guess what?  During Week 7, Avery SPELLED “supercalifragilisticexpialidocious.”   I was impressed!  That was fast.  This small accomplishment led my girl to have even bigger ideas for future firsts.  Avery soon asked me, “do you think I’ll be able to read Harry Potter when I leave here?”  Umm…that book, with all the names and strange places,  is a tough one for me to navigate reading, not to mention being able to comprehend the storyline.   Not wanting to give her false expectations, but at the same time wanting to be encouraging, I said, “I’m sure you’ll be able to read anything you want to read eventually.”  As quickly as it was considered, I pushed it aside and prayed for more attainable goals to be met.

Shame on me for doubting my girl and her abilities.  She put me in my place.  This past week, TMC had a film crew at the clinic, shooting promotional material to share this amazing place with others, searching for an answer.  For one shot, they requested a book for Avery. Dr. Tim Conway, with a knowing look,  gave her a Harry Potter book.  I was behind the scenes watching and when I read the title, I flinched a little and asked in a whisper, “Avery can you even read that book?”  She didn’t answer and the crew reassured me, explaining that they weren’t concerned with audio for this particular shot.  But as the camera started rolling, I witnessed a “FIRST” for my girl.  Without hesitation, she began reading from the third chapter of a Harry Potter book.  I couldn’t hold back the tears that flooded my eyes as I watched in awe….my smart child doing something she thought (and me too) was impossible only four short months ago.  She did it. When the film crew finished, she looked up from the book with a huge smile on her face, walked over to me and wrapped her arms around my waist.  As I knelt down to kiss her head, she reached up and wiped away my tears.  As we left the clinic, she turned to me and said, “Did that really just happen?  Did I really just read that book?  I can’t believe it.”

Believe it, baby girl!  This is just a first of many.

 

SCIENCE MATTERS WHEN IT COMES TO DYSLEXIA

On By Britani MartinIn The Journey4 Comments

science

I’ve had so many discussions about learning with parents of past, present and future clients of The Morris Center.  Parents from all over the world with one major thing in common……giving our children the best possible opportunity to reach their learning potential.  Individually we’ve studied and researched all we can to understand our children’s specific learning challenges and how to help them.  Individually we’ve invested and immersed our children into programs that didn’t meet our expectations.  These disappointments have left us feeling helpless and our children discouraged.  But with each failure, we refused to give up.  In our search for an answer, each on our own, found The Morris Center.  While there’s been trepidation and uncertainty, we’ve all come to the same conclusion.  The Morris Center is legit!

When I first heard about The Morris Center, I thought, “Cool, another intervention, claiming to be the answer.”  I just added it to my long list of programs to look into down the line.  When I finally took the time to look it up however, I thought, “man, this place is bold! They are making some really big claims about what they are able to do.”  The TMC website states, “on average, our clients with dyslexia jump one or more grade levels in reading in one month of treatment.”  I’m sorry, what??!!  One month? We are on year three of a program and haven’t seen that kind of growth.  That can’t be right.  So, I dug deeper. Who is this Dr. Tim Conway?  Like all good investigators, I googled him.  He’s a neuropsychologist (yeah, I had to google that word too just to make sure I knew what it was).   I found his TedxTalk,  “Mixing Oil and Water so Nearly Everyone Learns to Read.”  After watching the video I was intrigued.   In my search for information I found a lot of testimonials about how great TMC is and how it had “changed their child’s life.”  Okay, but who are they?  Are they actors?  Paid spokespersons?  I was hearing the good, but I wanted to find the bad reviews.  I was looking for someone to prove it was too good to be true.  Alas, my search came up empty.  There simply weren’t people talking about how bad this program was.  When I googled other reading programs however, I found a multitude of reviews, both good and bad.  So what’s the difference?  While browsing the TMC  website again, this got my attention:

“TMC changed his life” is a common response we receive after our teams’ treatment. One of the most misunderstood aspects of helping children and adults improve their functional skills is the difference between making weak skills stronger versus learning compensatory “strategies” to cope with weak skills. TMC’s known for using research-based methods, the proper intensity and frequency of treatment and a foundational approach to make weaker skills become stronger – improving functional abilities & leading to long-term improvements.

