A description of what we do here at Integrative Educational Partners, in a PDF file.

2. Integrative Educational Partners, LLC
6739 Courtland Drive, Suite 101, Rockford, MI 49341
616.874.7490 www.ieptherapy.com
Integrative Educational Partners, LLC is a place
that offers educational therapy to people who
experience learning differences. We draw from
expertise in several disciplines to assess the
client and we take a holistic approach to a
solution. Our staff is made up of people with
educational, nutritional, medical,
and psychological expertise . We
employ certified teachers, a nurse
practitioner, an occupational
therapist, and a speech and
language therapist, and can refer our
clients to psychologists who specialize
in children.

3. Educational Therapists
Educational Therapists are professionals who draw from educational and
therapeutic approaches for children, adolescents, and adults with
learning differences.

4. Our Clients
Often our clients experience one or more learning problems: ADD, ADHD,
Asperger’s Syndrome, dyslexia, dysgraphia, sensory integration disorder,
autism, visual and auditory processing difficulties.
We address each problem and develop a therapeutic plan that addr esses
the problem comprehensively.

5. Do you know kids who…
• Report card: A, B, C, D, F's (No consistency)
• quot;She won't amount to anythingquot; (Underachiever)
• quot;He's lazy. He could do more if he just triedquot; (Unmotivated)
• quot;He does well on tests, but forgets to turn the homework inquot;
(Poor memory)
• quot;She never listens to a thing I sayquot; (Poor listening skills)
• Inattentive, spacey, in his/her own world (Daydreamer)
• Great reader but hates to write (5 minutes of homework takes
2 hours)
• Huge speaking vocabulary, but can't spell
• quot;Her bedroom looks like a tornado went through itquot;
(Disorganized)
• quot;He is never on timequot; (Poor time management skills)
• quot;She trips over her own shadowquot; (Clumsy, uncoordinated)
• quot;He loves to learn, but hates schoolquot;
• Seems smarter than their schoolwork indicates
• Does poorly on timed tests
This list describes kids who might have ADD, learning differences,
sensory processing deficits, giftedness, or may simply be visual
spatial learners. Even one trait can be a sign of an underlying problem.

6. Our Diagnostic Process
• During the Initial Consultation, we observe the
child. We determine which assessments are
necessary.
• During the Assessment/ Evaluation session, we
perform one or more of the following:
– Competency Assessment Battery
– Dr. Mel Levine’s Neuro-Developmental
Assessment
– Retained Reflex Testing
– TAPS- Test of Auditory Processing
– GORT- Gray Oral Reading Test
– Dibels- Reading Assessment
– REO- Receptive Expressive Observation
– ADD/ADHD Assessment
– Neurofunctional Assessment

7. Dyspraxia
Developmental Dyspraxia is neurologically based
disorder of the processes involved in praxis (motor
planning). Praxis consists of three components.
1) Ideation - forming an idea of using a known movement
to achieve a planned purpose.
2) Motor Planning - planning the action needed to achieve
the idea.
3) Execution - carrying out the planned movement.

8. The Role of Motor Planning in Learning
Motor planning (praxis) is the ability to organize the body into
non-habitual movement. It goes beyond coordination to include a type
of organizational intelligence. It is not dependent on effort, which
means trying harder will not improve things. It is a result of all
systems working together to accomplish the response.
• Ideation is largely dependent on the brain’s ability to respond
properly to sensory input. If sensory integration is impaired, the brain
does not have an accurate map of the body and ideation becomes
difficult or impossible.
• Motor Planning is an automatic process where a “plan of action” for
the body takes place in the brain. A person decides what to do and
how to do it.
• Execution is the motor part of praxis- the physical expression of the
plan and, unfortunately, the only observable part.

9. The Role of Motor Planning in Learning
cont’d
People with Dyspraxia tend to organize themselves cognitively- they must think
through which action is necessary and how to execute it before performing
it. The Dyspraxic child with a toy may demonstrate difficulty ex ecuting
purposeful play, but it is just as likely to be a difficulty det ermining what to do
(ideation) and/or how to do it (execution).
Motor planning is the beginning of the development of the learning of
sequences. Accomplishing multiple-part sequences is very difficult for the
dyspraxic child. Since most academics are built around sequences , school
becomes challenging for the dyspraxic child. (Kimball, 2000)
Somewhere between sensory information gathering and storing idea tion, motor
planning and execution, the messages are not getting through. Dyspraxia is
an inconsistent failure of Praxis. A successful performance is n ot guaranteed; it
may affect the child one day, but not the next. When it’s unsafe to expect
success, a child becomes reluctant to try at all.

10. The Role of the Cerebellum
• The use of sensory information which allows the learning of move ment
takes place in the cerebellum.
• The cerebellum, as well as the limbic system, has been observed to play a
major role in determining ASD symptoms and behaviors. It is the part of
the brain most consistently identified as abnormal by neuroimaging and
autopsy studies of individuals with autism. ( Alshoooff, 2000, p.185)
• The cerebellum has been established as essential for regulating many
aspects of motor control, including movement timing, coordination,
muscle tone and posture. (Lechtenberg, 1988; Thatch, Goodkin, and
Keating 1992)
• There is evidence to suggest that a key contribution of the cere bellum is to
act as the a central timing mechanism, or “clock” for both the perception
and the production of temporal intervals. ( Braitenberg, 1967; Fahle and
Braitenberg, 1984; Keele et al., 1985; Ivry and Keele, 1989)
• Motor planning in the cerebellum forms the basis for the underst anding and
carrying out of stopping, starting, and sequencing of activities, and
organizational abilities.

