PROGRAMME OVERVIEW & IMPLEMENTATION COST/FEES RESEARCH-BASED EVIDENCE *NZD est. based on exchange rate 9/15
Aims to strengthen weak cogni ve capaci es underlying No published, peer-reviewed evidence available evalua ng the learning disabili es through specific cogni ve exercises. Replaces Annual Tui on: efficacy of the programme. Anecdotal evidence and unpublished regular school for 3 to 4 years. Students spend 4 periods per day, NZ$15,000 per student Arrowsmith research conducted by Arrowsmith company claims large academic 5 days per week with specially-trained teachers in a 1:10 classroom gains, however, the present scien fic literature does not provide Program performing computer, auditory, and pen and paper exercises. Training workshop: support for the use of the Arrowsmith programme in the remedia on Claims a wide range of learning-disabled students will be able to NZ$5,600 + travel to Toronto of learning disabili es. par cipate in age-appropriate academic curriculum upon comple on.
Introduc on to Limited peer-reviewed research support; publica ons in System of “educa onal kinesiology” (learning through movement); Brain Gym course: self-funded “Brain Gym Journal” claim gains in cogni on. Other based on the no on that learning difficul es arise from poor NZ$150 peer-reviewed work has labeled Brain Gym as “pseudoscience,” coordina on between the brain and body. Uses 26 dis nct exercises due to invalid theore cal assump ons (neurological repa erning Brain Gym to improve integra on of specific brain func ons with body One-on-one training: procedures invalidated, idea that cerebral dominance affects movements. Offered as intensive 2-3 day training courses, 8 sessions: NZ$800 learning repeatedly refuted, and no demonstrated support for typically 8 hours per day. Targeted at all ages and abili es. 10 sessions: NZ$1,000 impacts of perceptual-motor training on learning).
School package Biometric technology that measures and improves ming with Several published, peer-reviewed studies (about half of which are (training, support, specialised computer equipment, targe ng the ability to focus, case studies) have reported varied significant posi ve effects of and equipment): accuracy and efficiency of informa on processing, execu ve treatment with isolated clinical and nonclinical popula ons, including NZ$12,000 Brain Time func ons, and motor coordina on. Used with a wide range of boys with ADHD, elementary math students, soldiers with blast- neurological condi ons in adults and children, as well as athletes related trauma c brain injury, and golfers. However, each of these Interac ve Home training: enhancing sports performance. Private home training occurs studies evaluated and reported on different cogni ve and motor equipment: NZ$625 Metronome 3-5 days per week for 5, 8, or 12 weeks (15-40 hours) with func ons, with conflic ng evidence regarding the overall efficacy 5 week tui on: NZ$325 ongoing professional consulta on. Also available for of Interac ve Metronome training as a general therapeu c 8 week tui on: NZ$800 school-based implementa on. treatment tool. 12 week tui on: NZ$1,200
Aims to overcome dyslexia by targe ng phonological and Programme cost Only one peer-reviewed study about Cellfield available, which visual deficits, based on the theory that dyslexia arises from (pre/post tests, interven on, provides only limited support due to a lack of any control group and “anatomical flaws” in the brain. Employs computer-based follow-up, and optometrist Cellfield’s founder being one of the authors. Underlying theory is Cellfield phonological processing and decoding/encoding tasks in assessments): magnocellular dysfunc on in dyslexia, which has received notable 10 one-hour sessions for 10 weeks (with supplementary guided NZ$2095 (incl. GST) support and cri cism and is not yet a scien fically validated theory. reading) to transi on dyslexic children into reading fluency.
Online programme designed to address a en on problems and Private tui on: Large volume of peer-reviewed research; many studies found ADHD by increasing working memory capacity. Training planned and NZ$1475 Cogmed increases working memory capacity in the short term, Cogmed Working structured by Cogmed Coach in either private sessions or school and some suggest that gains in visuospa al (though not necessarily Memory Training se ngs. Standard implementa on is 25 sessions (30-45 minutes long) School price verbal) working memory persist long-term. Conflic ng evidence of 5 days per week for 5 weeks, with specialised varia ons available for (10 students/4 teachers): improvements in reasoning ability and a en onal processes. pre-school, school-ages, adolescents, and adults. NZ$3,600 Insufficient evidence of applicability to dyslexia.
