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The human brain is like a complex orchestra, with many different instruments playing many roles. These roles, or neurological functions, desperately need to be coordinated, integrated, and synchronized. As with any orchestra, each player's role varies depending upon the situation. Just as the strings or woodwinds may be highlighted in music, different neurological functions take the lead when students study English or math, have to write a report, or take part in athletic activities. And, just as instruments create harmony in an orchestra, the different neurodevelopmental functions interact to enable students to acquire certain knowledge, skills or sub-skills, or to accomplish specific school tasks, such as being well-organized, efficient, or strategic planners.
When students are having difficulty with a particular academic skill, the task of parents, teachers, and clinicians is to pinpoint the areas of difficulty, to specify the weak sub-skills, and to create a plan for strengthening strengths and areas in need of improvement.
There is a need to ask: Where is the breakdown occurring? Which sub-skill is not playing its role? And within that sub-skill, which related functions are not operating well? For example, students with strong vocabulary skills and memory abilities may still have problems remembering words. In this case, the difficulty might lie with their word retrieval ability, a very specific sub-skill that enables students to remember words on the spot.
 Read About Observable Phenomena
Read About the Profile
Read About Recurring Themes
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