Dr. Tim Conway, Research Neuropsychologist and Director

Research-based methods…  Isn’t every program “research-based?”  Sure, lots claim to be.  But where can I find this research? And what is the average growth for clients receiving treatment?  I looked but either didn’t find this information on their websites or the information was vague.  When I checked The Morris Center website however, there was a tab just for RESEARCH.  Go ahead and see for yourself. You can read all about it.  I did and immediately noticed something different from other explanations of programs……the terminology. It didn’t sound “educational.”  It sounded “medical.” (neural networks, neural plasticity, functional neuroimaging, left hemisphere, normalization of the activation).   Essentially, the approach is less about helping my kids learn to “cope” with their learning disabilities, and more about rewiring their weak skills to be stronger.  Hmmm…. okay, prove it.  I want to see the proof.  With one click, I was able to see the results of 25 years worth of research TMC has to back up their claims.  Real results. Sustained results.  And a new way of looking at dyslexia for me.  I’ve been told (not by my School district or the educators at my school – they have done an exceptional job with the interventions that have been available to them) my child was born with this and their brain is just wired differently.  I’ve learned that’s not true. Brains are wired the same, but some have inefficiencies (weakness).  I’ve been told my kids will always have to work harder than their peers.  Not true. The Morris Center can “strengthen the processes and develop the skills that are weak. As weak skills become stronger, then learning becomes more efficient and the child or adult feels more competent and confident. TMC helps them unlock their hidden, true potential. Self-esteem comes from success.”  Okay.  Even though it sounds too good to be true, I can’t ignore the opportunity in front of us.  If I can make something easier for my kids, I’ll do it!  So we did. Good move.  TMC is definitely delivering on their bold claims!   It’s been a relief to see dyslexia differently and to actually watch my kids grasp things they couldn’t before.  I see less frustration in their faces and more confidence in their eyes.  I see them recognizing how this is helping and starting to dream bigger dreams. Isn’t that what we all want.  So now more than ever, I’m convinced…..SCIENCE MATTERS!

Wait a Minute! The Education System is Missing the Boat!

On By Britani MartinIn The JourneyLeave a comment

1I’ve spent a lot of time over the last week thinking about The Morris Center and the impact it has had on so many.  So many, yet not nearly enough.  It’s tragic when you think about it really.  Dyslexia affects 1 in 5 people.  Older generations of people may not even be aware that they have it.  They’ve probably always just thought, “school was hard for me.” Thankfully, with time and with science, we have a better understanding of how the brain works and how to recognize inefficiencies, then provide intervention for those learning challenges.  For dyslexia, there are countless intervention programs available.  State education departments and school districts are inundated with different programs claiming to be the best way to help kids with learning disabilities.  So how do they decide on one?  How do they choose one program over another?  I know that education is always evolving and new teaching strategies are important.  But, which one truly is the best?

When my kids were first diagnosed, I was overwhelmed. I didn’t have an education background so I was clueless about what my next step needed to be.  I was at the mercy of our school district (which I  love and must say is one of the very best in the state).  They went above and beyond to provide services and the latest programs for our children.  They did the very best they could with the resources they had available.  I won’t lie and say these programs haven’t helped my kids. They have.  But, there was still something missing.  What was it?  My kids were learning strategies and memorizing rules left and right.  But were they able to retain and apply what they were learning?   Was it making school easier for them?  And once done with the program, are they done for good or is this just going to be an on-going thing?  Will they start a new one when they are finished with this one?  And why are some kids doing one program and others doing another?  How do I know my children are in the best program for them?  Sooo many questions and it all left me a bit unsettled.  My focus started to shift from hoping this was helping school not be such a struggle to making sure their 504s listed every possible accommodation they may someday need.  I was resigned to the fact that they would always struggle and they would always have to work harder than the majority of their peers.  Life just isn’t fair sometimes.

My sister taught special education for 12 years and actually completed 2 years of an Orton-Gillingham program.  It was multi-sensory and supposed to be fantastic.  I never thought much about such programs until after it was a reality for my own children.  Now you have my attention…. With a family FULL of educators I’ve learned that the education system seems to have cycles.  Teaching methods, learning approaches, tools, techniques…….they have all evolved through the years.  We hear things like this:  They say the best way to teach phonics now is…. the best way to approach language is…. kids learn spelling most effectively through…..etc, etc.  Take math for example.  The way math was taught when I was a kid is certainly NOT how it’s taught today (just ask my kids!  They pretty much excused me from helping them with their homework. Thanks, but no thanks).  Some of the new methods are just that….new.  Others however, seem to have cycled back into use.  It’s all a bit confusing for this mom.  I mean, who are “they?” Who decides this?  Specifically with reading programs, who came up with the program?  How can they claim their method works best?  Isn’t that an opinion?  Is there scientific data that shows their specific program is in fact, the best?  And if so, why are there still so many options?  And the BIG question….will these programs help my kids reach their full potential?  So many questions.  The more I tried to understand our options, the more uncertain I became about the programs my children were immersed in.  It felt like the lottery.  It may or may not work.  Needless to say, my mama heart was not feeling very reassured.

And then I heard about The Morris Center.  I listened to my friends talk about the program and checked out the website.  My initial reaction? Too good to be true.  No way.  But then I read an article written by Dr. Tim Conway that made me second-guess all I thought I knew about dyslexia intervention.  The article had my attention when I read this:

“THIS is the SUPERPOWER of Dyslexia, as it is the SUPERPOWER of the human brain for all learning.

