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Tag: cognitive

  • How early cognitive training leads to lifelong brain strength

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    Key points:

    As we continue to make strides in understanding the brain–its strengths and weaknesses, how it develops, and its incredible potential–one idea has continued to strike conversation: the profound benefits of cognitive training. Cognitive training involves exercises that target core skills like working memory, attention, and processing speed. While much of the research in this field has focused on its applications for the elderly, the greatest promise may lie in starting cognitive training early and establishing a foundation for lifelong brain health, rather than simply addressing decline later in life.

    Research consistently shows that daily cognitive training exercises can slow cognitive decline and boost overall brain function in older adults. A landmark National Institutes of Health-funded study, known as the ACTIVE trial (Advanced Cognitive Training for Independent and Vital Elderly), demonstrated that challenging brain activities help maintain mental sharpness and memory retention in people over 50, delaying the onset of neurodegenerative diseases.

    While cognitive training benefits adults at any stage of life, the Handbook of Clinical Neurology indicates childhood as a uniquely pivotal opportunity for brain development. The research highlights that synaptogenesis (the creation of new synapses) peaks in childhood, making it a critical window for experience-dependent brain changes. If introduced during the formative schooling years, ideally between the ages of eight to 18, brain training has the potential to lay a strong foundation for sustained cognitive health well into adulthood, helping improve short-term cognitive skills and setting the stage for long-term mental fitness.

    Using the education system as a vehicle to introduce cognitive skill development to children and teens offers a promising route for ensuring these benefits become part of every young student’s growth journey. By incorporating structured cognitive exercises into schools through gamified, digital training platforms, educational institutions can create a holistic approach to learning that nurtures both academic success and mental well-being in a fun, innovative way. And, while there may be hurdles to overcome due to time constraints associated with training or the implementation of new technology, the results of improving test scores with these mostly self-guided programs should make this transition a no-brainer.

    Furthermore, the science shows that brain training programs have resulted in better schooling outcomes. One recent study published in Brain Sciences, an international scientific journal, investigated the efficacy of computerized cognitive training (CCT) on school-age children with learning differences. Teachers were trained to administer daily 20-minute sessions to students, monitor their progress, and provide guidance and support as needed. The findings ultimately concluded that CCT is efficacious in building core cognitive abilities that are critical to school success. Evidence also indicated that more CCT training leads to greater treatment effects. Research like this not only provides the assurance of positive results, but also demonstrates the feasibility of integrating technology-based cognitive training programs into school systems and educational organizations.

    Students today face unprecedented distractions from technology, social media, and academic pressures. Cognitive training can combat these distractions early on by reinforcing focus and attention–skills that are essential for navigating an increasingly complex world. Embedding cognitive training into school curricula ensures all students have equal access to developing critical brain functions, giving them the fortitude to thrive both academically and personally. Just as physical education evolved from a novel concept to a core part of school curricula worldwide, cognitive training should be viewed through the same lens–as an investment in lifelong success, resilience and overall well-being.

    The question is no longer whether cognitive training works–it does. With continued declines in national academic benchmarks, now is the time for homeschooling parents, public school systems, tutor centers, and other academic-adjacent institutions to get creative with solutions.

    Investing in technology for cognitive training in the classroom is an evidence-based approach to improving student engagement and performance in the short term, while building a lasting foundation for robust brain health in the future. Proactive integration, rather than retroactive intervention, during the formative years of life is key to redefining the trajectory of cognitive aging. This isn’t just about improving test scores today; it’s about safeguarding mental acuity and cognitive resilience for generations to come.

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    Dominick Fedele, Mastermind

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  • From momentum to endurance: Scaling structured literacy with implementation science

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    When districts adopt evidence-based practices like Structured Literacy, it’s often with a surge of excitement and momentum. Yet the real challenge lies not in the initial adoption, but in sustaining and scaling these practices to create lasting instructional change. That’s the point at which implementation science enters the picture. It offers a practical, research-backed framework to help district leaders move from one-time initiatives to systemwide transformation.

    Defining the “how” of implementation

    Implementation science is the study of methods and strategies that support the systematic uptake of evidence-based practices. In the context of literacy, it provides a roadmap for translating the science of reading, based on decades of cognitive research, into day-to-day instructional routines.

    Without this roadmap, even the most well-intentioned literacy reforms struggle to take root. Strong ideas alone are not enough; educators need clear structures, ongoing support, and the ability to adapt while maintaining fidelity to the research. Implementation science brings order to change management and helps schools move from isolated professional learning sessions to sustainable, embedded practices.

    Common missteps and how to avoid them

    One of the most common misconceptions among school systems is that simply purchasing high-quality instructional materials or delivering gold-standard professional learning, like Lexia LETRS, is enough. While these are essential components, they’re only part of the equation. What’s often missing is a focus on aligned leadership, strategic coaching, data-informed decisions, and systemwide coordination.

    Another frequent misstep is viewing Structured Literacy as a rigid, one-size-fits-all approach. In reality, it is a set of adaptable practices rooted in the foundational elements of reading: Phonemic awareness, phonics, fluency, vocabulary, and comprehension. Effective implementation requires both structure and flexibility, guided by tools like the Active Implementation Formula or NIRN’s Hexagon Tool.

    District leaders must also rethink their approach to leadership. Instructional change doesn’t happen in a vacuum or stay confined to the classroom. Leaders at every level–from building principals to regional directors–need to be equipped not just as managers, but as implementation champions.

    Overcoming initiative fatigue

    Initiative fatigue is real. Educators are weary of the pendulum swings that often characterize educational reform. What’s new today may feel like a rebranded version of yesterday’s trend. Implementation science helps mitigate this fatigue by building clear, supportive structures that promote consistency over time.

    Fragmented professional learning is another barrier. Educators need more than one-off workshops–they need coherent, job-embedded coaching and opportunities to reflect, revise, and grow. Coaching plays a pivotal role here. It serves as the bridge between theory and practice, offering modeling, feedback, and emotional support that help educators build confidence and capacity.

    Building sustainable systems

    Sustainability starts with readiness. Before launching a Structured Literacy initiative, district leaders should assess their systems. Do they have the right people, processes, and tools in place? Have they clearly defined roles and responsibilities for everyone involved, from classroom teachers to district office staff?

    Implementation teams are essential. These cross-functional groups help drive the work forward, break down silos, and ensure alignment across departments. Successful districts also make implementation part of their onboarding process, so new staff are immersed in the district’s instructional vision from day one.

    Flexibility is important, too. No two schools or communities are the same. A rural elementary school might need different pacing or grouping strategies than a large urban middle school. Implementation science supports this kind of contextual adaptation without compromising core instructional principles.

