当我们在谈大脑技能，或大脑的能力时，我们指的就是当您在执行任何一项任务时所需要的技能，尤其是学习技能。比如，当您在学习数学时，您必须有能力准确地看见几何形状、专注的聆听和了解老师的讲解、专心并准确和快速的画出所需的形状、或理解多层次的问题！这就叫做大脑技能－它们是在一个人执行任务时必须运作的大脑功能，尤其是在学习的时候更为如此。

注意力

- 专注的耐力

- 视觉的持续追踪

- 在特定的时间内完成作业

- 短暂记忆力的顺序安排

- 过滤使人分心的噪音

视觉-运动系统

- 书写

- 抄写

- 运动系统协调

- 数学（几何学）

- 中文字书写

- 空间概念

听觉

- 聆听

- 了解指示

- 言语和语言

- 阅读

- 理解能力

- 记忆力（听写）

 

心理-社交/情感的发展

- 兴趣

- 推动力

- 热情

- 自信心

这个图的每一个圈都代表着学习时所需的不同领域的基本大脑技能。一个无法完全发挥的技能领域将会拖缓孩子的学习，并且在他／她拥有最佳能力时阻碍他的表现。随着时间的转移，孩子所面对的挫折将会导致他们对学习失去兴趣或推动力，甚至显现出较低水平的自信心。

我们所有的咨询顾问都是教育、健康、治疗和心理学领域里的专业人士。除此之外，我们分享着一个共同的信念，那就是改善人类大脑的力量！我们的课程咨询顾问都受过全面的训练来执行我们的课程，并被期望发挥其最高水准。

也因为如此，您的孩子在参与我们的课程时，您可以毫无顾虑的将您的孩子交到专家的手中。

我们见过的孩子的年龄层是3到16岁，而这些孩子有从优秀班、中等班到那些需要学习协助或被诊断患有学习障碍的孩子。

我们的LSE包含了一系列的国际标准测验。这些经过筛选的测验都是由国外所设计，并在美国、欧洲和澳洲的大学、医院及著名的私立学府等做过试验。

您孩子将会广泛的被评估他们有关载智能（IQ）、注意力和冲动控制能力、手眼协调、动作协调和速度、视觉处理、听觉处理和记忆力技能。

我们相信以下几点是KidzGrow最具特色的地方，用以区分我们与其它的培训进修课程、补习班或激励课程，我们的课程一般上可以在生活中取得迅速的生活变化！

科学

我们所有的课程都具有科学研究支持，进而能够有效的帮助您孩子提升其大脑能力，以达更快速及更准确吸收知识。根据我们的资料和研究显示，80-90% 的父母回报说他们的孩子在课程进行当中或课程结束以后都察觉到进步。不仅如此，客观的分数也显示，在每一次大脑训练课程之后，标准分数平均加幅为10分。

不管您的孩子是被推荐参与视觉-运动神经的大脑训练(REVAMP®),听觉的大脑训练(Fast ForWord®)，注意力的大脑训练(Play Attention®)，所有大脑的网络都已被增强。这到底如何办到的？

神经科学研究显示，为了达到迅速改善大脑的成果，特别设计的练习必须是具体和有目标的。所以，窍门在于 F.A.S.T.

频率及强度 (Frequency and Intensity)：大脑可塑性的研究结果表明，在一时间内频密的重复学习一项任务可加速大脑的活动刺激。这也解释出为何在KidzGrow，我们的课程倾向於更高的频率与强度。与一星期一次的启发课程比较，我们特有及频密的课程让我们看到更多更为迅速的进步。我们部分课程甚至获得科学证实在6-8个星期以内提升大脑1-2年的能力。

适应性 (Adaptivity)：课程，必须是互动并根据学生个人的技巧水平和反应而作出适当的调整。这也是我们实施学习技能评估的原因，这样子我们才可以根据您孩子的需要定制适合他的课程。这也是为什么我们实施一对一的大脑训练课程！

同步发展 (Simultaneous Development)：在KidzGrow，每一次的课程都集中发展某特定的技能。然而，与此同时我们也在同步启发潜在的认知过程，如记忆力、注意力、处理能力和顺序排列能力。

