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Pyramid of Potential
245 Washington St., #3369,
Saratoga Springs, NY 12866


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  Where's Kathy?


It is now time to set up your professional development at your school - Kathy is available for many dates this summer! Call now to secure YOUR date!


Below are the upcoming workshops that Kathy Johnson is giving. If she is not coming to your area, why not hire her for your next professional development?



The following professional development workshops are sponsored by PESI. If one is not coming to your area, but you would like to see this workshop, on April 30 the workshop will be aired live via webcast.Click here for more information.

Monday, April 28, 2014 in TULSA, OK

Dyslexia, Dyscalculia & Dysgraphia: An Integrated Approach
Tuesday, April 29, 2014 in OKLAHOMA CITY, OK

Dyslexia, Dyscalculia & Dysgraphia: An Integrated Approach
Wednesday, April 30, 2014 in DALLAS, TX

Dyslexia, Dyscalculia & Dysgraphia: An Integrated Approach
Wednesday, May 07, 2014 in RICHMOND, VA

Dyslexia, Dyscalculia & Dysgraphia: An Integrated Approach
Thursday, May 08, 2014 in CHARLOTTESVILLE, VA

Dyslexia, Dyscalculia & Dysgraphia: An Integrated Approach
Wednesday, May 21, 2014 in TEMECULA, CA

Dyslexia, Dyscalculia & Dysgraphia: An Integrated Approach
Thursday, May 22, 2014 in CARLSBAD, CA

Dyslexia, Dyscalculia & Dysgraphia: An Integrated Approach
Wednesday, June 04, 2014 in HASBROUCK HEIGHTS, NJ

Dyslexia, Dyscalculia & Dysgraphia: An Integrated Approach
Thursday, June 05, 2014 in PARSIPPANY, NJ

If you aren't near any of these on-site professional development conferences, consider the following:

Dyslexia, Dyscalculia & Dysgraphia: An Integrated Approach 
Price: $169.99  Author: Kathy Johnson, MS Ed.
Format: DVD

Dyslexia, Dyscalculia & Dysgraphia: Brain Development Causes & Remediation
Speaker: Kathy Johnson, MS Ed.
  • Video Webcast (4/30/2014) - $169.99
  • Buy It - $169.99
  • Rent It - $99.99
  • Rent It - $99.99

April 17, 2014

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Dear All,


A reminder: Maintaining Brains Everyday DVD is on sale. It works to integrate the primitive reflexes, and is FOR ALL AGES!! Not just those over 40.


Also, you can get it as a DVD or download. Just go to The download option is at the bottom of the page.


All of my clients must complete reflex integration before starting brain training (see below). I have found that they cannot get as far with the training if they still have anxiety, auditory and visual issues, and if the brain is not set up to improve brain skills like sequencing, memory, attention, and processing speed. Reflexes first, then brain training. A beautiful recipe for a beautiful mind!


Does brain training work? Yes, if it meets these 5 conditions

By: SharpBrainsMAY 22, 2013


In a mod­ern soci­ety we are con­fronted with a wide range of increas­ingly abstract and inter­con­nected prob­lems. Suc­cess­fully deal­ing with such an envi­ron­ment requires a highly fit brain, capa­ble of adapt­ing to new sit­u­a­tions and chal­lenges through­out life. Con­se­quently, we expect cross-training the brain to soon become as main­stream as cross-training the body is today, going beyond unstruc­tured men­tal activ­ity and aim­ing at max­i­miz­ing spe­cific brain func­tions. The goal of our new book is to help you nav­i­gate the grow­ing land­scape of lifestyle and brain train­ing options to enhance brain health and per­for­mance across the lifespan.


 How is brain train­ing dif­fer­ent from men­tal stimulation?

Any­thing we do involv­ing nov­elty, vari­ety, and chal­lenge stim­u­lates the brain and can con­tribute to build­ing capac­ity and brain reserve. For instance, learn­ing how to play the piano acti­vates a num­ber of brain func­tions (atten­tion, mem­ory, motor skills, etc.), which trig­gers changes in the under­ly­ing neu­ronal net­works. Indeed, musi­cians have larger brain vol­ume in areas that are impor­tant for play­ing an instru­ment: motor, audi­tory and visu­ospa­tial regions. How­ever, we need to rec­og­nize that such an activ­ity may take thou­sands of hours before pay­ing off in terms of brain fit­ness. It con­sti­tutes a great and plea­sur­able men­tal effort, and helps build cog­ni­tive reserve, but it is dif­fer­ent by nature from more tar­geted, effi­cient, and com­ple­men­tary brain train­ing inter­ven­tions. To take an anal­ogy from the world of phys­i­cal fit­ness, it makes sense to stay fit by play­ing pickup soc­cer games and also by train­ing spe­cific mus­cle groups and capac­i­ties such as car­dio endurance, abdom­i­nal mus­cles, and thigh mus­cle. It is not one or the other.


Under what con­di­tions can brain train­ing work?

This is the mil­lion dol­lar ques­tion. Evi­dence is grow­ing that brain train­ing can work. The ques­tion remains, how­ever, how to max­i­mize the like­li­hood of trans­fer from train­ing to daily life.