    Measuring progress beyond test scores

    While student outcomes are the ultimate goal, they’re not the only metric that matters. Districts should also track implementation fidelity, educator engagement, and coaching effectiveness. Are teachers confident in delivering instruction? Are they seeing shifts in their students’ engagement and performance? Are systems in place to sustain these changes even when staff turnover occurs?

    Dashboards, coaching logs, survey tools, and walkthroughs can all help paint a clearer picture. These tools also help identify bottlenecks and areas in need of adjustment, fostering a culture of continuous improvement.

    Equity at the center

    Implementation science also ensures that Structured Literacy practices are delivered equitably. This means all students, regardless of language, ability, or zip code, receive high-quality, evidence-based instruction.

    For multilingual learners, this includes embedding explicit vocabulary instruction, oral language development, and culturally responsive scaffolding. For students with disabilities, Structured Literacy provides a clear and accessible pathway that often improves outcomes significantly. The key is to start with universal design principles and build from there, customizing without compromising.

    The role of leadership

    Finally, none of this is possible without strong leadership. Implementation must be treated as a leadership competency, not a technical task to be delegated. Leaders must shield initiatives from political noise, articulate a long-term vision, and foster psychological safety so that staff can try, fail, learn, and grow.

    As we’ve seen in states like Mississippi and South Carolina, real gains come from enduring efforts, not quick fixes. Implementation science helps district leaders make that shift–from momentum to endurance, from isolated success to systemic change.

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    Kimberly Stockton, Ed.D.

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  • Why Zoning Out Is Good for Your Brain, According to MIT Neuroscientists

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    Why do you sometimes zone out, losing your concentration and focus in the middle of a working day? Especially if you’re sleep deprived, as so many people often are? Your brain is working to protect its own cognitive health.

    That’s the fascinating finding in a new study from MIT, led by neuroscientist Zinong Yang and associate professor Laura Lewis. Previous studies have shown that during deep sleep, waves of cerebrospinal fluid flow in and out of your brain, flushing out the buildup that can lead to Alzheimer’s and other forms of cognitive impairment. This new research shows that a similar flushing effect happens when people zone out.

    Lewis led one of the earlier studies on sleep and cerebrospinal fluid at Boston University. Then she began wondering what happens to cerebrospinal fluid flow in sleep-deprived people. To find out, the research team recruited 26 volunteers. They tested each one twice, once after a good night’s sleep and once after a sleepless night in the lab. They monitored participants’ brains with a variety of equipment, including an EEG (electroencephalogram) cap to measure brain waves and an fMRI machine modified to track cerebrospinal fluid. Participants were given simple cognitive tasks, such as watching a fixed cross that would sometimes turn into a square. Subjects were to press a button whenever that happened.

    The subjects performed worse at these tasks when they were sleep deprived. Although both well-rested and sleep-deprived participants lost attention and zoned out at least occasionally, the sleep-deprived volunteers did so much more often.

    Fluid flows out of your brain during a zone-out

    All this was exactly what the researchers were expecting to see. But here’s where it gets interesting. With their lab equipment, the researchers could observe what was going on in the subjects’ brains whenever they lost attention and zoned out. What they saw was cerebrospinal fluid flowing out of people’s brains. Moments later, as the subjects’ attention and focus returned, the fluid flowed back in. It was strikingly similar to the brain-flushing effect observed during deep sleep.

    “The moment somebody’s attention fails is the moment this wave of fluid starts to pulse,” Lewis told The Guardian. “It’s not just that your neurons aren’t paying attention to the world, there’s this big change in fluid in the brain at the same time.”

    The researchers believe this pulsing is the brain trying to take care of itself. “One way to think about those events is because your brain is so in need of sleep, it tries its best to enter into a sleep-like state to restore some cognitive functions,” Yang said in a statement from MIT. “Your brain’s fluid system is trying to restore function by pushing the brain to iterate between high-attention and high-flow states.”

    Do these cerebrospinal fluid pulses during attention lapses flush plaque-causing beta amyloids out of your brain the same way they do during deep sleep? The researchers believe it’s highly possible. But, they wrote in an article for Nature, “the noninvasive methods used in this study could not measure waste clearance, so these possibilities need to be tested in future studies.”

    “An attentional tradeoff”

    Even if these pulses do benefit the brain, “they come with an attentional tradeoff, where attention fails during the moments that you have this wave of fluid flow,” Lewis said in the MIT statement.

    There certainly are times when you absolutely should not zone out because to do so could cause negative consequences. When you’re behind the wheel, for example, or during an important conversation or presentation. But it’s good to know that when your attention lapses and you suddenly find that you’ve been staring into space for a few minutes, your brain hasn’t wasted any time. It’s been working hard to keep you safe and protect your cognitive health.

    There’s a growing audience of Inc.com readers who receive a daily text from me with a self-care or motivational micro-challenge or tip. Often, they text me back and we wind up in a conversation. (Want to know more? It’s easy to try it out and you can easily cancel anytime. Here’s some information about the texts and a special invitation to a two-month free trial.) Many of my subscribers are entrepreneurs or business leaders. They know the importance of protecting their cognitive health. Who could have guessed that when your attention lapses and you zone out for a minute, you might be doing your brain a favor?

    The opinions expressed here by Inc.com columnists are their own, not those of Inc.com.

    The early-rate deadline for the 2026 Inc. Regionals Awards is Friday, November 14, at 11:59 p.m. PT. Apply now.

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    Minda Zetlin

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  • Understanding cognitive development in students via Piaget’s Theory

    Understanding cognitive development in students via Piaget’s Theory

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    Key points:

    In the ever-evolving landscape of education, it is important to understand how students think and learn so as to be able to teach effectively. Jean Piaget, a Swiss psychologist, profoundly impacted educational theory with his comprehensive theory of cognitive development. His work was developed in the mid-20th century, but it remains highly relevant and influential in today’s classrooms.

    Piaget’s stages of cognitive development

    Piaget proposed that children move through four distinct stages of cognitive development. Each stage represents a different way of thinking and understanding the world. The concepts can be applied in the classroom.

    1. Sensorimotor stage (birth to 2 years)

      In the sensorimotor stage, infants learn about the world through their senses and actions. This stage is characterized by the development of object permanence, which is the understanding that objects continue to exist even when they cannot be seen, heard, or touched.

      In early education, incorporating sensory activities and interactive play can greatly benefit infants and toddlers. Sensory experiences (i.e., tactile play with different textures, auditory stimulation through music, and visual exploration with bright colors and shapes) help stimulate and develop the senses of infants and toddlers. Additionally, engaging them in interactive play activities (i.e., peek-a-boo) encourages movement and interaction, which aids in developing essential cognitive skills, such as object permanence.

      2. Preoperational stage (2-7 years old)

      During the preoperational stage, children begin to use language and think symbolically, but their thinking is still intuitive and egocentric. They struggle with understanding the perspective of others and exhibit centration, and focus on one aspect of a situation at a time.

