Saturday, April 25, 2015

What is a solution for applied behavioral modifications? Is the answer right in front of us?

I have heard parents of young children, the ages before grade school, so often tell me that they are not worried about their children doing well in school, because their children are so bright and have such good language skills that they are fine.
I have had older parents, with older children talk about the early promise in their children somehow being lost.
I have had older parents, often second marriages, and or a later-in-life child, talk about how intelligent and gifted this new child is, and how they are not worried about the new child because the child  is so able.
And then, again, the move into wondering what happened to that earlier promise and the child matures and somehow does not live up to expectations.
Meanwhile, we all understand that children can learn languages much faster than adults. Thus, on the one hand we understand that somehow that early ability exists and is lost as we mature, and on the other hand when we are in that moment of that ability in a young child to absorb so rapidly, we believe that that is somehow going to remain, despite the research and our own experience.
This is because in ignorance, in that slowing down of that ability to learn languages so rapidly, we forget. But then this forgetfulness would be equal to the loss of that ability to learn so rapidly. So, we are essentially, as we mature, moving into a lack of learning ability, a loss of an initial rapid learning ability, a superior memory, which is a natural assessing ability to rapidly see patterns and order them, into no longer having this ability, and yet we end up making judgements about the ability of the child, saying we need not worry, despite the research, and then later wondering what happened. Obviously, we are not stepping outside of our own beliefs here. We have become that of which we speak, that loss of seeing patterns and taking in information in rapid ways that can assess and conceptualize quickly, enough so that we can learn a new language with ease as does that child, thus we are what we lost, and we believe that loss to be more real that how we started. And, the research is right there describing this very outcome. Is this being lost behind a veil? Yes.
I was talking with a parent, the one I started this blog about, and here I was once again, facing a parent who was convinced that this younger child he had later in life, was so very adept that he wanted for nothing.  And he is not lying, at that age the child  is extremely adept at taking in the world and creating some order from it. Learning the language is very fast, and so much fun to watch.
Then, as third grade approaches something begins to happen. What is happening is the loss of this ability, this rapid ability to assess and absorb the measure of this actual real world, and the language. Then a period of denial comes in, where the parent will state again and again that the child is very talented and capable, that they know, really know that the child is capable. I have even had parents say to me, when I asked them what they wanted,  that they just wanted the teachers in the school to see the capability of their child, how talented and gifted their child is.
Meanwhile the research is there, and it is a question that has existed for a long long time. That children learn languages rapidly when they are young and then as adults this appears to no longer exist. We end up wondering where this went, without looking at the fact that this is a pattern that exists and a question that has been asked.
The behavior of the parents in this wonder, is indicative of the  loss of the ability to assess and see the patterns that enabled the ability to learn so rapidly. It is the conceptual ability caught in a belief, caught in a memory without looking at the research that asks the question as to why this rapid learning ability is lost!
We humans are very much like computers, we take in information and we build a memory of this information. We then move as this information only. We fill up our memories with information that is then valued and allowed to define us, and we end up using that ability to assess space and time into reading our memories and defining ourselves as the values in relation to our memories! Thus, we lose our connection to assessing the reality around us. How many have lost a sense of depth perception that are reading this? How many have difficulty parking a car without banging up against something? How many have bumped into doorways, or become anxious in getting things done in your every day life? How many have lost the lightness of movement that is in the child as they run without seeming to get tired? All of this is a loss of using that part of you that payed attention to the real world around us, and instead starting using a memory to be the measure of one’s self here.  And for those who lack depth perception, as those who talk and wonder about where the initial potential of the child went, if you are the model of that lack, and that child imitates your behavior with that absorbent ability, what do you think is going to become the measure of that child? They are going to become just like you. Can you rapidly learn languages as that child could when they were young that was why one believed that child was special? And,  because of this there was no need to consider thinking about how prevention of what we understand happens to us might be something to investigate ? 
Something is slowing us down from an innate ability to learn, to absorb. And since we understand that we have a memory, perhaps it is that what we are in memory is separating us from being in perception of what is here, as that fence we bump into because somehow we have lost our sense of space here. Thus, our memories are immersed, or suffused with value judgements that occupy our presence and distort our focus and we lose our initial promise, as our ability to sense with spatial awareness this reality. Our spatial awareness is caught in the web of memory filled with values that we define ourselves as, separating ourselves from being present in life.
We also know that once a person learns another language , it becomes easier to learn the next language. This means that once one has structural development, that structure enables a more rapid ability to take in more structure. 
So, our experiential maps as our memories are not being formed in ways that allow us to retain that spatial ability, which is to retain an awareness of physical space and time. We bemuse like a ‘ time” of the memory, which is a time of values over being present in the space of reality where we can see the parts and the whole, and assess patterns around us, and distance, which we have as children. Thus our awareness in space is lost.
This is evident in the form of our education system. Why do we collect data on a child in a box? Do we attempt to collect data on a tiger as to what that tiger is capable of from what that tiger is doing in a zoo? 
As parents, our responsibility is to form a sound character, a character who can learn, choose and succeed. We measure children by the words they know, the clarity of the meaning of the word and the amount of words as what structures that child, because this gives the child the ability to chose, learn and succeed in life. 
Is this not what you would have wanted, the confidence to learn, the freedom to choose and the self esteem to succeed?  Why not build a superior memory?