Set of prescribed overlays or lenses provided by the Irlen Ins tute Assessment & prescrip on: Existence of “Scotopic Sensi vity Syndrome” or “Irlen Syndrome” and The Ins tute of Optometry (among others) designed to treat Irlen screening: NZ$79 is not validated by sufficient scien fic evidence. Numerous peer- “Scotpic Sensi vity Syndrome” or “Irlen Syndrome,” described as a Colour overlays: NZ$7 reviewed studies suggest coloured overlays may have a beneficial Coloured Overlays perceptual processing problem, which may be (mis)iden fied as Tin ng assessment: NZ$159 effect on reading rate, accuracy, and comprehension, however, many dyslexia. Symptoms include light sensi vity, discomfort, word Lenses (worst case): NZ$260 and Lenses of these have serious methodological limita ons and/or conflicts of distor on, and problems with reading, wri ng, a en on, interest, and a large number of other studies report no significant comprehension, and depth percep on. Specific colour for Irlen Screener training: benefits of overlays/lenses. individual treatment is diagnosed by specialist. NZ$499
Uses spelling as a tool to teach children with dyslexia to read and write based on individual learning styles. Mul -step process Danks Davis includes assessment, mul sensory instruc on, auditory percep on Danks Davis manual/DVD: No published, peer-reviewed evidence available Dyslexia Tutoring remedia on, Brain Gym exercises (see above), and tes ng. NZ$3,000 (+GST) to support efficacy of programme. Implemented in weekly one-on-one tutoring sessions (one hour), which can be led by teachers, tutors, or parents.
Based on the theory that dyslexia arises from disorienta on/ confusion and a predominantly visual thought process; teaches Few peer-reviewed studies on programme, almost all of which are students with dyslexia to control this mental state and think about Programme tui on: case studies. Most of these case studies seem to demonstrate gains in Davis Dyslexia problem words nonverbally. Implemented as an intensive week-long NZ$2,500-3,000 word recogni on through training, but there is insufficient evidence programme (30 hours) of one-on-one work with licensed facilitator, of improvements on general reading abili es. plus up to 3 follow-up reviews.
Physical s mula on approach supposed to improve cerebellar Limited support of efficacy. Only two published studies available; underperformance in dyslexia, dyspraxia, and ADHD, based on the though these found gains in reading skills and standardised test scores Dore Programme theory that this is the underlying cause of learning and a en on Programme cost: (some of which were maintained or improved at 18-month follow-up), disorders. Specific physical exercises aimed to s mulate and improve es mated NZ$5,000-6,000 (previously DDAT) these studies were highly controversial with serious methodological cerebellar efficiency are prac ced twice daily for 10 minutes for limita ons and inappropriate sta s cal treatment. 12-18 months with regular consulta on.
Single license for Most peer-reviewed studies available authored by Fast ForWord Computer-based series for students reading below age-appropriate Language Series: researchers. These report significant improvements in reading and level that slows and amplifies specific hard-to-process English sounds. NZ$1430* (quan ty wri ng skills, comprehension, and oral language ability, as well as Adap ve game-like tasks target development of working and discount available) increased brain ac va on in both typical language areas and long-term memory, a en on, listening accuracy, processing speed, Fast ForWord compensatory cor cal areas. However, compara ve studies found phonological awareness, and sequencing skills. Claim a reading gain of Single license for no specific advantages over other similar programmes, and no 1-2 grade levels is possible in 8-12 weeks of 30, 40, 50, or 90-minute Reading Series: evidence of long-term maintenance of gains. Current redesigned sessions, 3-5 days per week. NZ$800* Language Series has yet to be sufficiently analysed.
Not-for-profit mediated interven on based on Feuerstein’s theories of Large body of published, peer-reviewed research demonstrates mediated learning experiences and structural cogni ve modifiability. IE Standard or IE Basic: consistent findings of significant enhancement of cogni ve Designed to iden fy and modify deficient cogni ve func ons in NZ$35 per student Feuerstein's performance for disadvantaged learners, despite large variance disadvantaged learners through a metacogni ve approach to the in research methods. More limited research indicates poten al for Instrumental processes of thinking, learning, and problem solving; i.e., “learning to Training cost: similar benefits with other clinical popula ons and academic levels. learn.” Conceived of as a supplement to normal classroom NZ$1265 (incl. GST) Enrichment Insufficient evidence of long-term gains in subject-based academic curriculum; recommended implementa on can be 3-5 one-hour per mediator achievement. sessions per week for 2-3 years (200-400 hours).