      In early childhood education, fostering language development and utilizing play-based learning are essential. Language skills can be nurtured through storytelling, singing, and conversations, which encourages children to express their thoughts and feelings. Play-based learning (i.e., role-playing games and imaginative play) helps children explore different perspectives and scenarios. Additionally, using concrete examples through visual aids and hands-on activities ensures that abstract concepts are made tangible and relatable thereby enhancing understanding and retention.

      3. Concrete operational stage (7-11 years old)

      In the concrete operational stage, children begin to think logically about concrete events. They understand the concepts of conservation, classification, and seriation, and can perform mental operations, but their thinking is still grounded in concrete experiences.

      In elementary education, incorporating hands-on activities, promoting group work, and using visual aids are crucial for effective learning. Hands-on activities (i.e., experiments, manipulatives, and real-world problem-solving tasks) require logical thinking and reasoning, which helps students grasp complex concepts. Group work fosters collaborative learning through projects and discussions, thereby encouraging students to consider different viewpoints and ideas. Additionally, visual aids like charts, diagrams, and models help students understand and organize information, making learning more accessible and engaging.

      4. Formal operational stage (12 years and up)

      In the formal operational stage, adolescents develop the ability to think abstractly, reason logically, and plan systematically. They can consider hypothetical situations and use deductive reasoning.

      In secondary education, challenging students with abstract thinking, encouraging debate and discussion, and assigning independent projects are key strategies for promoting deeper learning. Engaging students with problems that require abstract thinking (i.e., algebraic equations, scientific theories, and philosophical questions) helps develop their analytical skills. Debates and discussions on complex topics enhance critical thinking and reasoning abilities. Furthermore, assigning independent research projects that necessitate planning, investigation, and synthesis of information fosters self-directed learning and comprehensive understanding.

      Integrating Piaget’s theory into modern classrooms

      Piaget’s theory emphasizes the importance of developmental readiness and individualized instruction. To integrate his principles into modern classrooms, educators can employ several strategies. First, differentiated instruction recognizes that students are at different developmental stages and tailors instruction to meet their individual needs. This approach provides a variety of activities and assignments that cater to different learning styles and levels of cognitive development. Active learning is another key strategy, which involves students in hands-on activities, experiments, and interactive lessons to solidify new concepts and foster deeper understanding.

      Scaffolding offers support and guidance as students learn new concepts so as to gradually reduce assistance as they become more proficient, which allows them to develop independence and confidence. Formative assessment is crucial for monitoring students’ progress and understanding, thereby providing regular feedback to identify areas where additional support or challenges are needed. Lastly, reflective practice fosters a classroom environment that encourages students to think deeper, ask questions, and explore different problem-solving strategies, promoting deeper cognitive engagement and self-awareness.

      In summary, it is important to understand Piaget’s theory of cognitive development because it provides valuable insights into how students think and how they learn. By applying these principles, teachers can create more effective, engaging, and developmentally appropriate learning experiences. Embracing the stages of cognitive development ensures that instruction meets students where they are, thereby fostering growth and maximizing their potential. As educators, recognizing and responding to the cognitive needs of our students is key to nurturing their intellectual and emotional development so as to pave the way for lifelong learning and success.

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    Dr. Yuvraj Verma, Bessemer City Middle School

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  • 5 strategies to close the critical thinking gap

    5 strategies to close the critical thinking gap

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    Key points:

    Achievement discrepancies among U.S. students remain persistent and troubling–despite decades of targeted interventions and whole-school improvement programs. To make real gains, teachers need to address the underlying problem: the critical thinking gap.

    Focusing on core cognitive skills sets students up for success throughout their academic careers. These five critical thinking strategies can help.  

    Why focus on critical thinking?

    Most academic interventions focus on core knowledge and basic skills: Let’s practice two-digit addition. Review the parts of the cell. Learn these vocabulary words. Read these passages for fluency. These kinds of exercises can help students make marginal gains in reading, math, and general content knowledge, but they don’t address the root of the problem: learning how to think and how to learn.

    Growing evidence points to the role of critical thinking in educational achievement. Students need to activate higher-order thinking skills and metacognition to effectively master and retain new content knowledge, synthesize it with prior knowledge, and apply it to new scenarios and domains. However, most students are not explicitly taught how to do this.

    Colin Seale, author of Thinking Like a Lawyer: A Framework for Teaching Critical Thinking to All Students (Prufrock Press, 2020), noted in an interview with ASCD: “When you start to look at how critical thinking looks in practice in K–12 classrooms, it’s often being treated as a luxury good. You’ll see critical thinking in an after-school mock trial program, or for an honors program that serves 8 percent of the school population, or for the special debate team or the selective entry school.”

    Teaching students how to activate critical thinking and metacognition will enable them to learn more efficiently and effectively. Fortunately, that can be done within the context of the existing curriculum. Here are some ways teachers can get started:

    1. Integrate critical thinking with content

    Critical thinking should not be something that is separate from and on top of everything else teachers are doing in the classroom. For best results, it should be fully integrated with the content that is being taught. Think about the standards you are teaching to. Most will have both a content knowledge component and a thinking component. For example, if the standard requires students to understand the causes of the Revolutionary War, they need to know specific content, but they also need to understand cause-and-effect thinking. Teachers can help students by explicitly calling out the type of thinking required–e.g., defining, classifying, part-to-whole relationships, sequencing, etc.–and making sure students know what that kind of thinking looks like.

    2. Give students a framework for thinking

    Once students understand the type of thinking required, they need a framework to support it. A visual framework supports the development of critical thinking skills. Making thinking visible and concrete helps students activate the type of thinking required by the task and organize their ideas effectively. While there are tons of graphic organizers out there, it’s most beneficial to have a consistent framework for thinking that spans grade levels and content areas. This supports the growth of automaticity in activating cognitive skills.

    3. Make learning active

    Models such as project-based learning and inquiry learning have been demonstrated to improve learning outcomes. But you don’t have to upend your entire curriculum or implement a complicated model to make learning more active. Building in time for debate and discussion and collaborative learning activities are simple ways to make learning more active and engaging. For example, students can work together to construct meaning using a thinking map. Look for learning activities that require students to go beyond simple recitation of facts and engage deeply with the content as they solve a problem, develop and defend a point of view, or create something original.

    4. Ask better questions–and teach students to ask their own

    Increasing the rigor of the questions we are asking is another way to support critical thinking. That means asking questions that go beyond basic knowledge and comprehension to require higher-order thinking skills such as application, analysis, synthesis, and evaluation. (See some examples in the image below.) Even better, teach students how to ask their own questions. After introducing new content, for example, pause for a class brainstorming session where students come up with as many questions as they can, including basic clarification questions and higher-order “why,” “what if,” and ‘what else” kinds of questions. Then, students can work together to start answering some of these questions using the active learning methods above.