Monday, April 20, 2015

Are our thoughts the measure of our experience? Or/and Lack thereof? Reading Skills Development.

Someone said to me that we cannot understand what another thinks, that we do not understand thought.  Is there a truth and an untruth to this? I ask myself.
I look at the parts, at what is known, and I assemble them. This is critiquing  and rebuilding with these parts to build a more clear understanding.
I understand that feral children absorb the measure of sensorial skill developed in their hosts. For example, a child raised in the wild by a pack of wolves, will take on the sensory skill of that wolf.
There are examples of this in the literature and documented records of this. One can investigate this for themselves.
In this recent article on the study of rats isolated in cages with a bottle of water and a bottle of water laced with cocaine, the rat in their isolation will choose to drink the drugged water as opposed to the clean pure water, yet when placed in a community with other rats and other physical things to use, the rat will not drink the cocaine water and instead will choose the clean water. The physical world opportunity and the community, which is a more interactive environment with physical things, will be the choice. Other studies cited in the article suggest the same behavioral activity in men when provided with community and, in my opinion, the means to interact with objects in this physical world. It is the acknowledgement that an uncaged bird sings.
I also realize that children are not born with religion or nationality or language. This is what a child absorbs when the ‘ host’ is a human in the society of men as it presently exists on earth.
So the child begins to think, to focus on what it placed as a measure within the child. 
This means that the child becomes, or is the measure of, or thinks about what experiences are placed in the path of the child, as the very measure of values built by men  as the society of men.
Thus, the child thinks about what measure is placed within the child. If a child is exposed to Sponge Bob, then the child’s thinking relates things to Sponge Bob. Which I have seen a child do. So the thinking that child has, is a picture of Sponge Bob. A picture can have a thousand words, which means layered meaning, depending on the experience of the child. What cannot be understood by myself, is the exact detail as the ambiguities placed within the object related to as the picture of Sponge Bob. Yet, all interventions deal with regrounding children back into practical reality, as in how to put things away, how to hold a pencil, how to realize what one thinks need not define one- as the basis of the practice of  mindfulness suggests. So, we can admit that our thoughts are the measure of our experience. Or/and the lack there of.
If our ‘ boxes’ are limited, we become the measure of that limitation, and then when we face the practice of living, as what interventions are, we have no experience and thus no sense of practical living.
And yet, as with the feral children, we are able to absorb, and if we do not understand the implications of this, we do not realize that we are programming a machine, it is an organic machine. So, like a computer, our memories become the measure of the language, and the culture, and the nationality and the subjects we focus on, and the beliefs of our ancestors, which is to say we become our parents, or, we become the “ sins of the fathers.” I mean, how we are formed is right in front of us, and how our thoughts are built is right in front of us.
The scenario with the rat, reveals that when we exist in an environment of lack, we become frustrated and seek any means of activity, which can be a drug that creates some movement, it just happens to be a movement within. And if the within is occupied with some kind of movement, then the without is not what is focused upon and thus, the consequence of what is happening in the physical reality is not noticed. Thus, the drug can lead to death.
Yet, when there is the space and time for development, the choice would be to choose community, as a more fulfilling experience that occupies the within and the without.
This then can lead to situations where there is some development. Yet this “ more “development can also be a limitation because it is not a real focused use of all capacity of the human form in relation to the practice of being grounded in this physical reality- like as our forms being fully employed, which means to not only be thinking away as our experiences accumulating into an idol of ideas moved around in abstract ways like a television in our minds.
And yet. this shows all of us how we can build sound children, ground children, who are able to practice a common sense living and become self confident and active participants in living lives that express the full potential of themselves as human beings.