IF schools are required to use ONLY well-researched, highly-effective and scientifically proven methods instead of lining the pockets of publishers,

  • NOTE: publishers of curriculum have made hundred of millions of dollars in profit from selling our schools the same methods of instruction for reading that have the same ineffective, unproven, poorly researched and limited effectiveness, but a new packaging and new labels/vocabularly, for more than the past 20 years,

then from these new, well-researched, and scientifically proven new experiences we can expect NEW outcomes. Presently, the US educational system has shown little to NO improvement in the success of teaching reading, despite decades of discoveries in science about how the brain typically learns to read, what are the most likely causal factors for leading to dyslexia/poor reading skills (poor phonological awareness), and how some methods are highly-effective at preventing reading difficulties with evidence-based early intervention at age FIVE years old – YES, in Kindergarten we can already work to prevent the emergence of poor reading skills.”                                                               Read full article here: “What is Dyslexias Real Superpower”

Could the education system really be missing the boat?  Stay tuned for my next post that explains what The Morris Center actually is and why I think it’s really “THE BEST” program for dyslexia…..

Run Your Own Race

On By Britani MartinIn The Journey, UncategorizedLeave a comment

Screen Shot 2020-07-06 at 11.06.58 PM

I haven’t mentioned much about my nephew, Brady who is also here attending The Morris Center.  With his parent’s permission, I would like to introduce you to one of the bravest, most energetic, competitive kids in the world.  When you see this copper-headed, rough-and-tumble boy headed your way, you just want to grab him and wrap him up in a huge bear hug. But here’s the problem…..you won’t be able to catch him!  Brady has one speed.  FULL SPEED!  Since day one, he’s had a fearless approach to life.  He was climbing from his crib by 11 months of age.  He makes others around him gasp with his daredevil jumps and flips.  He cries when roller coasters are over because they were too short. One of my favorite stories about him was when he was 3.  Usually he stayed in the nursery on Sundays while his parents attended the worship service at church.  But this particular Sunday, he joined them.  Our church is a beautiful, old church with almost a gothic style, complete with cathedral ceilings adorned with  large wooden beams.  It almost takes your breath away to see.  Brady sat in his Mimi’s arms and studied his surroundings, looking up at the tall ceilings.  He leaned over to his Mimi’s ear and asked, “What is this place?  Is it a castle?”  His Mimi replies, “it’s our church sanctuary.”  He paused and looked around and then said confidently, “I wanna climb it.”  That’s our B.  Fearless from birth.  Adrenaline seeker.

Brady and my daughter, Avery, are two weeks apart (thank goodness he’s older since he likes to be ahead).  They’ve grown up more like brother and sister.  Where he’s bold and busy, she’s calm and content. They can be the best of friends and the worst of enemies.  They will be fighting one minute and laughing the next.  They both have tender hearts and compassion for others.  With natural athleticism, Brady stood out among his peers from the start.  He was the fastest, strongest, bravest.  We all believe he fits the mold of a Navy Seal.  He takes on life with an intense need to not just succeed, but to be the best!  This is the kid that started off with all blue ribbons at his Kindergarten track and field day. Eventually he got a red one for second place. While most of the others traded to have one of each color, Brady took his red ribbon and tore it in half!  He’s competitive to a fault.  A coach’s dream!

He entered school with confidence but quickly became frustrated and overwhelmed.  Sight words and spelling tests seemed impossible.  The days were too long.  The classroom was confining.  The schoolwork was hard. His parents spent countless hours in the evenings trying to help him memorize and understand only to feel defeated to learn he had not  retained any of it by the next week.  It was exhausting.  Thankfully, Brady’s mother was a school counselor who had taught special education for 12 years. She was trained in reading therapy and quickly recognized Brady’s deficits and knew he would need intervention.  She found him the best tutors and stayed on top of his academic needs.   Brady is a smart kid, but even with the extra help, his work was not reflecting his intelligence.  It was in the middle of first grade when he had outside testing that determined he was dyslexic (and possible processing deficiencies that couldn’t be determined at his age).  Second grade was  difficult to say the least.  He tried one reading program with no success.  School continued to be challenging and he began to lose confidence in himself.  He dreaded school every day.  He would hide in the hallways on his way to after-school tutoring to keep his friends from seeing him. He held it together while at school then had angry outbursts at home.  He was mad, frustrated and tired.  So were his parents.  Third grade was a much better year thanks to a wonderful teacher.  She made him want to go to school.  He made progress in her class with a different reading program but was nowhere near where he needed to be.

