Learning Disability Testing - Test for Learning Disability

How is PACE different from other remediation programs?

Traditional help for individuals with learning problems has typically focused on, and tested by, one of four methodologies:

Test for Learning Disability: Learning Disability Testing and help with sensory therapy (vision, auditory)
Test for Learning Disability: Learning Disability Testing and help with motor therapy (speech, occupational)
Learning Disability Testing and help with psychotherapy (motivation)
Learning Disability Testing and help with academic remediation (remedial reading, learning disabled programs, tutoring)

Although these methods may be effective in correcting a sensory, motor, or very specific academic problem, they have had limited results in significantly improving learning performance.

PACE, on the other hand, is a process-specific learning approach using planned, repetitive exercises that place demands on deficient mental functions. When the student masters the learning exercise, a more demanding learning exercise that targets the same mental skill is available to continue the training.

PACE uses Training Tasks:

What is a training task like?

PACE training procedures are made up of tasks that are designed to meet specific learning goals. The tasks are related, make repetitive demands on a deficient learning skill, and progressively increase in difficulty. This is a process-specific approach to training (as opposed to a general stimulation approach). A process-specific approach targets the same function systematically and repetitively with related tasks.

Why is PACE provided one-on-one, rather than in a group?

PACE is done one-on-one for two reasons. First, the learning activities need to be sequenced according to each learning student's skill level. Each training task demands very specific skills. The student needs to be constantly challenged. If the task is too easy, it's boring. But if it's too hard, it's frustrating. Procedures that are challenging will cause the most improvement.
Second, we need to provide immediate feedback. Students need praise when performing correctly as an incentive to keep working, and they need correction when making an error so they are aware of the mistake. Later, they learn to recognize and correct their own errors (more).