    5. Get metacognitive

    One important aspect of critical thinking is metacognition, or “thinking about one’s own thinking.” Students who are skilled in metacognition are able to recognize how well they understand a concept, where they need extra help or support, and how to apply and adjust learning strategies. Metacognitive skills include planning for learning, monitoring understanding, and evaluating the learning process. Like fundamental cognitive skills such as cause-and-effect or sequencing, metacognitive skills can also be explicitly taught. The questions in the Tree Maps below can help teachers get started.

    These essential strategies can be applied across all grades and content areas. When we help students develop fundamental cognitive and metacognitive skills, learning becomes easier–and a lot more fun.

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    Sarah McNeil, Thinking Maps

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  • PCOS, a painful condition for millions of women, linked to memory loss, study finds

    PCOS, a painful condition for millions of women, linked to memory loss, study finds

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    Study finds link between PCOS and cognitive decline in mid-life.

    Study finds link between PCOS and cognitive decline in mid-life.

    Photo by kevin turcios on Unsplash

    Statistically, you know someone — or several someones — who have it. It affects an estimated 8–13% of reproductive-aged women, according to the World Health Organization, and continues to be one of the most ubiquitous yet mysterious conditions in modern medicine.

    Polycystic ovary syndrome, or PCOS, is a female hormonal disorder defined by irregular menstruation and high levels of the hormone androgen. It comes with a slew of undesirable, uncomfortable, and even dangerous symptoms, from irregular periods and ovarian cysts to type 2 diabetes and endometrial cancer. There are so many symptoms associated with the condition that it is often difficult to diagnose, as many of these symptoms could have a variety of causes, according to Women’s Healthcare of Princeton

    Now, a new study has found yet another hardship associated with PCOS: cognitive decline in mid-life.

    Researchers followed 907 women for 30 years, according to the study published Jan. 31 in the journal Neurology. At the beginning of the study, all participants were 18-30 years old, and 66 of them had PCOS. 30 years later, at the end of the study, the researchers gave the women tests to measure memory, verbal abilities, processing speed and attention.

    The researchers found that the people with PCOS scored lower (about 11% lower) on tests in memory, attention and verbal abilities, compared to those without PCOS.

    The study also included brain scans of a subset of the participants. Analyzing the scans, researchers noticed that the participants with PCOS had significantly reduced integrity of the white matter in their brains.

    White matter “connects regions that send and receive signals, affecting the ability to focus and learn, solve problems, and stay balanced when walking,” according to the Gillings School of Public Health. “It’s a significant area of interest for public health experts since conditions that impact white matter can lead to significant cognitive impairment and increase the risk of long-term neurological problems.”

    According to the study, this could be further evidence of early brain aging among participants with PCOS.

    In a news release, study author Heather G. Huddleston spoke about the impact this kind of decline could have on people’s lives, aside from just forgetting where they put their keys.

    “This could impact a person on many levels, including quality of life, career success and financial security,” she said.

    But all is not lost. Next, Huddleston said future studies should examine how to possibly mediate the adverse cognitive effects of PCOS for those who live with it.

    “Making changes like incorporating more cardiovascular exercise and improving mental health may serve to also improve brain aging for this population.”

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    Julia Daye

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  • How to Talk to Loved Ones About Your Brain Health

    How to Talk to Loved Ones About Your Brain Health

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    Vincent Macaluso, MD, found out he had multiple sclerosis (MS) when he was in medical school. Today, he treats people who have MS at his clinic in New Hyde Park, NY.

    He understands that MS can change the way you think, feel, and act better than most people. He also knows firsthand how hard it can be to explain this to others.

    Symptoms like memory problems and depression happen because MS affects the way your brain works. Although these problems can have a huge impact on your life, other people may not always know you have them. Macaluso says it’s common for people with MS to look fine on the outside but not feel fine on the inside.

    It can go the other way, too. Tim Vartanian, MD, director of the Judith Jaffe Multiple Sclerosis Center in New York, says family members or co-workers may notice the changes first.

    Either way, it’s important to let those closest to you know what’s going on now and what could happen down the road. This helps them better understand any changes they see. They can also offer help when and if you need it.

    Cognitive Problems

    At some point, more than half the people with MS will have cognitive problems. (Some people with MS call it “cog fog.”) Vartanian says the most common symptoms are:

    • Slowed thinking
    • Fuzzy memory
    • Trouble with executive function — your ability to plan and do things

    And sometimes you just might not feel as sharp as you used to.

    People with MS can have some or all of these things. But for most, memory problems top the list. Vartanian says MS can affect recent memories or those in the distant past.

    For many, though, day-to-day symptoms are often mild. But even minor lapses can be a challenge. (Memory problems are one of the main reasons people with MS stop working.)

    To explain how this feels, try putting it in terms others can relate to. You could say, “Remember how upset you were when you couldn’t find your car keys yesterday? As my MS goes on, that could happen to me more often.” 

    People with MS should work with a doctor called a neuropsychologist who can suggest ways to sharpen the mind. This includes both mental and physical exercises. Things that can affect how well your brain works, like “depression, anxiety, and stress, all need to be addressed head-on,” Vartanian says.

    Let your loved ones know things that can help you manage the memory problems that come with MS.

    Keep it cool. Damaged nerves don’t work well in the heat. That’s why many (but not all) people with MS think and learn better when it’s cool. To improve focus, spend time with your friends in a cool, quiet place without distractions. (Step away from Netflix!) Let them know that’s the goal in case you forget now and then.

    Make to-do lists. Many people with MS say they lose track of bits of paper. Instead, you may use a small recorder you can hang around your neck or the voice recorder on your phone. And let your friends know you’re doing it so they can help.

    Set a routine. Put your car keys, phone, and glasses in the same place so you always know where they are. Let your loved ones know where that place is, so if they spot them someplace else, they can put them back.

    Sound the alarm. Use bells and whistles on your phone or computer to remind you to do things. Loved ones can set the same alarms so they can remind you in case you forget what the alarm is for.

    Put it on repeat. When someone tells you something, repeat it to them. That way, it’s more likely to stick in your mind — and theirs.

    Depression

    Depression is one of the most common MS symptoms. It can be hard to discuss. Some people see it as a sign of weakness. Others feel embarrassed or ashamed. And when you’re depressed, it’s normal to want to withdraw from others.

    But it’s important to share how you’re feeling with people close to you. Explain that depression is a natural part of the process of MS and it needs treatment, just like any other symptom. It isn’t something you can snap out of. And despite their best efforts, your friends and family probably won’t be able to cheer you up.