Enter present day.  Cannon, Brady & Avery are here at TMC.  It was identified through testing that Brady had inefficiencies in his language processing.  That automatically puts him behind the starting point for Avery.  The things she struggles with are different than  his struggles.  It just happened to be the first program that was his weakness. This program follows a very specific progression plan.  New skills are added as you master others.  We saw right away that Brady wasn’t moving as quickly as Avery.  My sister and I started to worry.  Naturally, kids want to compare notes on what they did each day, not to mention living in a tiny apartment together where their only playmates are each other. What would happen when Brady realized Avery was further along?  This was not good for our competitive child.  My sister and I started to panic, but Dr. Conway and the team at The Morris Center quickly eased our fears.  One of the major “rules” in place at TMC is no comparison!  The kids are not allowed to compare with each other.  They know everyone progresses differently and each have different areas that are more difficult.  No two kids are alike and this is not a competition.  After that first week, the talk about the details of their day went away.  They talked about breaks, lunch and fun OT activities but never compared sessions with each other. My sister and I breathed a sigh of relief.

No one wants to see their child struggle.  It’s heart-breaking really.  It always helps when you find others who understand your struggle because they are living the same one.  My sister and I, along with our husbands share in this dyslexia journey.  We support and encourage, vent and listen.  We came here together for one mission.  To change our kids’ lives.  We couldn’t anticipate the process because it’s impossible to describe without experiencing it. So we dove in head-first and soaked up all we could with every observation and meeting.  We teamed up and attended meetings together for all three.  My skepticism  lessoned as I saw the growth my children were making.  For my sister however, I would imagine it wasn’t as comforting.  While she was thrilled to see Cannon and Avery advance, it was probably also discouraging to see Brady progressing, but at a slower pace.  Doubt creeps in and makes you wonder if you’ve made a mistake.  You’ve invested financially and emotionally into this program and your expectations for progress are not being met.

These thoughts and concerns led to a conversation with Dr. Conway where we point-blank asked him if this program would help Brady.  Dr. Conway assertively answered with this: “we can help Brady.  It’s what we do.  He’s in the right place.”  Some of you might be thinking, “well of course he’s going to say that.  It’s his program and you are paying customers.”  I dare you to spend one hour with this man and tell me you think he’s bogus afterwards.  Dr. Conway is a Neuropsychologist who has committed the last 30 years to this program.  He has the science to back him up .  There are no other programs that I’m aware of that have scientific evidence that shows their program works.   Dr. Conway speaks with passion and you can see the fire in his eyes as he talks about helping children and adults with dyslexia.  His family is riddled with dyslexia.  His professional mission in life is to get this program into schools around the country and make the science of learning the standard for everyone.  It’s tragic when I think about how many people he could help if his voice could only be heard.

As Brady continues along, here’s the good news.  He is progressing every week. We are seeing growth.  His confidence is improving.  He’s receiving praise and affirmation from people who believe in him.  They are helping him believe in himself as well.  Sure, the language processing has made him start 100 yards behind the others but that’s okay.  This is not a race.  There is no time limit.  Everyone runs their own race.  We want them all to cross the finish line but we don’t care how long it takes.  What matters is that Brady is making progress, and every day he’s one day closer to changing his life for the better.  I applaud  Jamie and Davin for making this sacrifice for Brady and I hope they are able to block out comparison and celebrate Brady’s race.

 

Get Out of Your Own Way!

On By Britani MartinIn UncategorizedLeave a comment

Screen Shot 2020-07-06 at 8.08.40 PM

This post if for parents of older kids with dyslexia.  This is my experience with having a very intelligent pre-teen with dyslexia that needs the program at The Morris Center,  but thinks “he’s fine” without it.

If you’ve had a teenager or pre-teen, you are probably familiar with “the change.”  You know…when one day you look up and don’t recognize the stranger in your home.  Your once gentle, considerate, obedient child has left the building.  In his place, is this grumbling, mouthy, self-absorbed “man-child” that has made it his life’s mission to show you just how wrong, mean and clueless you are about kids today and life in general.   With my oldest son, I was blind-sided and ready to put up missing person flyers.  I wanted to return the multitude of parenting books I had purchased and highlighted…. and ask for my money back.  They obviously weren’t working.  I didn’t know what to do with this new, extremely loud, and at times cruel teenage boy who thought the world revolved around him.  This was his life and we were just living in it.  Nobody told me the kid who once hugged me tightly and wouldn’t leave my side would begin to avoid conversation with me and roll his eyes when I demanded “forced family fun.”  This new person was difficult to be around and, my mama feelings were hurt.  But a mama with grown children gave me the encouragement (and laugh) I needed.  She said, “oh yeah.  Welcome to the teen years. Been there.  Its like you look at him and think an alien has taken over his body.  You will live with this new, exasperating version of your child for a few years.  Then around 15-16, he will come back.  He’ll be back.  You just have to hang on.”  That boy is now 15 and I have to say she was right.  He’s starting to return to himself and he’s maturing into the young man I prayed he would be.

