Customer Testimonials

See our testimonials and success stories!

Testimonials
  1. Thayne L. - "Exceptional improvement in reading and writing." Seamus K. - "He looks forward to coming" Kim P. - "Very happy with his success!"
  2. Neuroeducation has been assisting our patients for over 20 years. Not only do they provide a thorough evaluation, they present the results in such a way that it is understandable and actionable. The patient satisfaction rate with the services received at Neuroeducation is close to 100%.
    Terence Neff, MD
  3. I had heard a lot of positive things about your work, but after seeking out Neuroeducation in regards to my own grandson I can now say that you are the best. After reviewing Joe’s records, you recommended Fast ForWord. His mother was so impressed when she met with you the other day, she not only shed a tear, but said you were an angel from heaven come to visit her when she did not know how to advance Joe with his language difficulty. I was impressed with how you interacted with Joe in such a way that he answered many of your questions eagerly and quickly. Joe thought a lot of you and is very comfortable with you.
    Ray
  4. "Neuroeducation is the Inland Northwest's premiere group for assessing and treating the psychological and educational needs of children who are struggling with learning disabilities, school failure and relationship difficulties. I've referred children to them since 1999. Their emphasis on each child's strengths, rather than weaknesses, and their use of proven, evidence-based tools to develop effective individualized learning strategies that incorporate those strengths have helped children succeed. Making learning fun again can have a remarkable positive impact on self-esteem".
    Dr. Greg MacDonald MD - Child Neurology
Success Stories / How Well We've Done
The following stories are representative of many of the people who come to Neuroeducation, and illustrate the effective ways we can help.

7-Year Old Boy with Language Problems.

This boy had been in speech therapy since age 3. He was receiving speech and language therapy twice a week at school, but making slow progress. He was having trouble engaging in conversations, often reported not hearing someone speak to him, or frequently asked for things to be repeated. Through auditory assessments his hearing was normal. After a thorough review of his prior speech and language testing history, and a current evaluation for language development done by Neuroeducation suggested he was a good candidate for a new program called Fast ForWord. He and his parents worked on this individualized, intensive language program under the supervision of Dr. Pat Sharp for 5 weeks. Post testing in language at the end of the program revealed a 1.5 year growth in language skills. Most importantly, his parents reported that their child was now taking part in dinner table conversations, participating in class discussions, and following instructions at home and school.

9-Year Old Girl with Reading Problem.

This girl came to Neuroeducation with severe reading difficulty. Her dad had also struggled with learning to read. He did not want his daughter to experience similar frustrations and lack of success, as he had. He had wanted to go to college, but because of his reading difficulties, his life choice options narrowed. He could see the same possibility happening for his young daughter. Neither her parents, nor her teachers, knew how to help her succeed. When we first saw her, this little girl’s anxiety about her poor performance had evolved into physical ailments. An accurate diagnosis of a certain type of dyslexia was made after a thorough evaluation with Neuroeducation’s psychologists. Once the problem was identified, a program aimed at showing her how to read in a way that matched how she best perceived and processed lexical information was implemented. After working one-on-one to accomplish her goals, she is now reading and comprehending a year ahead of her grade placement. Also, all physical manifestations of her stress have disappeared and she is a happy, enthusiastic little girl again.

5-Year Old Boy with Attention and Out-of-Control Problems.

This energetic 5-year old was a real handful for his caring parents. They found it almost impossible to take him out in public without a scene of some kind. He was impulsive, overly talkative, loud, demanding, and was perpetually in motion. They had begun to think their parenting was at fault and came for help. We did a complete history analysis of both the family as a whole and the little boy, and followed up with standardized testing. We were able to then identify what was causing all these problems— Attention Deficit Hyperactivity Disorder. We started with Behavioral treatment, including management strategies for his parents. Medications are not always required, but in this boy’s case the extent of his hyperactivity and risks for his safety led to the need for medication, which was managed in tandem with his primary care physician. Four months later, the family had made good gains in reducing his adverse behaviors without losing the delightful spark in their son. Our final call was from a very happy mom who reported they had just returned from an amazing trip to Disneyland. She reported the tools she and her son had learned worked so well.

13-Year Old Girl with Math Problems.

This middle school student had always excelled in reading and language arts classes. She had struggled with math before, but recently math had become a nightmare. As the math content became more complex, she found herself unable to keep up, hiding her test scores from her parents until a semester report card revealed the extent of the problem. She had become excessively worried and anxious about her situation, often becoming tearful with frustration. Neuroeducation’s diagnostic evaluation pinpointed the nature of her dilemma – a mild form of dyscalculia (math difficulty). We worked with her to show her ways to overcome her difficulties, in a way that she could process easily and worked with her strengths, and armed with the tools we taught her she was able to successfully complete her current math course. Her dread of math work disappeared. She reported actually liking to do her math homework!