Why do we still often hear that brain train­ing does not work? Because of the dif­fer­ent under­stand­ings of what "brain train­ing" and "work" mean. A machine to train abdom­i­nal mus­cles prob­a­bly won't "work" if what we mea­sure is blood pres­sure. A "plane" won't fly if it wasn't a plane to start with, but a donkey.

The most crit­i­cal fac­tor in deter­min­ing whether a brain train­ing method or pro­gram works is the extent to which the train­ing effects "trans­fer" to ben­e­fits in daily life. We know from com­mon expe­ri­ence that prac­tice usu­ally trig­gers improve­ment in the prac­ticed task. Based on our analy­sis of doc­u­mented exam­ples of brain train­ing tech­niques that "work" or "trans­fer," we pro­pose that these five con­di­tions must be met for any kind of brain train­ing, from med­i­ta­tion to technology-based pro­grams, to trans­late into mean­ing­ful real world improvements:

  1.  It must engage and exer­cise a core brain-based capac­ity or neural cir­cuit iden­ti­fied to be rel­e­vant to real-life out­comes, such as exec­u­tive atten­tion, work­ing mem­ory, speed of pro­cess­ing and emo­tional reg­u­la­tion, as well as oth­ers dis­cussed through­out the inter­views with sci­en­tists in this book. Many sup­posed "brain train­ing" games fail to pro­vide any actual "brain train­ing" because they were never really designed to tar­get spe­cific and rel­e­vant brain functions.
  2.  It must tar­get a per­for­mance bot­tle­neck - oth­er­wise it is an exer­cise in van­ity sim­i­lar to build­ing the largest biceps in town while neglect­ing the rest of the body. A crit­i­cal ques­tion to ask is: Which brain func­tion do I need to opti­mize? With phys­i­cal fit­ness, effec­tive train­ing begins with a tar­get in mind: Is the goal to train abdom­i­nal mus­cles? Biceps? Car­dio capac­ity? So it goes for brain fit­ness, where the ques­tion becomes: Is the goal to opti­mize driving-related cog­ni­tive skills? Con­cen­tra­tion? Mem­ory? Reg­u­lat­ing stress and emo­tions? The choice of a tech­nique or tech­nol­ogy should be dri­ven by your goal. For instance, if you need to train your exec­u­tive func­tions but use a pro­gram designed to enhance speed of pro­cess­ing, you may well con­clude that this pro­gram does not "work." But this pro­gram may work for some­body whose bot­tle­neck is speed of pro­cess­ing (as often hap­pens in older adults).
  3. A min­i­mum "dose" of 15 hours total per tar­geted brain func­tion, per­formed over 8 weeks or less, is nec­es­sary for real improve­ment. Train­ing only a few hours across a wide vari­ety of brain func­tions, such as in the "BBC brain train­ing" exper­i­ment, should not be expected to trig­ger real-world ben­e­fits, in the same way that going to the gym a cou­ple times per month and doing an assort­ment of undi­rected exer­cises can­not be expected to result in increased mus­cle strength and phys­i­cal fitness.
  4. Train­ing must adapt to per­for­mance, require effort­ful atten­tion, and increase in dif­fi­culty. This is a key advan­tage of com­put­er­ized "brain train­ing" over pen-and-paper-based activ­i­ties. Think about the num­ber of hours you have spent doing cross­word or Sudoku puz­zles, or mas­ter­ing any new sub­ject for that mat­ter, in a way that was either too easy for you and became bor­ing or way too dif­fi­cult and became frus­trat­ing. Inter­ac­tive train­ing has the capac­ity to con­stantly mon­i­tor your level of per­for­mance and adapt accordingly.
  5. Con­tin­ued prac­tice is required for con­tin­ued ben­e­fits. Just as you wouldn't expect to derive life­long ben­e­fits from run­ning a few hours this month, and then not exer­cis­ing ever again, you shouldn't expect life­long ben­e­fits from a one-time brain train­ing activ­ity. Remem­ber that "cells that fire together wire together" - while the min­i­mum dose described above may act as a thresh­old to start see­ing some ben­e­fits, con­tin­ued prac­tice, either at a reduced num­ber of hours or as a peri­odic "booster," is a final con­di­tion for trans­fer to real-world ben­e­fits over time.

-This is an adapted excerpt from the book "The Sharp­Brains Guide to Brain Fit­ness: How to Opti­mize Brain Health and Per­for­mance at Any Age" (April 2013; 284 pages). This user-friendly and thought-provoking how-to guide cuts through the clut­ter of media hype about the lat­est "magic pill" for bet­ter brain health, offer­ing proven, prac­ti­cal tips and tech­niques that any­one can use to main­tain and enhance brain func­tion through­out life and even ward off cog­ni­tive decline.


The next few weeks will explore the definitions of Dyslexia, Dyscalculia, and Dysgraphia, and what the new DSM V has to say about them.


Have a great week, 


Kathy Johnson


Save 15%!
Maintaining Brains Everyday DVD 

Normally $34.95, until April 30 just $29.95!!

Offer Expires: April 30, 2014