So for child two, I felt like a veteran parent. I “diagnosed” his condition at the first sign.  “The change” had begun.  I padded up, put on my toughest skin and started walking directly into the storm of adolescence.  But unfortunately, just as no two kids are the same, no two “changes” are the same either. There’s a lot going on physically, intellectually and emotionally at this age already.  The changes happening in his brain hinder a lot of logical thinking, and when he’s asked to explain why he did or didn’t do something, his answer of “I don’t know,” may actually be valid (yep, I read that in one of those parenting books). So by nature, all of this is already going on.  Add in a complete uprooting of his normal life and you find yourself in Ocala, Florida basically saying this: “instead of that fun summer at home you were looking forward to,  you’re going to complete an intensive dyslexia program that involves 6 hours of learning, 5 days a week.  You’re welcome.”

I love finding quotes that relate to my life or the lives of those around me.  My current choice for Cannon…..“A bad attitude is like a flat tire. You can’t go anywhere until you change it.”
Truth.  He started at The Morris Center with a bad attitude…..mad about missing home, being here with little kids and doing a pointless program that he “doesn’t need.”  (Adding to his frustration was the fact that two weeks prior, he completed his last lesson of a dyslexia program he’s been doing at school for the past 3 years.  He hated the program but remained diligent.  He believed that once he finished that program, he would be done for good.  We however, knew that wouldn’t be the case and his future education would require more intervention).  He started at TMC with two 9 year-olds and an 8 year-old (a 15 year-old started a few weeks later). This wasn’t helping us sell the fact that this program is for ANYONE.  The program begins at a developmental level.  I’m talking mouth movements and sounds.  Simple, but necessary, and the starting place for everyone, regardless of age.  He didn’t shy away from telling us just how dumb it was that he had to do this “baby stuff” with little kids.  The first few weeks were much the same.  We tried explaining the  program’s progression to him but he was in no place to hear it.  However, we felt certain he would soon “buy-in” and realize how this was helping him.  I wish that was the case, but his adolescent self was determined to be miserable and committed  to making sure everyone around him knew it.  The funny thing is that he KNOWS this is helping him and has acknowledged this fact.  Yet he REFUSED to let go of this negativity. He gets his stubbornness honest.

We are now starting our 9th week (7th full week without testing).  It’s not been smooth-sailing.  He still holds onto resentment and anger about being here at times, but there have certainly been some good weeks mixed in.  On the bad days, he’s pushed the boundaries to their limit. One week ago, he crossed over from disgruntled to disrespectful.  His demeanor and negativity was affecting his speed of progress.  He was only making the program longer for himself.  He was essentially wasting valuable time. This was the last straw for us.  It’s one thing for us to see his attitude, but when the staff are acknowledging it, we have a problem. Let’s just say we had a “come to Jesus” talk with him about his attitude and refusal to just accept his circumstances and make the most of it. If he wants to be miserable, we can show him just how miserable it can be (i.e. no technology, no fun weekends, no bike trails).  This certainly got his attention.

Our “chat” was a tough but necessary one.  The part that resonated most was when I told him this: “these people are experts in their field. They have committed 4 months to helping you achieve your potential.  They love their careers.  When you come in here with a bad attitude, telling them this is dumb, pointless, etc…. you are insulting them.  That’s not you and that’s not okay.”  That was a turning point.  He woke up the next morning a completely different kid.  He had found some logic and reason.  He’s shown up everyday since ready to work and with a positive mindset.  The staff have noticed and affirmed his behavior.  We are all breathing a sigh of relief.  They are finally getting to see the “real Cannon.” And we all know that his new attitude will allow him to get the most out of this program in the fastest way possible.

At this point I feel a tremendous amount of gratitude to the staff.  Each of them have played an integral part in this journey.  They’ve shown patience and understanding.  They’ve offered more grace than deserved.  They’ve treated Cannon with respect and professionalism through his defiance.  The psychologist increased the number of sessions with Cannon to offer more support and coping strategies.  Dr. Conway has had one-on-one “brain talks” with Cannon to explain the science behind all of this. One of the coolest parts of this whole journey has been seeing how the staff works as one unit.  They meet together every week to discuss each child in detail and they keep in touch throughout the week to stay informed.  They make weekly plans for each child and share strategies that work most effectively for that child’s attention, learning style, and  emotional state.  This allows the kids to hear a consistent message no matter who they are working with or what type of session they are in.  They meet with the parents weekly and schedule weekly observations of each discipline.  If we have concerns, they are quickly addressed.  When they say they take a trans-disciplinary approach to this program, they are telling the truth!  I’ve never seen anything like this and feel so humbled that my kids are able to experience such a customized learning environment.

So if you’ve considered bringing your teenager to The Morris Center but hesitate to do so out of fear of his “attitude” or perception…… just do it.  I can’t say it will be easy, but it will certainly be worth it!