及时动机 （Timely motivation）：学生必须是积极（不是被动的）参与！专心和积极参与能达到增强大脑的结果。因此，学生的积极参与和享受大脑训练课程对我们来说是很重要的。

适应性：制定一对一的训练！

如以上所言，我们所有的大脑训练课程都是以一对一的方式进行，以便您的孩子可以在符合他／她自己的水平里进行训练。定制个人的能力是无法在小组的情况下进行。我们相信，我们之所以可以帮助我们的学生在短时间之内明显的提升大脑能力的成，我们独特的定制课程是其中一个关键的原因。请记得我们的大脑是完全独特和“独一无二”的！我们完全不相信一个课程可以完全适合所有的孩子！

我们将在每一个课程结束之后免费为您的孩子从新评估！

其实一般的教育中心、培训进修中心和“大脑开发”中心宣称能够有效的帮助孩子学习是一件蛮普遍的事情，在KidzGrow，每一次在您孩子完成我们的课程之后，我们将用标准的设备器材来评估您孩子的学习能力，以确保他们确实能够从我们的课程中受惠。通过此举，我们才可以利用科学方式有效的判断，我们的课程是否有效的帮助您孩子达到更强的大脑技能。每一次在孩子完成大脑训练课程之后，家长将收到一份正式的进展报告。而这一份报告将会让您掌握您孩子在完成大脑训练课程之后他们的大脑技能的最新概况。

维护智能！

一旦您孩子的基本大脑技能建立良好之后，我们其他的课程如A-VAMS将会被推荐于您，以便帮助孩子巩固和应用那些基本大脑技能－如注意力、听觉和视觉-运动系统的能力在小组的设置中。为了确保已经建立的大脑技能可以持续的保持和进步，不断的使用和应用它们是有必要的。这就像一个孩子学骑脚踏车的道理是一样的。当他学会了这项新的技能，他或许没办法骑得很顺畅和很精炼的控制。要让新的技能达到顺畅、自动和快速境界，那么他就需要不断的练习一段时间。

我们主要的差异是：

1. 上激励课程并不是培养成功的热情的最佳途径！！我们相信培养任何一个人对该项任务（如学习数学）的热情的最佳途径，就是让他可以在执行该任务时无时无刻都可以感觉到成功与自豪。然而，要是少了必备的大脑技能及熟练的技巧来完成任务（比如了解所有的数学概念、轻松的完成数学家庭作业和在数学考试中获得好成绩），那么没有任何一个激励技巧可以帮助您克服在执行该项任务时所缺乏的自信心与良好表现。其实这就像飞行一样。如果我们没有翅膀，那么就没有任何一个激励技巧可以帮助您建立自信心或飞行的能力！因此，建立强壮的大脑技能，以便学生可以利用熟练的学习技巧来帮助他们达到目的，进而产生的成就感，这才是建立在学校里的热情与成功的最主要钥匙。如果一个学生可以聆听并快速吸收、无需花太多的注意力、拥有相当强的记忆力、快速的书写能力及准确无误的绘画能力、及不需要一天花十小时的努力来获得B+的成绩，这样不是更容易对学习产生热情吗？
   
   
2. 科学证明 – 不像激励策略，没有任何强而有力的研究证明它的有效性，我们的大脑训练课程拥有强烈的科学研究支持来证明它的有效性，这些研究包括美国史丹福大学的呈阳性的大脑扫描结果到多所学校成绩的进步，都在在的证明我们的有效性。

我们主要的差异是：

内容vs大脑基础技能－我们训练您孩子的大脑“如何学习”，而不像其他的补习中心和培训进修课程所提供的“学习什么”。我们是您在注册您孩子在任何一间补习中心或培训进修中心前所该见的理想专业人士。这是因为只有坚固的大脑技能才能让您的孩子学习及吸收得更为快速，而让您孩子在不同的学习领域，无论是学习数学、英文、钢琴或高尔夫球中获得优势！