If the measure of the mind, as the experience of the child, is grounded in reality/nature, in the practice of living with our physical reality, then the measure of the mind would be equal to the reality as this physical world around us. Then would the child become a living word, as their thoughts and their words that reflect their thoughts, because this is how humans communicate, would be equal to the practice of living here.
Since human communication is the naming of all things, then structurally a child can learn the names of things, to order the child, as their memory,  into a focus on this ground, this place in which we live. Then would the thoughts as the experience of the child be in accord with the practice of living on a physical planet, because this is where that child becomes an adult and must stand in responsibility for themselves.
A lack of this opportunity creates a limited thought process, and thus directives that cause mis-takes in reality, that take time to correct, thereby taking away time to build awareness.  And, to blame the object as the child, for any lack, cannot be that which corrects the lack. In being given community and opportunity, the child, as with the behavior of the rat, and the vets cited in the article, when given opportunity and community, the choice more often will be to participate in living.
This also begs the question, are those who have been ‘ caged’ in limitation, whose memories and thus thoughts are not grounded, too deep into separation that there will be the need for a greater amount of time to correct the measure, the focus of the person out of their thought patterns? This means in practice , a longer duration of spaced repetition to correct the “ storm” of thoughts that are limited measures of reality? And even here, is punishment the answer? No. Punishment is never the answer.
To return to where I started. We cannot know the exact detail of another’s thoughts because the background of each is of their own experience and no two experiences are alike, yet, we can understand how thoughts are built, meaning we can understand what our thinking is a reflection of our experience and/or lack there of.
Thus, what would be the perfect means of building a sound mind that is grounded and of thoughts that can take in the details of reality and create directives that cause limited consequences of harm and mis-take in child development?
Words. We are the words we know. ABraCaDabra means that we are the words we know, we are the measure of our exposure. What would be the prefect tools as things as words, to order our within to be a clear directive as our structural blueprints as our memories of inFORMation, within as a con-science to be self confident, self directed and self responsible adults? The answer is right here, always has been; we are the words we know.

Thus, would a cognitive behavioral therapy that rebuilds the mind, the thought processes, that gives the units of measure as words to ground a child( or adult) and build a well ordered and clear mind map, be the perfect intervention for our modern attention disorders? Yes.
This is Techno Tutor. Your personal Tutor to make sure the character of your child is sound.

Thank You for reading!

Sunday, April 12, 2015

Cognitive Behavioral Therapy and Natural Learning Ability and Vocabulary Continued.

In my previous blog, I talked about how the child becomes the measure, the volume of the parent. If the parent, even at one time, gives a direction that is full of emotional energy, such as stress, worry, aggravation, and within this expression laden with these emotional reactions uses words that are not clear, as in expressing a simple action such as “ get down!” using no other ordering as words as what is really happening - expecting the child to ‘ read between the lines’ - then the child becomes that limitation, that exact measure. The child becomes the emotion and the ambiguous words that give no real understanding of the moment in detail. So, then the child will imitate the emotional action in tandem with the non-descriptive words. Another way to see this is that the child imitates the limited forms as the words, filled with the venting of the emotion. In all of this, we see the sins of the fathers. This being such non-grounded actions filled with emotions passing from one generation to the next. This is how the children becomes like the parents and the parents cannot understand how this happened, because the parents moved as the emotional values instead of the practical reality around them, instead of really slowing down and reviewing the measure of their awareness of practical reality, this reality in which we live.