    Jessica Thomas is a social worker in Greensboro, NC. She has MS, as do many of the people she sees. She says that while a counselor can help manage the emotions of living with MS, people who are depressed may need medication, too. She also notes that people need an MS-free zone — “a part of life or a passion that MS may not interfere with.”

    Exercise is a crucial piece, too. It’s important for your overall health and well-being. It also helps almost every aspect of MS and may work better for depression than antidepressant medicine. So you can tell a friend that a workout partner can really help you stay on track.

    Also tell those closest to you that these things can help keep depression away:

    • Healthy ways to manage stress
    • A more plant-based diet
    • Plenty of rest
    • Help finishing your to-do list when you need it

     

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  • LearningRx Shreveport Has Earned a Board-Certified Cognitive Center Designation

    LearningRx Shreveport Has Earned a Board-Certified Cognitive Center Designation

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    Press Release
    –


    updated: May 14, 2020


    SHREVEPORT, La., May 14, 2020 (Newswire.com)
    –
    ​LearningRx Shreveport is the first LearningRx Center in the nation and the first center of its kind in Louisiana to become a Board Certified Cognitive Center (BCCC), granted by the International Board of Credentialing and Continuing Education Standards (IBCCES).

    The BCCC designation is awarded to organizations whose staff have completed an evidence-based training and certification program focusing on autism, ADHD, anxiety, and dyslexia in school-aged learners. The Shreveport center has shown its team’s dedication to providing the best possible outcomes for everyone they work with by completing the IBCCES program.

    “Though we are proud of our results and the success our clients achieve with the help of our cognitive skills training programs, we know it’s important to hear what others in the scientific community have to say about our Brain Training Center,” said Donesa Walker of LearningRx Shreveport. “We are especially proud to be known as a Board Certified Cognitive Center because we are the best in the business and it is great to achieve the status so that others may know and come to love us as the best in the world at brain training.”

    LearningRx provides clinician-delivered cognitive training to clients who range in age from 5 to 95. Their “brain trainers” sit one-on-one with clients and use a variety of hands-on manipulatives to train cognitive skills including working and long-term memory, visual and auditory processing, reasoning skills, processing speed, and attention.

    “One of the core values that guide our daily performance is ‘excellence,’” reports Kim Hanson, CEO of LearningRx Brain Training. “We strive for excellence in customer service; excellence in program results; and excellence in the training of our team members—the Center owners, directors, and brain trainers who interact with our clients every day.” Hanson adds, “Our partnership with IBCCES allows us to expand that excellence by providing team members with a series of certifications that buoy their leadership abilities and enrich their competencies in ADHD, anxiety, dyslexia, and autism. It’s a win for our team and a win for the children and adults we have the pleasure of helping all over the world.”  

    For more than 20 years, IBCCES has been the industry leader in cognitive disorder training and certification for education, healthcare, and corporate professionals around the globe. IBCCES provides evidence-based training and certification programs created in conjunction with clinical experts and individuals with autism in order to provide professionals serving individuals with cognitive disorders a better understanding of what these disorders are, industry best practices, varied perspectives, and the latest research in these areas.

    “IBBCES is excited to work with an organization that is dedicated to professional development and ensuring inclusion for all of their programs,” said Myron Pincomb, IBCCES Board Chairman.

    ###

    MEDIA CONTACT:

    Meredith Tekin, IBCCES President

    904.508.0135 / 904.434.1534

    meredith@ibcces.org

    ​Donesa Walker, Learning RX Shreveport

    318.797.8523

    d.walker@learningrx.net

     

    Source: IBCCES

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  • 3.14 Academy Has Earned Certified Autism Center™ Designation

    3.14 Academy Has Earned Certified Autism Center™ Designation

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    Press Release
    –


    updated: Mar 11, 2020


    LURAY, Va., March 11, 2020 (Newswire.com)
    –
    3.14 Academy is now a Certified Autism Center™, designated by the International Board of Credentialing and Continuing Education Standards (IBCCES). Staff at the online learning curriculum and support center for parents and children with autism have completed a training and certification program to help them ensure students with autism have the best educational outcomes.

    “At 3.14 Academy, our pledge is to provide high-level knowledge through quality software applications,” said Dr. Celeste Chamberlain, Founder of 3.14 Academy. “Being a certified non-profit through IBCCES shows the families we serve that we take our pledge seriously. It shows we hold ourselves to the highest standards, and our customers deserve no less.”

    The Academy offers STEM learning applications to provide learning through short repetitious games. Learners gain confidence through positive reinforcement and build on those skills in advanced games. Learning videos are also available for both caregivers and students with information from Occupational, Speech and Behavioral therapists. And the Academy also provides additional worksheets that coincide with online applications, as well as a community portal for families to engage with one another to share ideas and information.

    For more than 20 years, IBCCES has been the industry leader in cognitive disorder training and certification for education, healthcare, and corporate professionals around the globe. IBCCES provides evidence-based training and certification programs created in conjunction with clinical and special education experts, along with individuals with autism, in order to provide professionals serving individuals with cognitive disorders a better understanding of what these disorders are, industry best practices, personal perspectives, and the latest research in these areas.

    “IBCCES is excited to announce this designation. Our mission is to provide specialized training and certification so educators can continue to help individuals with autism to flourish,” said Myron Pincomb, IBCCES Board Chairman.

    IBCCES also created CertifiedAutismCenter.com, as a free online resource for parents that lists certified locations and professionals. Each organization listed on the site has met Certified Autism Center™ (CAC) requirements.

    ###

    MEDIA CONTACT:

    Celeste Chamberlain, Founder of 3.14 Academy

    Phone: 703.220.0630

    Email: celeste@314academy.org

    Meredith Tekin, President of IBCCES
    Phone: 904.508.0135 // 904.434.1534
    Email: meredith@ibcces.org

    Source: IBCCES

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  • Brain Balance of Boise-Eagle is Now a Board Certified Cognitive Center

    Brain Balance of Boise-Eagle is Now a Board Certified Cognitive Center

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    Press Release
    –


    updated: Mar 5, 2020


    BOISE, Idaho, March 5, 2020 (Newswire.com)
    –
    Brain Balance Achievement Center of Boise-Eagle, ID has become a Board Certified Cognitive Center (BCCC), designated by the International Board of Credentialing and Continuing Education Standards (IBCCES).

    Brain Balance offers a personalized, drug-free program that provides answers to social, emotional, behavioral and academic development. The Boise-Eagle center has shown their commitment to providing the best possible service to everyone who walks through their doors by completing the IBCCES training and certification program, which requires that at least 80% of student-facing staff at each location complete a training and certification program that focuses on working with individuals with a variety of needs, such as anxiety, dyslexia, autism and ADHD. Both Dr. Booth and Dawna Booth have worked in the mental health field in Idaho since 1988 and found this certification and training program helped the team have better understanding and tools to assist all students.

