How is London Achievement Processes different from other “tutoring” programs like Huntington, Sylvan Learning Centers, or private tutors?

London Achievement Processes offers intensive instruction that focuses on underlying processing weaknesses.  These weaknesses interfere with an individual’s ability to learn and apply new concepts or skills in daily living, whether in the classroom or work environment.  Only once we establish effective processing may we begin application to the student’s curriculum materials.

Tutoring, by contrast, is a support service that helps the student with specific content information being taught in the classroom.  While students may be able to get help reviewing material or completing homework assignments, tutoring does not address the underlying processing weaknesses.

Who will be working with my child, and what are their qualifications?

Every instructor has been tested to ensure strong cognitive processing skills. All staff members have bachelor’s degrees in varying areas and have proven to have an aptitude for working with individuals of all levels. In addition, every staff member goes through a comprehensive background check, which includes both state and federal history. We also require all hired individuals to complete a medical exam and provide health and TB clearance.

How are the instructors trained?

Potential staff is carefully screened to ensure that their academic and sensory-cognitive processing skills are strong. Staff then participates in intensive training for several weeks, as well as ongoing mentoring by the supervisory staff. It is important to note that training is an ongoing practice at London Achievement Processes.

Why do you usually recommend daily instruction?

London Achievement Processes works to stimulate the areas of the brain responsible for processing sensory-cognitive information relevant to literacy and language development. Research supports daily instruction as the most effective way to promote this change. Less intensive instruction may help students review information, but research has shown that daily instruction can actually change the way the brain processes information.

How do you determine what areas to work on and for how long?

Each student goes through a comprehensive, diagnostic assessment. The director reviews the results of the assessment and meets with the parents to discuss her interpretation of their child’s performance, as well as recommendations for length and type of instruction. When appropriate, the director will also conference with the child’s school and/or other involved professionals to get as clear a picture as possible of the potential student’s needs.

How do you determine if the instructional plan is working?

Daily performance is the best measure of improvement, which is why we are continuously documenting and evaluating student progress in sessions. The director will meet with the parents regularly to discuss this progress and any changes that may need to be made. We strongly encourage input from parents, teachers, and any other professionals the student has worked with.

Do you offer a guarantee?

Because we are working with the brain, it is difficult to determine how each individual brain will respond to our instructional intervention. These interventions are based on individual student needs, and may vary slightly from person to person. When the stimulus is not always the same, it is impossible to determine an exact success rate. Having said that, we understand that all parents will want assurances regarding our services and past student outcome, so we offer a list of references of past clients for you to speak with, should you wish to do so. Additionally, the director will meet with the parents regularly to discuss the student's progress, as well as any instructional changes necessary to maximize the student’s chance for success.

How long does instruction usually take?

Instructional periods vary depending on individual needs and the severity of the student’s weaknesses. The average student will participate in approximately 100-160 hours of intensive, daily instruction, lasting 2-4 hours per day. The most common response from parents is a sense of surprise at how relatively quickly they were able to see results.