As for Cannon…. at the end of this, he may not understand completely or even appreciate just how much this program will change his life.  But I have no doubt he will figure it out when he resumes school and as he progresses through high school and college.  He will recognize just what Dr. Conway has been telling him:  “This is going to help you work less and learn more.”  And once his brain is completely developed (not until age 24) and he’s starting his career, he will realize just how life-altering The Morris Center was for him.  And maybe, just maybe…..he might actually thank us for taking his summer away.

Nothing Good Ever Came Easy

On By Britani MartinIn Uncategorized2 Comments

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I’ve already covered a lot of reasons why this place is incredible.  No doubt, The Morris Center is in a category of its own.  But this is HARD.  Like, really hard.  Take a minute to put yourselves in our shoes.  Imagine your kid has dyslexia (and some of you don’t have to imagine it because you already live it).  Every day at school is a struggle.  Every day your child has to work harder than the majority of his/her peers.  He doesn’t love school and has been counting down the days to summer since the second week of the school year.  Third grade is almost over and she can already taste the first sign of summer….the tiger’s blood sno-cone from the portable stand by the red light near your home.  The boat is out of storage and he can’t wait to wakeboard and do donuts on the tube in the middle of the lake.  This was us in April…. anticipating sweet summertime.

Suddenly, things change.  Due to unique circumstances, our plan to be at The Morris Center in November was expedited to NOW!  We literally had 2 weeks to pack up and leave.  In that rush to get things done, we were met with strong resistance from our kids. Lots of pleading, lots of tears.  A sad little girl saying “please don’t make me go now.  You’re ruining my life. I’ll miss sleepovers and all the fun camps with my friends.”  A clever adolescent using his math skills and new, not so nice addition to my name:  “Hello, worst mother ever….So let’s do the math,  From the start of 6th grade to the end of 7th grade, how many days of school will I have without a summer break?”  To put it lightly, they were MAD!  It’s a terrible feeling as a parent to know your kids think you are punishing them when you’re actually trying to save them.  But alas, we persisted, reminding ourselves this was the best thing for them, and if we can just get there, they will understand.

We are now in week 6 of the program.  The fatigue is setting in.  They are no longer pacified by the promise of “fun weekends doing Florida things we can’t do back home.” In fact, they would choose to relax and chill over boogie-boarding the waves of the ocean.  But we still plan activities because we know idle time leads to negativity.  Too much time has them imagining all the “fun” their friends are having back home while they are in “school” all day (the grass looks greener than it actually is since the coronavirus has affected everyone’s summer plans…but you can’t convince them otherwise).  They love keeping up with friends, but each baseball tournament, camp re-cap, lake day picture reminds them of what they “would be” doing if they were home.  They haven’t seen their dad in 58 days.  Being homesick is their reality.

And let’s talk about the work they are doing at The Morris Center.  These kids are working HARD.  This isn’t like regular school at all.  This is six,  1-hour sessions per day of one-on-one instruction.  There is no lag time, no mindless drawing in their notebooks during instruction, no zoning out while the teacher works with other students. No recess with friends on a playground or lunch dance parties in the cafeteria.  There’s no distractions to slow the pace of learning.  This is intense instruction with 10 minute breaks in-between.  These kids are doing a week’s worth of the online NOW program every single day!  Each week is a month’s worth of sessions.  Their afternoons are structured and routine:  come back to the tiny house (aka, our apartment), chill for 30-45 minutes with a snack and some youtube, Minecraft or Fortnite; bike riding or swimming, dinner, downtime, then bedtime.  As parents, we have observations and meetings throughout the week to keep up with their progress.  We are trying to offer well-balanced, nutritious meals to give them the right fuel.  We are enforcing bedtimes since their brains do the rewiring when they sleep.  We are waking them up early, packing lunches, fixing breakfast and sending them back to another full day of grueling thinking.  All of this DURING THEIR SUMMER BREAK.   We are tired, we are homesick, we are living in super tight quarters (3 beds, one room). The struggle is real!

But yet, these kids are resilient.  They show up every day and give it their all (for the most part…the adolescent boy has recently gained some testosterone-induced courage that has him acting a little out of character….let’s just say he’s determined to be miserable and wants everyone else to know by his body language just how miserable he is….but nothing The Morris Center can’t handle).  Sure, they are emotional at the end of the day and have moments that make us mamas want to barricade them in their rooms. But as kids with dyslexia, they are accustomed to having to work harder than others so they handle this better than most.  The good in struggle is the way it will prepare them for life.  Life is hard and it doesn’t play fair.  Everyone will face hard times.  When kids that always succeed face such times, they often can’t or don’t know how to handle it in the best way.  However, kids like mine will look struggle directly in the eye and proceed forward.  They won’t back down.  They’ve learned how to overcome and find success.  They won’t be victims of the unfairness of life.  Instead they will be empowered by those moments and rise above them.

