PACE

The purpose of PACE is to help people learn easier, faster, and more efficiently. To do this, we first determine if any learning skills are deficient. If there are, we determine how much they can be improved and what impact the improvement will have on the person’s learning and life. If that impact is significant, we then design a very intense one-on-one training program that involves active participation by the child’s family. (One of the most significant and noticeable impacts that PACE makes on childrens’ lives is on their self-esteem. When children see improvements in their performance, they feel much better about themselves and work harder to achieve even more.)

PACE was developed in clinical settings using real people with real learning problems but utilizing and applying the best scientific research. PACE is directed by some of the nation’s most highly regarded experts on learning in the fields of clinical and neuropsychology, visual and auditory processing, and education. These experts have been responsible for hundreds of professional articles, research projects, books, publications, and lectures throughout the world. Their purpose is to ensure that new developments in learning are applied to help those with cognitive deficiencies succeed. In the last few years, great strides have been made by researchers to expand our understanding of how the brain works. This has allowed the creation of better learning models and remedial strategies to help those who have difficulty learning. Today, PACE is at the forefront of using this knowledge to make significant improvements in learning skills.

Traditional help for individuals with learning problems has typically focused on one of four methodologies: sensory therapy (vision, auditory) motor therapy (speech, occupational) psychotherapy (motivation) 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 approach using planned, repetitive exercises that place demands on deficient mental functions. When the student masters the exercise, a more demanding exercise that targets the same mental skill is available to continue the training.

PACE’s pre and post test results show changes in cognitive skills which are unmatched. And our studies are not just done on small control groups of 15 to 25 students but on thousands of students and by a multitude of providers throughout the country. Average gains in deficient learning skills are greater than 3.6 years in only ten weeks! These gains are reflected in IQ scores that show an average 28 point increase where IQ was below the norm and an average 13 point increase where IQ was initially above the norm!

No. Normally a student with fewer deficient learning skills will progress faster than a student with many. Each procedure is graded according to difficulty and tasks become progressively more complex. Pace is regulated by mastery, so the number of tasks completed during training differ from student to student. In other words, once the student passes a task, he or she is then allowed to progress to the next challenge (a more difficult task).

PACE is done one on one for two reasons. First, the activities need to be sequenced according to each 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.

Yes. The skills developed are used each day the student is in school or at work. They are constantly being used and therefore don’t regress. This retention is reflected in a study that showed that 98.7% of the one year follow-up cognitive test scores were at least as high as they were at the completion of PACE.

There is not a set amount of time. After 10 or 12 weeks of consistent daily training, post testing can be done to determine progress. Because the average improvement with consistent training is about 3.6 year gains for each deficient skill, most students with average or higher ability are then at or above their age level. (Students with intellectual disabilities may progress at different rates .) At this point providers, parents, and students can determine if they need and want to continue. Our recommendation is that as long as the gains being made are worth the time, money and effort consider continuing. The PACE and Master the Program can be continued until all the material is completed if desired. Students are individual in how long it might take.