由于家长的存在也许会影响小孩的正常表现，因此我们并不鼓励家长参与其中。不过，如果您的孩子无法给予充分合作，那么我们的课程咨询顾问将会要求您参与其中。

基本上我们的课程咨询顾问将会在评估您孩子以后，才推荐您孩子所需的课程。在对的时间进行最适合的课程时相当重要的，这样您孩子才可以从中获得最大的利益。您孩子的课程咨询顾问将会在对的时间点建议您对的课程。

依据学习技能评估的成绩结果，我们的课程咨询顾问将会开始根据您孩子独特的概况来建议您哪些定制的大脑训练课程最为适合您孩子。我们有3个主要的课程：视觉-运动统合大脑训练（REVAMP™），听觉大脑训练 (Fast ForWord®)，注意力大脑训练(Play Attention®)，和应用视觉、听觉、运动系统和社交能力训练(AVAMS™ )。

我们将根据您孩子的需要而推荐课程的长短、次数和类型。

我们的课程是密集的，而它的期限从每星期1-2次，每次45-60分钟（如REVAMP™ 和 Play Attention®）到每星期5天，每一次的课程需要2个小时（如Fast ForWord®）。每一个课程的时间通常限制为6-20周。在参加了我们的课程6-8周之后我们通常都可以看见明显的进步幅度。

在新加坡、马来西亚、印尼和中国已经有超过3500名学生在我们的中心参加了大脑训练课程。单就我们其中的一个课程，Fast Forward,全球已经超过一百万名的学生从这个课程中受惠。

这视乎您孩子的困难程度和进展速度。我们不支持长期的治疗，并打算当孩子有能力自主学习或可胜任自主学习时就结束该课程。

我们的课程之所以能够成功是因为我们遵守研究报告所议定的时间。有关研究显示，每星期一定数量的治疗课程方可带来最佳效果。

It is a powerful learning system that uses a high-tech helmet to read brain signals indicative of focus or concentration. These brain signals control our computer games. Your mind becomes the mouse or joystick! These games not only teach you to improve focus, but also to ignore distractions, develop memory skills, finish tasks, and become organized. These skills can improve school work, improve self-esteem, and make life at home much happier.

Every months, we offer a free workshop. Our therapist conducts a lively and informative presentation and encourages the audience to interact freely during the discussion.

Scientific research has demonstrated that the brain is adaptable and capable of learning throughout life. This is termed neuroplasticity. Play Attention allows the user to view the attentive state in real-time. Over time, through deliberate practice, Play Attention students can learn to increase focus and concentration. Deliberate practice entails setting goals to improve skill performance. The interactive exercises also challenge Play Attention students to improve memory, finishing tasks, visual tracking, and filtering out distractions. Gradually, the student can retain the skills necessary to be successful in the classroom, work, and home.

Typically within the first 30 days, minor changes will appear. These may include better listening skills, beginning homework on one's own, or staying more organized. It is important to understand that these are significant positive leaps forward for ADHD students and must be rewarded/reinforced so that they are likely to be repeated.

Play Attention is not clinical neuro or bio feedback. Neurofeedback is based on the theory that ADHD persons have abnormal brainwave patterns. Neurofeedback practitioners contend that normalizing these abnormal brainwave patterns can eliminate ADHD symptoms. Play Attention does not strive to change brainwave patterns. Changing brainwave patterns does not insure that one can become more organized, have better short-term memory, ignore distractions, or even balance one's check book in a normal amount of time. These are skills that must be learned and do not readily appear after neurofeedback training. Play Attention teaches these skills and insures transfer to the workplace and classroom.

You decided to place your child on medication with a healthcare provider. Use of medication is a medical decision and must be decided under advisement of your healthcare provider. It is important to realize that medication does not teach skills or behaviors. Play Attention is an educational skill building tool that also teaches students to improve behaviors. Once these skills are learned, frequently the need for medication greatly diminishes. However, you must discuss the matter with your healthcare provider regarding changes to medication or any medical issues.

Parents often clearly understand that ADHD impairs their child's ability to make lasting friendships. Poor social skills are closely intertwined with attention problems. By increasing attention to social cues and increasing self-esteem, Play Attention is a wonderful tool to help build lasting friendships.