This week was hard.  I felt defeated by the emotional roller-coaster that was only half-way over.  I didn’t know how I would possibly make it and continue to be who they needed me to be.  And at my lowest point, I was given a gift. Something to remind me why we are here.  Something to show me that this is working.  It was a conversation with my daughter on the way home one day:

A: I am reading “Ramona, Age 8” but Dr. Conway said I needed to be reading a harder book so now I’m reading something else.

Me:  That’s great, A.  I’m so proud of you.  Let me ask you….what do you think about all this really?  Do you think it’s helping you?

A: (no hesitation). Yes, it’s making reading easier.

Me:  Oh yeah? What’s easier about it?

A: Well you know big words, like “complicated.”  I used to have to sound it out like “co-m-p-li-cate-ed.”  And now I just say “complicated” all together.

Me:  That’s so awesome, A, and it makes me so happy to hear you say you can tell that it’s helping.  And we’re really only about half-way through.  What do you think it’s going to be like to read when we finish?

A: It’s going to be even easier.   It’ll be like glass….smooth all the way.

 

Bam! There’s my rainbow through the clouds.  The ah-ha moment I’ve been waiting to hear.  I feel empowered to push through.  We can totally do this, together.

What’s OT Have to Do With It???

On By Britani MartinIn The Journey, UncategorizedLeave a comment

What's Got To Do with it?-2

If you visit the  The Morris Center website you can read about their “Trans-disciplinary Team that uses evidence-based science; the science of how the brain learns and improves skills & abilities.”   The services provided include speech, occupational therapy, psychology and neuropsychology.  Great, that’s cool.  But, we really weren’t sure how OT would help our kids with reading.  I mean, neither of them had any occupational concerns that we were aware of upon arrival.  They certainly wouldn’t qualify for any kind of these services at school.  So we thought, “OT will be a bonus!  They’ll get to improve some fine motor skills they already have while in Florida getting help with dyslexia. It’ll be a win-win.”  What role could it possibly play?  We were about to find out….

Have you ever over-heard a conversation or even been part of a conversation that makes you feel a bit insecure or even defensive?  More specifically, has anyone ever said something like this to you: “I hate it when someone _____; did you see how he ______;   I don’t understand why she can/can’t_____.” Sound familiar?  Sure, we’ve all been there.  But what happens when the things being pointed out are things you yourself do/don’t do?  Umm….wait a minute…I do that!  Awkward!  I myself have been there many times and my first meeting with the Occupational Therapists at The Morris Center was no different.

Here’s what The Morris Center Website says about the Occupational Therapy component:

“OT provides specific instructive therapy that can assist clients in overcoming sensory processing difficulties, these occur in approximately 50% of the clients and may be one or a combination of the following:

  • Oral-motor and motor planning difficulty
  • Fine and gross motor delays
  • Visual perceptual delayskj
  • Somatosensory deficits (lack of body awareness)
  • Sensory hypersensitivity

OT works to improve overall strength, balance and coordination. Attention is also given to handwriting, oral control and ocular motor skills. This type of intervention helps build self-esteem and self-confidence.”

The word “sensory” makes most of us think about our 5 external senses, right? But wait!  Back up.  There’s actually 3 more internal senses.  They don’t get mentioned by name very often….probably because they don’t exactly roll off the tongue, but they’re kinda a BIG DEAL!  Here’s those big words I mentioned in a previous post:

VESTIBULAR                INTEROCEPTION                    PROCREOCEPTION

Now, I could make it easy on you and explain each of these in detail (thanks to the amazing OTs who are teaching me all about them).  But, this isn’t a medical blog and I couldn’t begin to talk like an expert on any of these subjects.  But I dare you….no, I challenge you, to look these words up and learn all you can about them!  It truly is fascinating stuff!

At that initial meeting, the OT, Dr. Diana Croom-Atkins, did an amazing job of breaking it all down in terms I could understand and how it pertains to my kids and the way they learn.  I should also mention she has specialized training beyond the basic occupational therapy credentials. In a nutshell….these three internal senses serve as a foundation that determines all the others.  Knowing force, writing hard with a pencil, recognizing hunger or headaches, slumped posture, head tilt, fidgety…. these are some of the things I heard mentioned. I’ll admit, with each new mention, I caught myself sitting up a little taller, consciously keeping my head from tilting, examining my grip for the first time.  In my head I was thinking, “oh, I do that; I know where he gets that; yep, me too; uh oh, she must be seeing where they get it all in real-time as she watches me.”   I even  jokingly said to her, “I bet you are diagnosing me as we speak.”  She just smiled.  But really….

