The Raviv Method is rapidly becoming known as one of the most exciting novel neuro-cognitive approaches to developing and correcting learning and attention skills in children and adults . The method is focussed and quick: the length of the treatment programme for correcting learning disabilities is only 4-6 months. It works amazingly well at addressing key learning skills and specific learning difficulties , including:

 

Dyslexia Dyspraxia Dyscalculia Verbal - Linguistic Function Orientation in Space Orientation in Time Short & Long Term Memory Motor coordination	Organisational skills Interpersonal skills Intrapersonal skills: self-awareness. Attention Deficit (Hyperactive) Disorder: AD(H)D

Recent dramatic developments in the cognitive sciences are bringing us closer to understanding the development, structure and functioning of the brain. In research published by the National Academy of Sciences, Sally Shaywitz, MD, and Bennett Shaywitz, MD, both researchers at Yale University and co-directors of the Yale Center for Learning and Attention, reported that people with reading difficulties suffer from an impairment of the neural connections in the brain. These neural connections are responsible for the reading function. Their findings are based on several decades of research, during which they analysed the reading process and studied it thoroughly. In their latest research, the Shaywitzes asked their volunteers to perform a series of reading tasks while their brains were being scanned, using advanced imaging techniques (MRI – Magnetic Resonance Imaging), in order to examine which parts of the brain are activated during the reading process. They also tested children who had not yet learned to read, in order to observe whether changes occur in the reading circuitry of the brain in the course of the learning process.

On the basis of these findings, an efficient educational application was developed: the Raviv Method for Developing and Correcting Learning Abilities . The method is based on improving the coordination and synchronisation of the neural systems in the brain.

Achieving Results

Mr. Mike Jones, a special education teacher and Raviv Therapist, conducted a pilot study at St. Joseph RC School in Newport, Wales, in 2003. Eighty percent of the pupils with severe learning difficulties showed significant improvement in just 3 months. If you would like to learn more about the pilot study, please visit our website at: The Raviv Method

The Raviv Method consists of five jointly implemented processes:

1. Creating the specific neurological structure required for the learning process.

The specific brain structures required for the learning process develop sequentially, during early human development. Howard Gardener, MD, of Harvard University, defined seven basic forms of intelligence that develop during different phases:
•  Body-Kinesthetic-motor skills
•  Visual-spatial skills
•  Musical-Rhythmic skills
•  Verbal-Linguistic skills
•  Interpersonal skills
•  Logical-Mathematical skills
•  Intrapersonal skills (self awareness)

When the neurological connections that originate from the maturing of these skills are not adequately developed, the bio-neurological connection is interrupted, resulting in disorders in cognitive and general functioning. Since these connections are essentially physical, they can be stimulated and developed through appropriate training and exercises. Brain plasticity is evident from cases of rehabilitation following trauma, stroke or injury to the brain. The Raviv Method for Developing and Correcting Learning Abilities utilises this plasticity to create compensating neurological structures. The programme evaluates cognitive skills from each development phase; if a developmental gap is found, a focussed intervention is made with the aim of bridging this gap by stimulating the brain to create a compensating structure. Once the compensating circuitry is in place, the brain will “choose” to use the new structure because it is more efficient, and the old structure will eventually break down.

2. Focussed strategies for controlling brain activity.

Learning and attention are associated with high frequency brain waves. Learning and attention disorders are evident in low frequency brain waves because of poor concentration, judgment, organization skills, lack of control of impulses and ineffective cognitive functioning. Prior to developing the appropriate neural circuitry, individuals suffering from attention disorders (ADD, ADHD) are unable to control their mental activity, which continues to display low frequency brain waves even during attempted concentration. This is why psycho-stimulants were chosen for the treatment of people suffering from attention disorders: they act both as stimulants of concentration skills and as sedatives. The Raviv Method is an effective programme for controlling the functioning of the neural circuitry in the brain, enabling focussed mental activity (high frequency brain waves) when called upon to pay attention and relaxation (lower frequency brain waves) when concentrated focussing is not required. Thus, the training improves the individual's ability to activate the brain, for the purpose of concentrating attention and controlling the learning process, and to reduce the brain activity, for the sake of relieving stress, managing test anxiety and general relaxation.

3. Training the brain to control two-dimensional perception.

Developing and sustaining two-dimensional perception, i.e., the ability to turn a shape into a symbol and to decipher letters and words, is essential for the development of effective learning skills. Well-established two-dimensional perception allows the proper development of the faculty to perceive the directions and continuity required for the reading process : perception of letters, words and sentences, entire text passages, reading comprehension, creating concepts and connecting ideas. Two-dimensional perception is necessary for establishing arithmetic perception: creating continuity by means of counting or enumerating, gaining quantitative insight and generalising skills. The Raviv Method trains participants in two-dimensional perception.

4. Training the brain in phonological skills

This aspect refers to the establishment of phonological awareness. Phonological awareness improves the individual's ability to access and interpret phonological information associated with written messages that translate sound to symbol.

5. Bridging learning gaps in comparison to the age/class of the student.

This refers to teaching the use of conventional strategies for effective learning.

Summary:

The Raviv Method is a focussed and effective neuro-cognitive programme that consists of stimulating the brain to generate the specific brain structures that are essential for the learning process, practising strategies for controlling brain activity and training the brain for well-established two-dimensional perception.

The Raviv Method comprises:

• Overcoming Learning Difficulties programme: this programme is intended for children and adults and it addresses a wide range of Learning Difficulties, including: Dyslexia, Dyspraxia, Dyscalculia, Verbal-Linguistic Function, Attention and Concentration, Memory, Examination Anxiety, Time Management, General Organisation, Motor Co-ordination, Orientation in Space and Interpersonal Skills. The programme's average duration is 4 months. Its objective is to train the ability of natural, free-flowing learning, thus making other corrective teaching and special education programmes redundant.

• Pre-School Learning programme: this programme is intended for children aged 4-6 or in 1st and 2nd grade. Its objectives include prevention of learning disorders and optimal use of intelligence potential.

•  Learning Excellence programme: this programme, designed to promote cognitive and creative skills, is intended for children and adults, who strive to achieve excellence in a chosen field: cognitive and/or creative.

• A.D.(H).D programme: the duration of this programme cannot be estimated in advance. Its implementation depends on a selective and individual diagnosis and its effectiveness often relies on a combined multi-disciplinary treatment strategy, including biological, psychological and social therapy.