    “For seven years we have been using cutting-edge information on the brain to help children overcome neurodevelopmental challenges. We see significant and rewarding changes in our children. We are especially grateful to the many parents who have trusted us with their children and have worked tirelessly side by side with us to create that change,” said Dawna Booth, Executive Director at Boise-Eagle Center.

    Brain Balance was founded in 2007 and currently has more than 100 centers. Brain Balance employs a personalized and integrative approach through sensory engagement, physical development, academics and nutrition.

    “Professional training is incredibly important in our industry, and IBCCES has standardized training and certification that is globally recognized,” said Dr. Rebecca Jackson, Vice President of Programs and Outcomes at Brain Balance Achievement Centers. “We worked closely with the IBCCES team to develop instruction that meets the needs of our more than 100 centers. This new training program will give our team an even greater understanding as they work with students who face challenges with attention and focus, anxiety, learning, socialization and more.”

    For over 20 years, IBCCES has been the industry leader in cognitive disorder training and certification for education, healthcare, and corporate professionals around the globe. IBCCES provides evidence-based training and certification programs created in conjunction with clinical experts and individuals with autism in order to provide professionals serving individuals with cognitive disorders a better understanding of what these disorders are, industry best practices, varied perspectives, and the latest research in these areas.

    “IBCCES Board Certified Cognitive Center program complements Brain Balance Centers existing knowledge, allowing them to continue to have a positive impact the families they serve,” said Myron Pincomb, IBCCES Board Chairman.

    ###

    MEDIA CONTACT:

    IBCCES

    Meredith Tekin, President
    Phone: 904.508.0135 / 904.434.1534
    Email: meredith@ibcces.org

    Dawna Booth, Executive Director at Boise-Eagle Center
    Phone: 208-938-1312
    Email: dbooth@BrainBalanceCenters.com

    Source: IBCCES

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  • Norman Brain Balance Achievement Center Designated Board Certified Cognitive Center

    Norman Brain Balance Achievement Center Designated Board Certified Cognitive Center

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    Press Release
    –


    updated: Feb 27, 2020


    NORMAN, Okla., February 27, 2020 (Newswire.com)
    –
     Brain Balance Achievement Center of Norman, Oklahoma, has earned the Board Certified Cognitive Center (BCCC), designation granted by the International Board of Credentialing and Continuing Education Standards (IBCCES).

    Brain Balance provides an integrative approach through sensory motor exercises, visual and auditory processing stimulation, academics and nutrition. The Norman Center is committed to providing the best assistance to their students, which has been enhanced by completing the IBCCES certification. The program requires student-facing staff to complete an individual professional training and certification program that focuses on working with individuals with anxiety, dyslexia, autism and ADHD.

    “At Brain Balance of Norman, we are dedicated to helping the parents of our community understand the ‘why?’ behind their child’s struggles. Not only can we explain what is happening, but we can address the root causes of those issues without the use of medication,” said Andrea Rasbold, Norman Center Director. “The process to become a Board Certified Cognitive Center has greatly enhanced the knowledge of our already well-trained staff, adding additional skills to help our students. We are honored to be able to watch the transformations in these children and know that their lives will be forever changed because of our program!”

    Other services they provide at Brain Balance of Norman include tutoring, mentoring, and overall quality care for their students.

    For almost 20 years, IBCCES has been the industry leader in cognitive disorder training and certification for education, healthcare, and corporate professionals around the globe. IBCCES provides evidence-based training and certification programs created in conjunction with clinical experts and individuals with autism in order to provide professionals serving individuals with cognitive disorders a better understanding of what these disorders are, industry best practices, varied perspectives, and the latest research in these areas.

    “The dedication of the teams at Brain Balance locations all over the U.S. is fantastic – we’re happy to have Brain Balance of Norman as a certified center so they can support their team and dedicate their talents to helping more students,” said Myron Pincomb, board chairman of IBCCES.

    ###

    MEDIA CONTACT:

    IBCCES

    Meredith Tekin, President, IBCCES

    904.508.0135 / 904.434.1534

    meredith@ibcces.org

    Andrea Rasbold  – Brain Balance Center of Norman

    450-701-2581

    normanokpd@brainbalancecenters.com

    Source: IBCCES

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  • The Autism Council of Rochester is Now a Certified Autism Center™

    The Autism Council of Rochester is Now a Certified Autism Center™

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    Press Release
    –


    updated: Feb 26, 2020


    ROCHESTER, N.Y., February 26, 2020 (Newswire.com)
    –
    Recently, the Autism Council of Rochester and its entire volunteer staff successfully completed the extensive training through the International Board of Credentialing and Continuing Education Standards and received the global designation of Certified Autism Center™.  

    Partnering with IBCCES enhances Autism Council of Rochester’s ability to develop and design more specific and specialized services going forward for individuals with autism and other sensory disorders. The designation shows their continued commitment to ensure their ability to meet the ever-changing needs of persons living with autism in the community.

    “We are proud to partner with IBCCES to set the standard for autism resources in our community. This important certification sets our agency apart, as the only globally credentialed provider of Autism Services in Rochester, Monroe County, and Upstate New York,” said Lawana Jones, founder and CEO of the Autism Council of Rochester.

    For almost 20 years, IBCCES has been the industry leader in cognitive disorder training and certification for education, healthcare, and corporate professionals around the globe. IBCCES provides evidence-based training and certification programs created in conjunction with clinical and special education experts, along with individuals with autism, in order to provide professionals serving individuals with cognitive disorders a better understanding of best practices when working with a neurodiverse population.

    “We’re excited to continue working with the professional team at the Autism Council of Rochester to support their important mission,” said Myron Pincomb, IBCCES Board Chairman.

    The Autism Council of Rochester is grateful to have achieved the IBCCES global certification designation of Certified Autism Center™.

    Media Contacts:

    Meredith Tekin, President of IBCCES, 904.508.0135 or 904.434.1534, meredith@ibcces.org

    Lawana Jones, CEO/Founder of Autism Council of Rochester, 585.314.5048, lawana@theautismcouncil.org

    Matt Spinner, Autism Council of Rochester, 585.366.4195, mspinner@rochester.rr.com     

    Source: IBCCES

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  • Brain Balance of Plainview Has Earned Board Certified Cognitive Center Designation

    Brain Balance of Plainview Has Earned Board Certified Cognitive Center Designation

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    Press Release
    –


    updated: Feb 19, 2020


    PLAINVIEW, N.Y., February 19, 2020 (Newswire.com)
    –
    Brain Balance Achievement Center of Plainview is now a Board Certified Cognitive Center (BCCC), designated by the International Board of Credentialing and Continuing Education Standards (IBCCES).

    The Plainview center team has shown their dedication to providing the best possible service to their students by completing an IBCCES training and certification program that focuses on working with individuals with a variety of needs, such as anxiety, dyslexia, autism and ADHD.