As she went on to discuss specific things she’s observed my kids doing, she also explained how it may be preventing them from learning at their optimal potential.  When there are gaps or cracks in these senses, their ability to read/write/understand is deficient.  With OT, they can fill in some of those gaps and make these senses more efficient.  With efficiency, comes higher levels of learning potential. And for my kids, this means they can WORK LESS AND LEARN MORE.  Can you imagine?  How frustrated would you be if you had to work 5 times as hard as everyone else in the room to learn the same things? No wonder we are dealing with anxiety, anger and exhaustion on the daily.  But now we are at a place that is examining our kids to their cores, learning the WHY behind their struggles and then telling us THEY CAN HELP!

As people, one of our ultimate goals is to find joy in life.  It’s possible for us all, but for kids with dyslexia, the road can be longer and sometimes seem impossible.  Struggling to learn leads to struggles in life. As a parent who would do anything to make life a little easier for my kids, this treatment would be an answered prayer.  The more I learn about the occupational therapy component, the more I recognize just how critical it is for my kids.  Who knew?  I have a new-found respect for this important field.  And also….I’m pretty sure I would benefit from some OT myself.  I’m betting everyone else could too.  Maybe I can get a buy two, get one free coupon for the OT……just kidding.

Every day we are on this journey I find myself in awe of the human body and the complex way every part intercepts and intertwines.  How anyone could think there’s not a divine Creator is beyond me.  More than ever, I am amazed by the Greatness of our God.  One week closer to home……

 

Wait! Could You Say That Again?

On By Britani MartinIn UncategorizedLeave a comment

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Vincent Van Gogh once said, “Great things are done by a series of small things that are brought together.”  Well I certainly hope he is right!

This week we finally had our comprehensive evaluations for all three kids.  If you’ve ever had a battery of testing done, then had to sit down with a physician to hear the results, then you’ll somewhat understand what this was like for us.  We spent almost 7 hours of our week just listening to the team break down every test, every observation…. what it all meant, how it affected our kids and how they could help.   There were three doctors from different fields of study in this meeting explaining basically every fiber of each of our kids.  We listened, took notes, asked questions and recorded the conversation (thank goodness!).  After the meeting, on the drive home, we couldn’t formulate the words to even talk about all of this information.  We needed to digest and process all that they said.  It’s been 3 days since and I’m still wrapping my head around it.  We have so many questions, so many concerns and so many doubts.  But at the same time…..it all makes sense!  All of it.  While we may not have understood the science behind it all or how the testing could pinpoint such intricate details, we do see how it all relates to our kids!  And each kids’ results were different but spot-on when you look at his/her behaviors/thinking/reactions/etc..  You know that thing you notice about your kid that’s a little different or unique?  You think it’s just something you notice, maybe a little quirk about him/her.  You keep it to yourself, but one day someone else notices it too.  When they mention it to you, you say, “YES!!!  I THOUGHT IT WAS JUST ME THAT NOTICED THAT!”  Yeah, that’s pretty much what I was thinking the entire time.  So much of the things we notice (or don’t notice) aren’t just quirks.  There’s actually a scientific reason for it.  These doctors not only pointed our these nuances, they explained the why behind them and then how they could make it better.

I’ll be honest, after hearing all the testing results and then analyzing what every sub-category means for your child, we left feeling a little sad.  So much of their struggles, beyond academics, have now been explained.  So much of what they do/don’t do that drives us crazy are things they can’t help.  Cue the mom-guilt.  I can think back to hundreds of times I’ve been irritated, aggravated, confused about things they have said or done, or things they haven’t been able to do.  It makes no sense!  Until now…. now it all makes sense.  Now I see that they weren’t being lazy, defiant, distracted, negative, slow.  They actually couldn’t help it.  Poor kids.  No wonder they did that……  it broke my heart a little.  However, to the credit of TMC staff, they were quick to discourage us from feeling any kind of guilt.  That’s not the point.  The point is to fully evaluate my child, find their deficits and find a way to help them.  The OT said something that resonated deeply with me regarding senses.  She said, “I would never tell a parent their child doesn’t have any vestibular, proprioceptive or interoceptive senses at all (more on those big words later).  It’s just not working efficiently.”  That’s encouraging and if we can keep our eyes focused on that, it will make all the difference.

Leaving the meeting wasn’t all sad.  We left with a better understanding of why we are here.  We’ve found the deficit, now let’s help them overcome it.  There is hope in knowing that a clinic that can identify such things can also make them better.  They are shooting us straight in all areas and giving us realistic expectations.  Some seem a bit reaching but we are hoping for the best. I now understand what each discipline (speech, language, Occupational therapy and psychology) is doing for my kids.  How this trans-disciplinary approach merges and intertwines together for the overall result???  I’m not really sure.  But like Van Gogh said,”Great things are done by a series of small things that are brought together.”  Let’s press on!