11. Dyspraxia: a common problem

12. Indicators of Dyspraxia
• May be physically uncoordinated
• Poor motivation
• Difficulty spelling
• Difficulty reading
• Difficulty sequencing
• Poor short term memory
• Poor auditory skills
• Poor concentration
• Poor rote memorization skills
• Poor handwriting
• Disorganized
• Develops “unique” solutions
• Poor in timed situations
• Poor visual skills

13. IEP Services
• Educational Therapy in our office where we are able to take
advantage of the equipment and facilities
• Tutoring services by an IEP-employed, state certified
teacher, conveniently offered during your child’s school hours
• Phone Consultations
• Special Education Services Advocacy / School Meetings
• Gifted Educational Planning
• Homeschool Support: classes for struggling children
• Family Sessions

14. Sample IEP Therapies
• Sensory Integration
• Auditory Retraining
• Visual Retraining
• Occupational Services
• Counseling/Coaching
• Speech and
Language Services

15. Targeted Skills
• Gross Motor • Visual Processing
• Fine Motor • Processing Speed
• Proprioceptive • Breathing Control
• Bilateral Integration • Expressive Language
• Balance
• Problem Solving
• Short Term Memory
• Social Skills
• Sequencing
• Speech
• Auditory Processing
• Reading Comprehension
• Strategy
• Phonics
• Eye-Hand Coordination
• Vestibular
• Vision Tracking
• Crossing Midline
• Auditory Processing

16. Academic Areas
We use a multi-sensory approach, borrowing from many
different programs so as to individualize for each client:
• Visualizing Verbalizing
• AVKO
• J.F.I. Right-Brained/Visual-Spatial Learner Techniques
• Making Math Easy
• Base Ten Blocks
• Seeing Stars
• Picture Me Reading
• Touch Math
• Winston Grammar
• Various Reading Skills Games
• Lots of Academic Computer Programs
…and many others!

17. A Typical Session…
We begin with games and activities specifically
designed to address the neurological deficits
that are part of dyspraxia. These activities are
specifically developed to engage both halves of
the brain to work in concert, as well as facilitate
the communication necessary between brain and
body. This groundbreaking approach has yielded
significant results in our clientele.
Addressed in every session*:
Fine motor
Gross motor
Sensory work
Hand-eye coordination
Visual processing
Academic weak areas
* This will be adjusted to the individual needs of each client.

18. Just a few of our activities….
Fine Motor
Pick up sticks, Bottle Caps, Dominoes, Fast Fingers,
Fire Game, Imagination Builders, Jenga, Kirigami,
magnet words, marble race game, etc.
Gross Motor
Sling swing, balloon badminton, catch with the
“heavy ball,” BVX, balance board ball toss, Gonge
top, balance beam
Sensory Integration
Brushing, Ace Bandage Wrap, exercise ball, Makoto,
Pogo ball, Scooters, sensory box, therapeutic
listening, touch & match
Hand-Eye Coordination
Wrap ups, badminton, BVX, Etch-A-Sketch,
Magnetic darts, Jacks, Jenga Extreme, jigsaw
puzzles, Makoto, Origami
Visual Processing
Scrambled States, Irlen colored overlays, dominoes,
paper airplanes, Perfection, pickup sticks, SET,
Bingo
Academic Remediation
Math, spelling, phonics, vocabulary, writing, science,
social studies, reading comprehension, sequencing,
problem solving, memory

19. Our Facility
• A friendly, qualified staff (education,
psychology, OT, medicine and social work
backgrounds)
• Hundreds of activities- instantly accessible
to staff
• Therapy equipment in a durable, kid
friendly, gym-like environment
• 300+ educational computer software titles
• 100+ reference books for parents including
the latest educational research
• Makoto: a timed game with room in the
center for kids to strike light/sound targets
• Two small rooms for private tutoring
• Computer stations for student use
• A conference room and educational
resources for homeschool purposes
• A comfortable waiting area here parents
can read or listen to their child’s session

20. Introducing…
The Makoto!
Makoto is a game that targets mental Makoto is a fun, and exciting way for kids
fitness. While giving “players” a great who are struggling in school to improve
cardio workout, the primary health on…
benefit of Makoto is the link between Quick Pattern Recognition
the brain and the body. By improving
Peripheral Vision
communication between the brain and
Hearing Acuity
the body, dramatic improvements can be
Balance
achieved in….
Movement Accuracy
Eye-Hand Coordination
Concentration
Quickness / Reaction Time
Emotional Control
Mental Acuity
Memory
Stress Reduction
Since all of these skills are necessary to
Cognitive Function
be successful in school, kids with
…and more!
learning disabilities, poor reading, poor
writing, poor motor control, dyslexia, and
speech problems may lack some or all of
these skills.

21. Makoto…
What is it?
The Makoto combines exercise with the
proven science of sensory integration
therapy to improve neurological and
physical performance. Users participate by
standing in the center of three 6-foot towers
with lighted targets. The towers emit tonal
cues to indicate the position of the lit target.
Players can kick, punch, hit, or use a “staff”
to tap the light. Settings are adjustable for
one, two or three towers, speed, volume and
level of difficulty. The Makoto can become
all visual (no sound) or all auditory (no
lights). It can be used by multiple players at
once and has eleven different levels, from
beginner to pro athlete. The Makoto also
measures your average reaction speed,
enabling you to track your progress over
time.

22. IEP
Do YOU know anyone who would
benefit from our services?
Integrative Educational Partners, LLC
6739 Courtland Drive
Rockford, MI 49341
(616) 874-7490
www.ieptherapy.com
Thank You!