In all, this is why the wealthy spend the most of their income on education, because they understand that one must be aware of the spatial volume of things in this reality here, in this physical world here. This spatial awareness of space and time, here, means to be aware of one’s inner volume and measure as one’s formed belief systems and the volume and measure and quality of all the physical things around us, to understand how they work. Wealthy people also make sure their children travel, so that the child understands that different cultures are simply different measures of values, and many of these values are based on traditions that developed over time within interacting with their environments. This kind of exposure subjects the child into seeing actual form and its variations in character building and in practical physical living. This exposure gives more creative ability to the child, because they are exposed to a greater measure of formation, within and without. Very simple really.

Here we can begin to understand why placing a child in a box six hours a day is limiting, even though there is a lot of good in this formation. The teachers in the schools really do want to increase the inner awareness of the children; the form allows only so much time to get this done. We as parents and adults cannot expect this form to move beyond a certain point, especially with so much direct instruction model being practiced, because this model moves the process of informing the child very slowly and moves more in the very limited perspective of ‘ one size fits all.’ Our schools need to be more of an unschooling process here, where each child is allowed the space and time to move at their speed and inclination as who they are, towards discovering how things work within and without. And they need more direct access to this physical world because the physical has a volume and spatial expression that captures attention more readily than pictures on a screen. We are machines for this kind of exposure. placing us in boxes and trying to understand us, is, as I said, like trying to understand a tiger by collecting data on that tiger to define that tiger, while being in a zoo away from its natural environment.

Here, I look at the mindfulness practice that is emerging. This is really cool, because it teaches a child that the thoughts that a child has does not need to define/be the child. Yet this does nothing to, with detail, restructure the child. We understand that a child who has more vocabulary has a more structured mind. So, when the emotions that have generated that are the thoughts that are the measure of what the child has been exposed to as the lack of real investigation into how this world works, if the child does not have a good and clear vocabulary structure in the frontal parts of the mind, then the child does not have the structure to in a moment correct and align the snow storm of emotions and thoughts that mindfulness suggests to breath through and not allow to become the directive of the child’s actions. 

In this, one can have a big heart, but if that ordering system is not clear and structurally sound which is what vocabulary is, then the child/adult remains stagnant in being heartfelt without the means of corrective actions that are practical actions that are what interventions are about. Again, this is remaining in emotions only, without moving through, following through into what gives a direction that allows that moment of awe, as in that moment of expansion, where the child understands what would enable the child to self direct in practical ways, that then would give the child a growing foundation that is clear, leading to self confidence in being able to learn as in understanding what processing inFORMation is really all about.

In all of this, it does not take validation from anyone for any one of us to begin to understand this. We can look at our media to understand that it is impulsing values that are not necessarily bad, but are limited and in no way ground us in the practice of living, which is the practice of grounding ourselves in a common sense of this reality allowing the full measure of the volume sensing ability of ourselves to focus in practical reality to self realize our full potential as this. Without this full blown focus as our capacity, we feel unfulfilled as adults, and we become that parent that is more worry than direction, a parent who reacts with emotion and yelling short statements about how the dog should behave and then punishing the child when the child imitates our emotional reactions because this is the very measure and volume that absorbent mind of the child has taken in as the measure in practice of the world around it.

