The Raviv Method is rapidly becoming known as one of the most exciting new neuro-cognitive approaches to developing and correcting learning and attention skills in children and adults. The method is focused and rapid: the length of the programme for correcting learning difficulties is 4-6 months. The programme works amazingly well at addressing the key learning skills and specific learning difficulties, including:
On the basis of these findings, an efficient educational application was developed: the Raviv Method for Developing and Correcting Learning Skills. The Raviv Method is based on improving the co-ordination and synchronisation of the neural systems in the brain.
The Raviv Method Treatment Programme consists of five jointly implemented processes:
1.Creating the specific neural structures required for the learning process
The Treatment Programme evaluates cognitive skills from each development phase. If a developmental gap is found, a focussed intervention is made with the aim of bridging this gap by stimulating the brain to create a compensating structure. Once the compensating circuitry is in place, the brain will choose to use the new structure because it is more efficient, and the old structure will eventually break down.
2. Focussed strategies for controlling brain activity
Learning and attention are associated with high frequency brain waves. Learning and attention disorders are evident in low frequency brain waves, resulting in poor concentration, judgment, and organisational skills, lack of control of impulses and ineffective cognitive functioning. Prior to developing the appropriate neural circuitry, individuals suffering from attention disorders (ADD, ADHD) are unable to control their mental activity, which continues to display low frequency brain waves even during attempted concentration. For this reason, psycho-stimulants were chosen for the treatment of people suffering from attention disorders, as they sedate the individual as well as stimulate concentration skills.
The Raviv Method is an effective programme for controlling the functioning of the neural circuitry in the brain. The programme enables focussed mental activity (high frequency brainwaves) when called upon to pay attention and relaxed mental activity (lower frequency brain waves) when concentration is not required. In addition to enabling the different levels of activity, the programme trains the individual to activate the different levels independently. The individual learns to activate the brain, for the purpose of controlling the learning process, and toreduce the brain activity, for the purpose of relieving stress, managing test anxiety and general relaxation.
3. Training the brain to control two-dimensional perception.
Developing and sustaining two-dimensional perception (i.e., the ability to turn a shape into a symbol and to decipher letters and words) is essential for the development of effective learning skills. Well-established two-dimensional perception allows the proper development required to perceive directions and continuity. Direction and continuity are both required for the reading process, which includes perception of letters, words, sentences and entire text passages, as well as reading comprehension, creating concepts and connecting ideas.
4. Training the brain in phonological skills.
This training refers to the establishment of phonological awareness, which provides the client with the ability to access and interpret phonological information associated with the written message, i.e., translate sound to symbol.
5. Learning and memory strategies.
This section includes memory techniques, comprehension and summarising, revision techniques, essay writing, association mapping, stress management and time management.