One-year license: Computerised ac vi es of progressive difficulty based on Common NZ$50* per student No independent, peer-reviewed research available. Studies Core that address 6 areas of reading: phonics, structural analysis, by company researchers show mixed findings; some indicate no phonological awareness, automa city/fluency, vocabulary, and Unlimited license: significant effect of treatment at post-test, though at-risk students comprehension. Allows independent development of reading skills Lexia Reading NZ$14,910* made significant gains a er training. Two other studies found through personalised learning paths in a structured and sequen al significant improvements on only one specific measure manner. Provides teachers with individual end-of-year trajectories. On-site training: of reading/language-related skills. Available for purchase as a school-based license. NZ$1,920*
Training (<15 teachers): Large body of published, peer-reviewed research provides consistent Targets students struggling to read or comprehend with five virtual: NZ$11-22,000 evidence of significant improvements in phonological awareness/ different remedial programmes, designed to establish an imagery- onsite: NZ$14-30,000 decoding and single-word reading skills. Evidence of generalisa on language connec on, develop symbol imagery, improve to reading comprehension and long-term maintenance of gains is understanding, memory, and thought expression, and discover and School partnership: more limited, but shown in studies with adequate bridging prac ce. Lindamood-Bell label the oral-motor components of phonemes. One-to-one clinical virtual: NZ$187-257,000* Neuroimaging found significantly stronger func onal connec vity and treatment involves intensive, 2-4 hour sessions 5 days per week for onsite: NZ$289-476,000* gray ma er volume changes in known language areas. However, 6-8 weeks. School-based children work in homogenous ability groups one compara ve study found no specific advantages of this of 2-5 students, 5 days per week for 45-120 minute sessions. Learning centre: NZ$130* per hour programme over another phonemic-based interven on. NZ$500* per tes ng
Individual: monthly: NZ$19*/month Several published, peer-reviewed studies on various popula ons Online training/game programme for the general public (ages 18-89), yearly: NZ$8*/month point to evidence of significant gains on some cogni ve measures, with 56 discrete adap ve games requiring the use of cogni ve two year: NZ$6*/month including processing speed, cogni ve flexibility, and visual-spa al func ons such as memory, a en on, speed, flexibility, and problem Lumosity life me: NZ$475* processing. However, a compara ve study with an entertainment- solving. Provides con nuous feedback and periodic reminders based based video game found cogni ve performance gains in on performance and personalised goals. Yearly group package: favour of the video game. NZ$13*/month (up to 5)
Level 1 Cer fica on: (30 hours coursework, Several published, peer-reviewed studies, with inconsistent 45 hours prac cum, interven on methods and mixed findings. One study with children Instruc onal approach to assist students with dyslexia and reading and 5 observa ons) at-risk for reading problems showed significant gains on all measures difficul es by directly and systema cally sor ng, recognising, and tested; another found gains in only one of three grade levels. Two organising the raw materials of language. Method is meant to be Orton-Gillingham NZ$1550* course fee; comparison studies with Fast ForWord (see above) and a Houghton- flexible and adaptable and primarily one-on-one with a cer fied NZ$120* applica on fee; Mifflin programme showed significantly greater phonological skill instructor, but can be adapted for small groups and classrooms. NZ$320*/hour + travel gains with this programme, but another found be er performance expenses for prac cum; with tradi onal reading instruc on. NZ$120* Annual renewal fee
Classroom adapta on of Orton-Gillingham approach (see above), Varies; different prices for Only one peer-reviewed study available; small-scale comparison designed for students with dyslexia and reading difficul es. Lessons individual tutoring versus The Slingerland of Slingerland and Sullivan programmes found both to be equally are mul sensory, incorpora ng auditory, visual, and kinaesthe c school teachers becoming effec ve, however, no significance tests reported in study. Approach elements. Focuses on basic units of phonics with progressive “Slingerland Trained” or Insufficient evidence to support efficacy of programme. complexity. Generally implemented for two years. “Slingerland Cer fied”
Steps Home so ware: Structured, mul sensory computer-game approach to developing NZ$195 (incl. GST) Steps phonological awareness, visual percep on, sequencing, memory, and motor development through literacy knowledge, processing Steps Tutor so ware: No published, peer-reviewed evidence available (The Learning skills, and cogni ve efficiency. Can be completed at home, through NZ$279.45 (incl. GST) to support efficacy of programme. Staircase) tutors and tutoring centres, or in school. Customisable for dyslexia, ADHD, and English language learners. Steps Network so ware: NZ$483 (incl. GST)
Training cost (80 hours): Designed to remediate disrupted analysis of auditory messages NZ$1,500 to NZ$7,200, The Toma s in learning difficul es and language disorders. Therapy focuses on two Limited published, peer-reviewed research available; a meta-analysis depending on complexity of middle-ear muscles that enable integra on of acous c informa on. showed significant gains in several skill domains, but assessed only Method for programme and support Music and speech are filtered through an “electronic ear” and listened small-scale/case studies with serious methodological limita ons,
Auditory to through headphones a ached to a “bone conductor.” Treatment some of which found no effect of therapy. No consistent evidence Toma s Professional involves blocks of 10-13 days (intensives) for up to two hours each that auditory retraining therapy is more effec ve than placebo. Retraining Educa on (4 workshops): day, separated by rest periods of 3-8 weeks (90 hours total). NZ$6,150