Overall, this is why people who study music tend to be able to move conceptually at greater speeds - though I do not suggest that being a musician means that musicians understand everything- they simply practice ‘ volume changing’ more than not having music tends to do. And this does  not suggest that music is the only way to develop this. It is that because of the opportunities available in the world today, music is a window into building a more fluid intelligence, a more flexible conceptual ability because it is in practice using this absorbent ability and moving it in the practice of making music, into ever changing measure and volumes of form. And to read music and to play music, one must readily change the meter and rhythm and tone and duration etc. etc. of forms in space and time. When we have a broad vocabulary, we are able to do the same thing. Then are we able to begin to realize patterns and forms and functions with more ease because we have the structural means to process information without, and the information that is not clear as our emotions within. This overall builds a focus ability that enables a spatial awareness to not only exist  as a thinking/sorting awareness within, but also a being who can cross reference the horizon as the world without. This is a lot like learning to drive a car, where the structure is in the knowing mind so clearly, that one can then spatially add awareness to the world without. This is physically integrating information.  When information is integrated clearly, then creative practices can begin to emerge and problem solving skills develop, which is creative ability, which is a more fluid intelligence. Thus, our responsibility as adults is to ensure that the structural development of the child is sound, and this is building a sound mind, which is having a broad and clear vocabulary.

If you had a tool to help build a sound mind which leads to a stable child who can slow down and breath and assess, critiquing the parts of the inner understanding and the outer practice of living, what would that be worth? Would it not be the most priceless tool a parent could have in a world that has forgotten this process and thus must simply forgive and rebuild?

Thanks for reading, and if you have any questions please feel free to leave a comment.

Structuring Mindfulness with Vocabulary using a Natural Learning Ability

Friday, April 10, 2015

Cognitive Behavioral Therapy and The Natural Learning Ability and Vocabulary

Cognitive Behavioral Therapy and The Natural Learning Ability and Vocabulary

As I have stated, interventions are giving specific directions for a child that has a attention disorder. This, in itself reveals the problem, a simple one if we allow ourselves to look at this in common sense. A child has developed an experiential map, their memory, that distracts them from using an innate ability to sense the direct physical world around them.  We can understand this, because this is how the child learns to crawl, for example. And, that by the third grade, that potential we could see in their earlier years, somehow begins to fade. 

This in itself reveals the problem. A memory that is used to process information, directly or indirectly, meaning as described through words and numbers, or what is physically right in front of the child -  this memory is out of sync with practical reality. This is not difficult to understand when one slows down and sees that the cause of such a separation and the means to solve this separation are evident in the problem overall. And, a problem is really an equation, just like in math. A problem is a collection of perspectives, or information, conceptual shapes and forms, and these can be looked at as parts and then ordered in a way that gives direction. What complicates this is value judgments, which can be beliefs about how one defines oneself. The definitions one has about oneself  may not fit into practical reality. An example of this is to think of rejecting some activity, like gardening. Is that rejection based on fearing to be defined as an idea one has about gardening or that becoming this may detract from one’s desired idea of oneself in the eyes of another?

We all have emotional values we project into our world. Our children take in these values, as their ability to absorb their environment is great. So, if a parent, for example, is standing in the kitchen and the dog comes rushing in and jumps on the parent, and the parents reacts by waving their arm out to push the dog away, or even punish the dog with the arm movement, and shouts out words such as “ NO! GO AWAY!” then the child will imitate this behavior at another time. The child will take that whole form, the words the actions and copy the same thing. A parent will not realize that this is what the child is doing at a later time when the child imitates this behavior. The child will stand next to the dog and wave its arm and attempt to speak in the same tone as the parent had done. The child will speak loudly, wave its arm and unintentionally hit that dog. The parent will then reprimand the child, telling the child to not hit the dog, or even show the child how to pet the dog. The child is naturally completely confused, because they are being told that they have done something wrong when all they did was imitate the parent. This would naturally build insecurity in the child, leading to a lack of self trust. And, this takes time to correct, which means taking time to correct when that time could have been used to learn, to continue to absorb an understanding of how the world works, this practical physical world. I mean, this is where we live our lives - after life or no after life. It does not matter. We live here, we become adults here.