Conservatively, 5% to 7% of all children have ADHD. Roughly 60% to 70% of those children will carry their attention problems into adulthood. The inability to finish assignments, stay organized, remember things, or become easily distracted follow children into adulthood where it's estimated billions of dollars are lost due to these problems. Play Attention can teach organization, improve memory, train you to complete tasks and become less distracted. These skills are vitally important success at either school or the workplace.

Your child works on a computer five days a week at a center or at home.

By improving processing speed, Fast ForWord improves your child’s ability to hear the phonemes needed for sounding out when reading – this directly impacts reading fluency and comprehension.  Fast ForWord also exercises working memory, attention stamina and sequencing, essential cognitive skills for successful reading.  The Reading series builds on these skills with comprehensive instruction ranging from spelling and syntax to reading accuracy and higher level comprehension and thinking.

By speeding up the ability to process sound and language, i.e., auditory processing, Fast ForWord essentially slows the world down for a child.  This improves the ability to follow multi-step directions, to attend in class, and to participate more in class and in conversation, amongst other things.

After every session the student's data is uploaded through the Internet to our server.  We track errors, rate of progress, work-rate and many other items.  We are in constant contact by phone and email, reacting to progress and making changes to the work assignments in accordance with that student's individualized plan.

Fast ForWord is a learning-intervention program. It is going after the glitch that is causing the learning difficulties. Tutoring is more about providing content, providing more of the same material your child is already seeing at school.  Tutoring is useful to meet short term goals, preparing for the next test, etc. but most often it's a band aid and an expense that does not bear long term fruit.  Fast ForWord programs are more profound and far-reaching than that.  They are an investment in the future, laying a foundation that will lead to higher achievement in all future years.  And in the end, it is a much better use of financial resources.

After about three weeks most parents start to notice signs of change.  Language gains and better confidence in younger children, more confidence in reading in older students.  Everyone is different though, and for some children the gains come more slowly.

Continuous research.  Since its origins in university labs, scientists have continuously tracked the gains resulting from students using Fast ForWord.  To date there are over 90 school based research studies tracking over 40,000 students. In addition, independent research conducted by Stanford University has imaged the brain before and after the use Fast ForWord to show that areas of the brain are activated after product use.

At present, the majority of children benefiting from Fast ForWord are children ages 5 to adult.  Other programs are being formulated which will help the older and younger populations.  Children must be able to sit in a chair and attend to the computer for various lengths of time.

The child with language concerns will benefit from training, especially if the problem areas are receptive phonology, listening comprehension and complex grammar and syntax.

The child with central auditory processing weakness will benefit from training, especially if the problem areas are phonemic synthesis, listening in the presence of background noise, auditory sequencing, slow processing of auditory information, attending and focusing.

No. Because it is designed by targeting what the brain needs in order to change. When using the recommended schedule (protocol), you will see positive results in 6-8 weeks.  Because the brain is strengthening the cognitive skills, these benefits continue to last a lifetime.

Fast ForWord Basics develops basic learning skills for 4-7 year olds, including:

• Color, shape and size identification
• Letter-name and letter-sound association
• Phonological awareness

Fast ForWord Language uses patented technology to clarify sounds and rapidly develop the oral language skills that provide the foundation for reading, for 5-7 year olds, including:

• Phonological awareness
• Working memory
• Listening accuracy
• Language structures

Fast ForWord Language to Reading targets the skills that help students ages 5-12 years old make the link between spoken and written language including:

• Organization and focus
• Listening comprehension
• Word analysis
• English language conventions

Fast ForWord Reading rapidly and systematically builds reading skills that correlate to school curriculum standards, including:

• Word recognition and decoding
• Spelling and phonology
• Passage comprehension
• Sentence comprehension

Fast ForWord Middle and High School rapidly reinforces the skills critical for fluent reading and communication for adolescents and adults including:

• Phonological awareness
• Working memory
• Language structures
• Listening accuracy

There are no known side effects to the treatment.  Each child may react differently.  Some irritability may occur as improvement is taking place but this is not the norm.