    “Our team at Brain Balance of Plainview is proud to have achieved this renowned certification. It is our mission to help families and children address the root cause of their struggles and challenges so they can live life to their fullest potential. The advanced training of the IBCCES certification gives us the opportunity to provide the most exceptional services and outcomes for the children and families we serve,” said Executive Director Lynn Mancinelli.

    Brain Balance offers a personalized, drug-free program that provides answers to social, emotional, behavioral and academic development. Brain Balance was founded in 2007 and currently has more than 100 centers. Brain Balance employs a personalized and integrative approach through sensory engagement, physical development, academics and nutrition.

    “Professional training is incredibly important in our industry, and IBCCES has standardized training and certification that is globally recognized,” said Dr. Rebecca Jackson, Vice President of Programs and Outcomes at Brain Balance Achievement Centers. “We worked closely with the IBCCES team to develop instruction that meets the needs of our more than 100 centers. This new training program will give our team an even greater understanding as they work with students who face challenges with attention and focus, anxiety, learning, socialization and more.”

    For almost 20 years, IBCCES has been the industry leader in cognitive disorder training and certification for education, healthcare, and corporate professionals around the globe. IBCCES provides evidence-based training and certification programs created in conjunction with clinical experts and individuals with autism in order to provide professionals serving individuals with cognitive disorders a better understanding of what these disorders are, industry best practices, varied perspectives, and the latest research in these areas.

    “The IBCCES training and certification program builds upon the Plainview team’s knowledge and experience to help better serve their students, and we’re excited to work with such a dedicated team,” said Myron Pincomb, IBCCES Board Chairman.

    MEDIA CONTACTS:

    IBCCES
    Meredith Tekin, President
    Phone: 904.508.0135 / 904.434.1534
    Email: meredith@ibcces.org

    Plainview Center
    Lynn Mancinelli, Executive Director
    Phone: 516-828-2428
    Email: plainview@brainbalancecenters.com

    Source: IBCCES

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  • Mesa Fire and Medical Department is Now a Certified Autism Center™

    Mesa Fire and Medical Department is Now a Certified Autism Center™

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    Press Release
    –


    updated: Jan 30, 2020


    MESA, Ariz., January 30, 2020 (Newswire.com)
    –
    ​Mesa Fire and Medical Department joins more than 60 organizations in and near Mesa, AZ, to become a Certified Autism Center™ (CAC) in an effort to create a truly inclusive community. The CAC designation, granted by the International Board of Credentialing and Continuing Education Standards (IBCCES), means that staff, firefighters  and first responders at Mesa Fire and Medical Department have received position-specific training through IBCCES to enhance their understanding and sensitivity when helping individuals with autism or other sensory sensitivities.

    “Mesa Fire and Medical Department is grateful for the opportunity to receive this training. It allows us to meet the needs of all citizens that we respond to and serve the community with CARE (Compassion. Accountability. Respect. Excellence.),” said Battalion Chief Chuck Busboom of Mesa Fire and Medical.

    Mesa Fire and Medical Department provides an all-hazard delivery of service. 

    All-hazards can be defined as: a department that provides every level of a hazard response whether it is trench rescue, hazardous materials, confined space, building collapse, rope rescue, fire extinguishment, EMS, dive rescue, swift water and vehicle extraction.

    As part of an initiative toward inclusion for residents and visitors with autism and other sensory disorders, Visit Mesa gathered community support from city and local officials, private businesses, and other partners to achieve the IBCCES designation of the first-ever Autism Certified City by IBCCES.  

    For almost 20 years, IBCCES has been the industry leader in cognitive disorder training and certification for education, healthcare, and corporate professionals around the globe. IBCCES provides evidence-based training and certification programs created in conjunction with clinical experts and individuals with autism in order to provide professionals serving individuals with cognitive disorders a better understanding of what these disorders are, industry best practices, varied perspectives, and the latest research in these areas.

    “IBCCES is excited to partner with the Mesa Fire and Medical Department to further build a truly inclusive city. This designation shows their commitment to providing the best care for individuals with autism and ensuring they can respond appropriately in critical situations,” said Myron Pincomb, IBCCES Board Chairman.

    IBCCES also created CertifiedAutismCenter.com, as a free online resource for parents that lists certified locations and professionals. Each organization listed on the site has met Certified Autism Center™ (CAC) requirements.

    ###

    MEDIA CONTACT:

    Mesa Fire and Medical Department Media Contact Info

    Name Chuck Busboom

    Phone:480-644-5175

    Email:Chuck.Busboom@mesaaz.gov

    Meredith Tekin, President, IBCCES
    Phone: 904.508.0135 // 904.434.1534
    Email: meredith@ibcces.org

    Source: IBCCES

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  • Brain Balance of Cedar Park is Now a Board Certified Cognitive Center

    Brain Balance of Cedar Park is Now a Board Certified Cognitive Center

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    Press Release
    –


    updated: Jan 9, 2020


    CEDAR PARK, Texas, January 9, 2020 (Newswire.com)
    –
    ​Brain Balance Achievement Center in Cedar Park, Texas, has been designated as a Board Certified Cognitive Center (IBCCC) by the International Board of Credentialing and Continuing Education Standards (IBCCES). The designation requires that center staff complete a training and professional certification program that focuses on individuals with a variety of needs, such as anxiety, dyslexia, autism and ADHD.

    “When looking for options to help a child who has moderate to severe challenges, there are not many attractive options. Progress is slow and children often don’t reach their full potential. At Brain Balance, we are the experts. Brain Balance identifies the root cause of the problem and, typically, we start making progress quickly. This could be the most important thing you do in your child’s future,” said Frank Francis, Executive Director of the Cedar Park location.

    For almost 20 years, IBCCES has been the industry leader in cognitive disorder training and certification for healthcare, education and corporate professionals around the globe.

    “Since Brain Balance Centers work with children with a variety of needs and cognitive disorders, the Board Certified Cognitive Center program is a perfect fit. Our program complements the team’s existing areas of focus, enhancing their understanding of these cognitive areas and helping them to continue to have a positive impact on the thousands of families they serve,” said Myron Pincomb, IBCCES Board Chairman.

    Brain Balance was founded in 2007 and currently has more than 100 centers across the US. Brain Balance employs a personalized and integrative approach through sensory engagement, physical development, academics and nutrition, which provides answers to social, emotional, behavioral and academic development. Brain Balance has announced a goal of having all centers nationally become certified, with almost half committed to the program to date.

    “Professional training is incredibly important in our industry, and IBCCES has standardized training and certification that is globally recognized,” said Dr. Rebecca Jackson, Vice President of Programs and Outcomes at Brain Balance Achievement Centers. “We worked closely with the IBCCES team to develop instruction that meets the needs of our more than 100 centers. This new training program will give our team an even greater understanding as they work with students who face challenges with attention and focus, anxiety, learning, socialization and more.”