Back to my starting point. Obviously the cognitive maps of our children are not equal to the practice of living in a physical world. These reflections of what is placed as a measure within us, are not what gives the child a direction that allows that potential in the child to grow. If we look at media and the measure of value it places within the child, and a media that is much more prevalent in spaced repetition in our world today than say a hundred years ago, we can see that the cognitive behavioral maps in our children are of a memory that is filled with measures that in no way ground the child and their potential into reality. And, we have schools collecting data on these behaviors, which is no different than trying to fathom the function of a tiger from looking at that tiger in a zoo. It is impossible to realize the potential of that tiger in a zoo. It is impossible for a child to reach their full potential, as a human being, in a classroom, a box where knowledge and information can be formed in limited ways, in the interests of what has become a society structured to accumulate vast amounts of wealth, a society that has wealth accumulation entities that would rather there be no competition, thus placing limitation in human development is in their self interest. Yet, we accept this when we allow this. And the children are suffering because of this. We can blame no one.

One could say that our cognitive maps that determine our behavior, which we see all around us so we need no professional to validate this for us, - our cognitive maps- are like the memory on a computer, they fill up. If the inFORMation is not clear , like the example of the dog, as in not what is of a clear direction, then the child does not consider enough aspects of reality and ends up making many mis-takes that cost in the development of the child, because it takes time to correct the ‘ lie by omission’ information ( I say this because the information does not appear to necessarily be ‘ bad’). In other words, a structure has been placed in the child, yet this structure is not what enables the child to attend to reality. Prevention is the best cure, especially in that it takes time to correct bad habits, and habits stem from thoughts that lead to actions that create the habits and build the character. So, the time to create the habits will need time to correct. If we do not understand this, and we punish a child, the child then becomes the punishment as a belief in who and what they are. The only solution is to ground each movement into a practical action, which means taking the time to explain in clear ways, because this would then build a child who has a well informed memory, a cognitive map that directs the behavior of the child in effective and structured ways that then allows the full potential of the child to express itself.

Thus, cognitive behavioral therapies will be the process of redirecting the attention of the child back into the practice of living on a physical planet. It is that simple. A school cannot do this, by design they simply do not have the time. The person who can do this is the parent.

This is where Techno Tutor comes in. It rebuilds that chaotic cognitive behavior determining map using the understanding that all research into what  effective people have, through using words as the structural means to focus the child within and without, to structure the child into the detail of living a potency of seeing this actual world they must interact in to be effective adults. 

As I have said, there is a very old word that makes this clear, this is the word that is an acronym; ABraCaDabra = we are the words we know.

Because we have a world so filled with emotional reactions of limited information before practical application, which means being directive in building awareness with clarity about this physical world, we need something to help us help ourselves. We can use technology to help us reform our cognitive maps to reform our directives as our behavior, to build a child who can communicate clearly, use language in ways that order and structure the within, to match the without as this world that child must participate within to reach their full potential. This technological tool is Techno Tutor. 

Techno Tutor is the ultimate cognitive behavioral therapy, the ultimate helper for parents who can see that deep inside that confused child is a person who wants to come out, a presence in that body who was there when they were very young, a presence that keeps trying and trying to come out, but does not have the structural directives to order its own expression, its own presence into what would enable that presence, that is so unique, to look the parent in the eye and smile that huge smile of joy at being here and living with you. You decide. The means to help you help yourself and your child is here.

Thank You for reading. Much appreciated!

Monday, April 6, 2015

Attention Deficits and Developmental Delays Mirror the Absence of our Presence. A Structural Lack?

