Difficulties to stay on task
Easily distracted, disorganized
Poor task management

Paul is able to perform. On good days his results are good, sometimes even promising. But it is hard for him to stay on task.

He is distracted by everything, the sounds in the classsroom, people walking in front of the window and especially events happening in the house while he is doing homework.

In consequence, homework may take long hours with frustration coming up at times.

Paul does much better in a quiet one-on-one environment than in the classrooom at school.

Mathematics is like a foreign language
A hard time to understand the problems
Concepts in science do not come easy

Anna is good in language. Her reading and writing is excellent but she struggles with mathematics. She has worked hard to learn the multiplication tables and she can do it because she is memorizing the numbers, but she has a hard time to understand the relation of the numbers to each other. She is unable to generalize beyond the memorized numbers. Problems in mathematics are difficult for her because she has a hard time in understanding them, especially if text is involved.

Geometry is even more difficult. All those forms and shapes and their relation to each other just do not make sense to Anna.

Science is similar. Compared with her peers, it takes her much effort to understand a concept, to draw a conclusions, to analyze, compare and relate.

It is interesting that at the same time Anna appears to have difficulties reading a map or finding her way in an unfamiliar environment.

Poor fluency, poor comprehension
Rushing through the text
Misreading words

In younger age (6 - 11) problems with literacy and reading may be related to single skill-sets such as focus & attention and the ability to sequence. Additional, the skill of literacy and reading requires the integration of both hemispheres, bilateral integration but also elements of multi tasking.

If problems with the literacy and reading still persists at the age of 12 or later, a consultation with Samonas is required to create to childs/your personal listening plan.

To initiate this, please select a SecretCode or GeniusPlan and Samonas will prompt you for more details. The Samonas FastLane Intensives offer an Active-Reading-Module that has proved to be hightly effective. This Module is available for all age groups.

Having a hard time to come up with own ideas.
Lack of creativity.
Good in copying but never going beyond

Herman is doing well in mathematics and science. Also in language he is not too bad, at least as long as he can reproduce the thoughts of others. The moment creativity is involved, the moment own input, own ideas are required, Herman's creativity sharply drops. He is able to copy an object exactly as it is and he is able to do this acurate. Every little detail will be correct. He is able to complete a complicated project, following the instructions given exactly. But he has no idea of how to create an art project by himself.

If he is forced to be creative he will run out of ideas quickly and most likely he will revert to what he has done before or what he has seen before. He is good in memorizing things. That is at least a bit of a compensation.

Few friends only or no friends
Difficulties to read body language, intentions and emotions of others
Does not integrate in a group
Rather playing solitary than teaming up with peers

Hannah has difficulties making friends. In many subjects she is the top of her class, but that does not bring her closer to her classmates. Whenever she is standing together in a group of peers there is an awkward feeling in the air. For herself, but often also for the others. She just feels that she is unable to respond with an appropriate remark and ends up either saying nothing when a response is requested or reacting inappropriately, using words and gestures that create that pitiful smile on the faces of the others she hates so much. She truly feels that she is different from her peers who may even end up laughing at her.

Shy, low self esteem,
insecure, soft voice.
Avoiding social contacts
Will give up a task easily and prematurely

Amanda is growing up fast now. In a familiar environment she is a good performer, able to solve her tasks with ease.

However when visitors come she withdraws, she prefers to go into her room. When asked to join she would just sit there quietly and avoid eye contact. Only when she is asked she would give a brief answer.

In school her performance varies a lot from teacher to teacher. Some teachers just know how to encourage her, how to make things just right for her, although she never raises her hands.

Other teacher interpret this as lack of knowledge, they may not recognize her talent and give her bad scores because she appears to be withdrawn.

Peter is growing up fast now. At the same time school becomes more and more demanding. In the first grade it was easy for Peter to follow and complete his homework simply because he was under-challenged.

Now Peter finds himself more and more often in the situation that he does not know what to do for homework. He is busting deadlines because of poor planning and starting with his assignment too late. He realizes that he is dependent on his parents or a tutor telling him step-by-step what to do, organizing the tasks for him.