7-Year Old Boy Coping with Divorced Family Issues.

This 7-year old boy’s mother brought him to Neuroeducation because of her growing concerns for her son’s deteriorating behaviors. His divorced parents were in conflict about the rules of discipline for their shared child. In the last year, he had also slipped behind academically. The boy was confused, angry and disobedient. We met with the boy, his father and mother to get a complete history. Together, we planned what tests we would use to evaluate this complex situation. The results of that evaluation process allowed us design a plan that addressed his specific needs. Working in therapy with members of this family, we were effectively able to help the boy and his parents understand the different relationships that had been thrust into his life. After some time, this young boy became a well-adjusted, happily functioning child in both families. The prior animosity about who was “right” in their co-raising of this boy was gone. A wonderful, additional outcome was that communication between mom and dad improved dramatically.

16-Year Old Boy with Poor Study Skills.

This high school student had done fairly well throughout his school career, but was now struggling with C’s, D’s and F’s. He admitted not knowing how to study. He and his parents were disappointed and unhappy with his grades, as he hoped to go to college. To answer the question of why the sudden decrease in academic performance we completed a neuropsychological evaluation, which led to a valuable discovery. He scored low on tasks requiring conceptual organization or categorizing, yet he scored very high on tasks of verbal ability. He was referred to our Learning Clinic and there he was shown how to organize his learning around verbal, self-talk strategies, since this was clearly one of his strengths. This allowed him to grasp and hold the content ideas in memory for his tests at school. Subsequently, his grades soared. While we helped to solve his current school problems, more importantly, we gave him life-long skills at how to master any new material requiring spatial/organizational processing in a way that matched how he best processed information. Last we heard he had received an academic scholarship for college.

12-Year Old Boy with Attention and Behavior Problems.

This preteen sulked into our office, clearly not wanting to be here. His parents brought him because of their concerns for his school failure and behavior problems, both at school and at home. The boy denied he was doing poorly in school. “I just don’t have a few papers turned in.” His parents reported otherwise – he was failing four of his six classes and had been given many after-school detentions for behaviors ranging from missing work to fighting. At home, he rarely followed through on expected chores or parental requests. A thorough history taking and diagnostic evaluation led to the confirmation of an attention disorder. The boy’s reaction to his frustration led to behavioral outbursts at school and defiance at home. At first, he reluctantly participated in individualized treatment that involved cognitive behavioral therapy. After a few sessions he realized that managing his disorder and changing his behavior would change his parents’ and teachers’ behaviors.  He liked how we presented this as an “experiment” to him and he engaged readily. He learned how to “own” his own behavior (he took charge of making better choices in his behavior). He also learned how to keep track of what was asked of him, and how to organize himself. Once he wasn’t constantly getting into trouble he began to feel better about himself. His life turned around for the better. His grades picked up and he felt proud of himself.

Adult With Problems At Work.

A very intelligent middle aged man came to Neuroeducation because of fears of losing his job. He was aware of problems in his life regarding handling materials (filing papers, using tools, etc.) and organizing data (storing and locating documents). If he could not find a way to improve his work performance, his boss was going to have to let him go. After reviewing his history during a clinical interview we designed an evaluation process to answer the questions about his difficulties. The evaluation process led to a diagnosis of dyspraxia (motor clumsiness). This gentleman learned effective ways to overcome his difficulties in a brief period of time, being able to immediately put effective accommodations into place. He has kept his job and was commended by his employer for his improved performance.

A 52 year old man with severe math disability.

A remarkable man of many distinguished accomplishments in his life was faced with a three time failure of Math 99 (an introductory math requirement). The repeated failures undermined his self-confidence and struck true terror in his heart (anxiety). This was unusual for a man who had recently trained and jumped out of airplanes with his men into enemy territory during wartime. His career switch from military to civilian necessitated his passing this and two other math classes. He had successfully passed every other class needed for his new degree. Our testing determined that although he had very strong cognitive abilities, his ability for perceiving and processing complex mathematical concepts was low. The results of this evaluation helped us to find a way to show him how to successfully complete the requirements he needed for math in a way that matched how he worked.

A 19 year old girl with feelings that something was wrong.

A very popular and pretty teenager came with complaints of ongoing “pit of the stomach” feelings of things not being right. She found it difficult, if not impossible, to feel happy. She had many somatic complaints, as well. She and her family were opposed to taking medications and wanted to try something behavioral. Our evaluation process led to a diagnosis of chronic mild depression, which began early in her teen years. For treatment, we started with Mindfulness Training and gradually added other Cognitive Behavioral therapies. She learned how her mind felt when she was calm, focused, relaxed and, yes, even a bit happy. Over a 20-week period she gradually bloomed into a well-adjusted, excitable, and delighted young woman again. When those nasty “pit of the stomach” feelings recurred she knew what to do to successfully assess her situation and deal with it effectively.