Our children become what is placed within them. So. I ask, is the information that is flowing through our media clean information? Is the measure of it what leads to clear direction in practical reality? No, not by any means is it clear, not by any means does it show what living reality means.
We send our children, some of us, to universities to study information in a box, which is selective information.  In critical literacy, we understand that where information comes from, who the generator of the information is, reveals why the information is formed. In this respect,  we can realize the point of a school system that begins at a young age and continues into adulthood in separation from practical physical reality. This is a way to eliminate competition, which is why this model’s inception began with mass production. Mass production is not bad, but when the value as money is allowed to be sequestered into singular points and does not flow evenly, then this must be hidden behind many justifications that can only be deciphered when the pieces of the justification are understood in clear ways. The best way to hide what is right in front of someone is to cloud it with information that is a game of value judgements, and then to teach those value judgements. This is done using parts and leaving out much of the practical detail within the basics. This is to say that the chaos is of limitation, a lie by omission that uses comparisons in subsequently impulsed information that lacks details. And like the ability in feral children, who reveal the absorbent ability of humans when placed in environments, we absorb  the measure of what is presented to us. This means that we become the measure of the detail given, that we are exposed to, that we are directed to look at, and this becomes what directs us. Thus, the information within our experience becomes what directs us. We become our experiential map as our past.
Having been a parent, I remember being concerned with whom my children associated with. I preferred that my children associated with children who had a larger vocabulary and more exposure to reality. These children usually were more verbal, and more able to participate in things and follow through. They were more willing to admit mis-takes and stand up and continue. They had less reactive behaviors. One example is a boy who would walk away from a simple backyard sport activity. he would quit in the middle of the game too often, when he felt he was not leading. This was disruptive not only within the game, but also because the support offered to keep the child in the game was one that demanded attention on that child that quit. I noticed a pattern in this, and noticed that children at that age were often willing to coax such a child our of their fear of loss. Children also, will attempt to help such behavior, but they also will get to a point where they recognize a pattern and recognize that attempts of support have been made and not taken, and eventually return to, as in this example, playing the game. When the same behaviors come up, they simply stop asking. Someone can come along at this point and think the children mean, but in effect, that child has been supported in so many ways, and simply refused to change. It gets to the point where remaining with the child and their unwillingness to change their emotional patterns means the child will be left on their own to sort out their limitations. It is to let this happen to some degree, because the child has to realize why they are standing on the side. Unfortunately, in our system time not spent doing , is time lost. Such a child is already impulsed with beliefs that are determining behavior. The child I speak of today, is a young adult now, and yes, he moves in very slow ways within finding a place in society to be a responsible adult. 
This child on some level had an idea about how he should be. He had an idea about how his actions defined what he was. When the idea of what he was, was not playing out, as in how he was scoring in a game, he quit to hide a loss as an idea in his mind. His value of himself was based on winning points. He had no connection to simply playing the sport, being present and taking in the measure of the physical practical world around him. Already he was impulsed with a limited measure of reality and when that within did not match the without he hid in quitting. This hurt him more than anyone else. Also, I would watch his father support his backing out, justifying it. I knew that the father was also very worried about his son making a decision to live with the mother, which meant the father would have to pay child support. So, this layered value system determining actions followed an agenda, a map of belief, that was not one equal to the practice of becoming equal to the measure of reality. In reality, practicing the measure of the movement of a ball and the interaction with the bodies of the other players, is a natural consequence to living, one that comes after learning to crawl and to walk and to talk, it is learning to move what has been learned, to move in ever greater circles of awareness, a really cool thing, and one that will have mis-steps where one falls down because this is the process inherent in the machine of learning to exist in reality. Somehow we have all allowed values to impose on this process and limit through forgetting practical living for ideas and beliefs that come to define us, and have been made larger than practical reality. The outcomes are what we have existing in our children. Our modern dis-eases of lack of attention, in some children compounded to such a degree that they are autistic. Thus our autistic children are showing us the degree of our separation from the practice of actual living.