    Brain Balance of Cedar Park collaborates with local therapeutic centers and schools to ensure that their shared students/patients are reaping the benefits of all the community has to offer. The Center regularly participates in events geared towards children with special needs as well as providing CPE hours for teacher development hours. The Center will begin to hold free public monthly educational panels starting January 2020 on a variety of developmental, behavioral and academic topics.

    ###

    MEDIA CONTACT:

    IBCCES

    Meredith Tekin, President

    904.508.0135 / 904.434.1534

    meredith@ibcces.org

    Brain Balance of Cedar Park

    Frankie Francis, Executive Director

    (512) 328-7771

    ffrancis@brainbalancecedarpark.com

    Source: IBCCES

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  • Brain Balance of North Oakland is Now a Board Certified Cognitive Center

    Brain Balance of North Oakland is Now a Board Certified Cognitive Center

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    Press Release
    –


    updated: Dec 30, 2019


    OXFORD, Mich., December 30, 2019 (Newswire.com)
    –
    Brain Balance Achievement Center of North Oakland, MI is now a designated Board Certified Cognitive Center (BCCC), granted by the International Board of Credentialing and Continuing Education Standards (IBCCES).

    Brain Balance offers a personalized, drug-free program that provides answers to social, emotional, behavioral and academic development. Brain Balance was founded in 2007 and currently has more than 100 centers. Brain Balance employs a personalized and integrative approach through sensory engagement, physical development, academics and nutrition.

    The Brain Balance Center of North Oakland has shown their commitment to providing the best possible service to everyone who walks through their doors by completing the IBCCES certification program, which requires that at least 80% of student-facing staff at each location complete a training and certification program that focuses on working with individuals with a variety of needs, such as anxiety, dyslexia, autism and ADHD.

    “At Brain Balance of North Oakland, we are dedicated to helping parents understand the ‘why?’ behind their child’s struggles and the root cause of their child’s symptoms. As a parent myself, I spent years searching for answers and interventions that I hoped would help my son. It was a frustrating process that led to few real answers, even fewer improvements, and feelings of hopelessness and isolation. My search ended with Brain Balance, because that was the intervention that could explain the ‘why’ behind my own son’s struggles, and then resolve them! At Brain Balance of North Oakland, we believe in each child’s unlimited potential, and we are blessed to spend every day supporting families as they help their child reach that potential,” said Carrie Odrobina, center owner and director.

    Brain Balance of North Oakland is an active member of the community as well as a recipient of community awards for Best Staff and Best Customer Service. The Center also hosts several free community and family events throughout the year.

    “Professional training is incredibly important in our industry, and IBCCES has standardized training and certification that is globally recognized,” said Dr. Rebecca Jackson, Vice President of Programs and Outcomes at Brain Balance Achievement Centers. “We worked closely with the IBCCES team to develop instruction that meets the needs of our more than 100 centers. This new training program will give our team an even greater understanding as they work with students who face challenges with attention and focus, anxiety, learning, socialization and more.”

    “IBCCES is proud to work with an organization that recognizes the need for ongoing professional training. Because Brain Balance works with children with a variety of needs and cognitive disorders, the Board Certified Cognitive Center program was a perfect fit,” said Myron Pincomb, IBCCES Board Chairman.

    For almost 20 years, IBCCES has been the industry leader in cognitive disorder training and certification for healthcare, education and corporate professionals around the globe. ​

    MEDIA CONTACT:

    IBCCES

    Meredith Tekin, President
    904.508.0135 / 904.434.1534
    meredith@ibcces.org

    Brain Balance

    Carrie Odrobina, center owner
    248-716-5400
    noakland@brainbalancecenters.com

    Source: IBCCES

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  • Brain Balance of Encino is Now a Board Certified Cognitive Center

    Brain Balance of Encino is Now a Board Certified Cognitive Center

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    Press Release
    –


    updated: Dec 12, 2019


    ENCINO, Calif., December 12, 2019 (Newswire.com)
    –
    ​Brain Balance Achievement Center in Encino, CA, has been designated as a Board Certified Cognitive Center (BCCC) by the International Board of Credentialing and Continuing Education Standards (IBCCES).

    Brain Balance offers a personalized, drug-free program that provides answers to social, emotional, behavioral and academic development. The Encino Center has shown their commitment to providing the best possible service to everyone who walks through their doors by having each staff member complete the IBCCES training and certification program, which focuses on individuals with a variety of needs, such as anxiety, dyslexia, autism and ADHD.

    “The road is often long and bumpy for parents whose children learn differently, exhibit challenging behavior or are not neurotypical,” says Diane Sands, Center Owner and Executive Director. “So many families come to us desperate to find answers and help for their child after years of ostracism, criticism and judgment. At Brain Balance of Encino, we understand that journey, we have felt that pain and have seen joy and light as the road turns towards positive change – life after Brain Balance. Every family has a story, and we are here to listen, support and encourage the students and the families that love them every step of the way.” 

    Brain Balance of Encino collaborates with local therapeutic centers and schools to ensure that their shared students/patients are reaping the benefits of all the community has to offer. The Center regularly participates in events geared towards children with special needs, as well as the annual Encino Chamber of Commerce Family Festival. Brain Balance of Encino is proud to display the Teal Pumpkin during Halloween to support those with food allergies, and the post-Halloween candy collection supports Operation Gratitude. The Center will begin to hold monthly educational panels starting January 2020, free and open to the public, on a variety of developmental, behavioral and academic topics and always welcomes the opportunity to speak to parent or educator groups at schools. Over the past year, they have been humbled to support students affected by the Woolsey Fire and collected and shipped books to the Paradise Fire survivors in Butte County. Overall, Brain Balance of Encino believes that “it takes a village” and is proud to do its part. 

    “Professional training is incredibly important in our industry, and IBCCES has standardized training and certification that is globally recognized,” said Dr. Rebecca Jackson, Vice President of Programs and Outcomes at Brain Balance Achievement Centers. “We worked closely with the IBCCES team to develop instruction that meets the needs of our more than 100 Centers. This new training program will give our team an even greater understanding as they work with students who face challenges with attention and focus, anxiety, learning, socialization and more.”

    “Since Brain Balance Centers work with children with a variety of needs and cognitive disorders, the Board Certified Cognitive Center program is a perfect fit. Our program complements the team’s existing knowledge, allowing them to continue to have a positive impact on the thousands of families they serve,” said Myron Pincomb, IBCCES Board Chairman.

    For almost 20 years, IBCCES has been the industry leader in autism training for licensed healthcare professionals and educators around the globe. More parents are seeking out organizations that have completed evidence-based training and professional review as they search for options.

    Source: IBCCES

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