His performance is impacted. He could do so much better of his sequencing and task management skill where better.

Untidy handwriting
Inappropriate size of letters and spaces
Excessive mistakes, careless writing

George is a good performer at school. He scores well in all subjects across the board and does not appear to have any difficulties.

There is just one big problem: His handwriting! George knows it and he is suffering from it. His environment knows it because everyone has difficulties reading his handwriting, including George himself. George also has difficulties to stay on the lines. If there are no lines his writing moves up and down like a train in a hilly environment.

He tends to forget the space between the words, sometimes between the letters. Converting reading to a puzzle game. He has difficulties to estimate the size of a word on paper. He will start a new word at the end of the line squeezing the letters in until they form an unreadable cluster.

With drawing it is similar. To draw an accurate square, triangle or circle is a big challenge for him. He feels that the lines move everywhere and refuse to converge into a concrete shape.

Difficulties finding an appropriate solution.
Poor strategizing.
Too detail-oriented or to global, not seeing the details

Problem solving is a higher level skill, that requires the integration of the systems.

Successful problem solving requires focus and present attention, detail orientation on one side and big picture thinking and creativity on the other side. It is supported by confidence and the ability to sequence.

Once these skills are established system integration is achieved with bilateral integration training.

To prepare your child look into programs listed in the first two rows.
Focus & Attention, Maths & Science, Literacy & Reading, Arts & Creativity
Social Skills, Confidence, Following Instructions, Handwriting & Fine-Motor

In order to integrate skills a period of bilateral integration training is required. Bilateral integration is only successful after the foundational mentioned above are established.

For this reason the program problem solving is only offered as SecretCode and GeniusPlan since it requires the input of an expert to evaluate the listening needs of the individual and design your childs/your individual listening plan.

Presentation skills are higher level skills, that require system integration. System integration can only be successfully achieved when the components to be integrated - single skills and functions - are already established and readily available for use.

In order to provide a successful presentation a number of skills is required such as focus and attention, confidence, social skills, sequencing, multi-tasking and others.

The program Presentation Skills is only offered as SecretCode, GeniusPlan and FastLane since it requires the input of an expert to evalaute the listening needs of the individual and design your childs/your individual listening plan. This evaluation will also assess which skills of the individual are already established and where more support is needed.

The primary target of the program presentation skills is the group 17 and above.

Jasper has talents in multiple areas. He is good in sports, good in school and his friends love him.

However Jasper has a hard time when more than one task is requiring his attention. He appears to be completely absorbed by the task he is dealing with at the moment. In consequence he may not notice when the doorbell rings or when his parents or peers are calling him.

Jasper realizes that shifting his attention from one task to another or from the task to a person talking to him is difficult for him.

At the same time he notices that his peers are able to multi-task much easier than him.

Jasper is able to understand instructions and follow them well, even when multiple instructions are given in one sequence.

Team skill is a higher level skill, that requires solid system integration. System integration can only be successfully achieved when the components to be integrated - single skills and functions - are already established and readily available for use.

It requires multiple skills to become a successful and efficient team leader or even a competent member of a team. Task-related skills such as problem solving, multi-tasking, focus and attention are required to create factual competence. Social skills, presentation skills and also creativity and motivation need to be present to create social and inter-personal competence.

Team skills is only offered as SecretCode, GeniusPlan or FastLane.

The primary target of the program leadership is the group 17 and above. The program leadership is also offered for the age groups 12 - 16, but not for the age group 6 - 11

Leadership is the highest level of personal competence. It requires almost all of the higher level skills such as problem solving, presentation skills, multi-tasking and team skills to become a successful and convincing leader. Please refer to the details in the respective programs.

Leadership is only offered as SecretCode, GeniusPlan or FastLane. In order to achieve a substantial change in leadership skill a FastLane Intensives with coaching is required.

The primary target of the program leadership is the group 17 and above. The program leadership is not offered for the age groups 7 - 11 and 12 - 16