I was working with a family that had an autistic child. During the meeting, at the beginning of the meeting, a phone call from a daughter interrupted the meeting. The daughter had a problem with her car. The mother, became so engrossed in the daughter’s problem that the meeting ended before it even started.  The problem with the car, I later found out was not really a big problem, what was big was the reaction to the problem. This reaction occupied the behaviors of the mother and eventually the autistic son joined in. Both the mother and the son ended up pacing around in the kitchen consumed with the car problem. This lasted for about 40 minutes. In the end the solution to the car problem was a simple one, one thate just took some waiting for help. It did not need to endless conversation about possible outcomes and “ what if” scenarios. The frenzy generated of fear took the body of the autistic child and the mother and turned them into cycling bodies in a kitchen. If this is what is impulsed as the measure of experience in a child, they become this, and every movement in time and space becomes a relationship  to that measure of belief consuming the beingness of the presence of the person and they then have this behavior in all their actions, and the consequences of this slow down the real development and are hard to change once imbedded because what we practice is what we become. What we practice becomes our habits.
In both cases, emotional values as beliefs were being practiced, which means lived again and again, until they became habits that defined the personality of this child. These emotional practices became the definition of the child. They DEFINED the behavior, they regulated the behavior. The measure of them could be revealed in the behavior. If this emotional value as idea, as belief rejected practical movement as that same movement of learning to crawl that was done in the majority of children before any personality emerged, then the ability to measure practical reality existed as a natural state of being before the ensuing beliefs of value judgements came to limit the behaviors of the child that then lead to personalities that moved very very slowly in bringing themselves back into the practice of actual living in practical self directive ways.
When we react to this, it is because we fear this defining us. we fear these that are in actuality ‘ limited measure of reality within that is instead filled up with value judgements made larger than life.” We fear this defining us, or consuming us, or not supporting our own personalities. We all understand this, we all see this, yet we are as consumed with this within ourselves that rarely do we have an insight into the depths of this overall in our every day lives.  This  has compounded over time, especially with the advent of sending children to schools that are boxes imparting knowledge and information only, and a media that impulses values through imagery and information that we all know is questionable. We have forgotten that what we accept comes to define who we are.
This is why it is so important to build the character of the child to have a clear mind, to have a clear information map within them. This is why some children have more confidence and self esteem that is visibly and measurably evident in their behaviors, because they have had more of a sound mind construction. And it is something that is constructed, were it not then private schools would not exist, nor would tutors and summer camps etc.
What are the indicators in all the research that look at measure and realize what is the signature of a sound mind which is a more sound character?
It is the amount of units of measure, as what focuses us and directs us, as the words we know, and I  mean more than knowing a singular set of words from one profession because one can learn vocabulary within a profession and have no other relationships to words and thus relate everything to that one profession believing that the answer is within their set of words. This is a misnomer, because everything is interconnected and the focus back into the practice of reality means focusing on practical things which ironically is what interventions are and do, they are the practice of focusing a inner measure that is in separation from an outer world. 
Overall, this is why the process of building a sound mind in a child is so important. And this is why vocabulary is the key. If a parent slows down and directs the child with patience explaining how things in the practice or real living work, using the correct words without adding emotional values is so important.
This is why an aid that bypasses the experimental memory that is the measure of the child, building the personality, can help in the building of the character of the child, or correcting the personalities that are a measure that is pulling the child away from participating in ways that provide development and opportunity for the child. In understanding that we become the measure  of our experience, and that the language we use can be impulsed with emotional values that consume the attention and distract practical movement,  we can use this understanding to rebuild the cognitive/experiential map of our children to refocus them into a practical measure that can build a character that can withstand the test of time as the practice of actual living. This brings the presence of the child into reality. This then would build confidence and self esteem, which is creating an asset that brings a sense of pride to the parent. This is reprogramming what has been generated in the last hundred years in the design of our public schools and our ubiquitous media to regenerate the absorbent ability of our children into seeing the parts and the whole of reality so that the child becomes a character with a sound mind,  a character that can think critically and take the clear parts and become creative with them, which is a child who can solve problems and improve not only our lives but the world in total. 
Techno Tutor is the means to do this in our busy world, where each and everyone of us has become separated from the practice of practical living the separation from which occurred slowly over time to the point where we are standing in a forest and can no longer see the trees.  Our attention deficit disorders and developmental delays are showing us the degree of our separation, and the answer is to rebuild the experiential measure through vocabulary because this focuses without and structures within. If you could be self empowered to do this for your child, and give this understanding to the child and allow the child to become self empowered themselves within this, would that not be the greatest gift anyone could give to their children, because is this not what you would have wanted for yourself? And, is this something you can also give to yourself?

The solution is here, and it is Techno Tutor.