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Neuroeducation: Education Platform for Schools and Teachers

Neuropsychological evaluation, stimulation, and cognitive rehabilitation tools for your students

  • Neuroeducational Platform for Schools and Professors

  • Cognitive assessments to test skills and learning potential

  • Cognitive stimulation and/or rehabilitation for schools

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CogniFit Education Platform. Educational technology designed for schools and professionals interested in taking on developmental problems and exploring brain functions related to cognitive development in childhood and adolescence.

This educational platform designed for schools is a professional instrument created by child neuropsychology specialists that may help educators without training in psychopedagogy analyze the learning and childhood developmental processes. The education platform from CogniFit is designed to help teachers in the following areas:

  • Develop each student's potential: Learn about the brain processes implicated in learning and neurodevelopment.
  • Implement methodological and didactic improvements: Incorporate a scientific base to the education process to help focus improvements in teaching and designing learning strategies. Enriching educational and vocational guidance.
  • Prevention of poor school performance: Identify the risks to anticipate learning disorders. Evaluate students with a scientific objective to identify difficulties and disorders with more precision. Find out which cognitive weaknesses may affect the child's performance in school and learn how to properly handle the difficulty.
  • Correct and/or redirect learning disorders: The educational technology platform from CogniFit allows teachers to design computerized brain training and/or rehabilitation programs in the classroom.

Patient #141

Cate Brown

catebrown@mail.com

59 years old

Last activity: 02/01/2016 | 4:09 min

Registration date: 01/01/2013

Total number of logins: 23

Inhibition

598

Focus Attention

608

Auditory Short-term Memory

468

Spatial Perception

405

Set up a new training session

Custom Training

Session length

15 min

Personalized Training

Memory

Concentration

Mental planning

Chemotherapy

55 and Over

Mental arithmetic

Spatial perception

Insomnia

Darwin Science Institute

Participants: 135

Groups: 24

60 and Over

Control Group

Participants: 11

Add participants

60 and Over

Normal Group

Participants: 11

Add participants

Memory Test

Control Group

Participants: 5

Add participants

Memory Test

Normal Group

Participants: 5

Add participants

Create New Group

Name

Type of group

Control Group

Normal Group

Save

Settings: Manual

Daniel Foster

Memory Test

Control Group

0
Personalized Training
1
Memory
0
Concentration
1
Mental planning
0
Driving Focus
0
55 and Over
0
Spatial perception
0
Stroke
1
Insomnia
1
Mental arithmetic
2
Delay between traning sessions (hours)
General Cognitive Assessment

Number of training regime iterations

5

Send

Student #231

Paul Perkins

DaVinci High School

12 years old | Right handed

ADHD

DaVinci High School

Students: 357

Calculation

Logic

Writing

Reading

Working Memory

565

Naming

411

Visual Perception

355

Visual Short Term Memory

392

Processing Speed

450

Focus Attention

298

ADHD Intervention
Cognitive training
Cognitive Skills
Focus Attention
Spatial Perception
Visual Scanning
Send this training session to Paul Perkins
Strengths
Natural Sciences
Language and Literature
Art

Cognitive Assessment to test skills and learning potential

Processes and educational neuropsychological assessment tools:

The education platform from CogniFit is made up of a battery of neuropsychological tests and standardized tools that allow the professional to evaluate and precisely measure executive functions and cognitive skills necessary for students. These tasks use simple validated exercises which can be done on any computer, which helps the student create a relationship between their results and performance at school, school subjects, proficiency, behavior, and motivation.

Discovering the neurological bases or cognitive functions that show strengths or weaksnesses is important to be able to understand and maximize the student's performance at school and develop personalized learning strategies.

All of the neuropsychological assessment tools that you will see in CogniFit's educational technology are standardized and valid for students 6+.

Educational Neuropsychological Assessment Battery S-CAB

Detailed report. Explanation and academic impact:

The data recorded in the cognitive assessment will be presented in a detailed report. The CogniFit educational technology platform incorporates graphs and images and compares the data gathered with reference data.

Throughout the report, you will see an explanation of the cognitive skills,what they do, and their impact on the student's academic future. You will also see how motivation influences learning.

Cognitive stimulation or brain training for schools

Cognitive stimulation and/or brain training for students:

The educational platform from CogniFit is made up of validated technology aimed at the cognitive training and/or rehabilitation for students. This educational tool is very simple to use and fun for the students.

This educational technology is made up of multiple clinical exercise batteries with fun, automated games. It is an educational resource that allows the teacher to provide cognitive brain training and/or rehabilitation depending on the needs of each child.

CogniFit has become a reference in the intervention of learning disorders because it has specific training programs designed to treat the cognitive functions affected by dyslexia, dyscalculia, ADHD, etc., as well as clinical exercises that are adapted to the unique cognitive characteristics in each student. It is a personalized, fun, and effective brain fitness resource that allows teachers to professionally train executive functions and other cognitive areas related to learning.

All of the brain training and cognitive rehabilitation tools in the educational platform from CogniFit are standardized and valid for students 6+.

Why is it so important for our children to train their brains? Exercising and keeping our fundamental brain functions active may help children improve their cognitive performance and enhance their ability to study and learn.

Our brain is maleable and and moldable. These characteristics give us opportunities to improve, modify, power, and restructure the neural connections and brain structures in our students that support the abilities to learn correctly.

The educational technology from CogniFit has been applied in different schools and centers from around the world, proving to be very effective for all students, and especially for those who have special needs or learning disabilities. This educational platform is designed to help identify the neurological causes that may be related to many problems with poor academic performance and help the main cognitive functions.

Poor academic performance is one of the most notable problems in the current academic system. This is why it is important to apply our knowledge of neuroscience to education and launch initiatives from schools to help find solutions and ways to ensure that students of all ages can properly develop their learning potential.

References: Conners, C. K. (1989). Manual for Conners’ rating scales. North Tonawanda, NY: Multi-Health Systems. • Wechsler, D. (1945). A standardized memory scale for clinical use. The Journal of Psychology: Interdisciplinary and Applied, 19(1), 87-95 • Korkman, M., Kirk, U., & Kemp, S (1998). NEPSY: A developmental neuropsychological assessment. Psychological Corporation. Korkman, M., Kirk, U., & Kemp, S (1998). Manual for the NEPSY. San Antonio, TX: Psychological corporation. • Tombaugh, T. N. (1996). Test of memory malingering: TOMM. North Tonawanda, NY: Multi-Health Systems. • Rey. Schmidt, M. (1994). Rey auditory verbal learning test: a handbook. Los Angeles: Western Psychological Services. • Toglia, J. P. (1993). Contextual memory test. Tucson, AZ: Therapy Skill Builders. • Stroop, J. R (1935). Studies of interference in serial verbal reactions. Journal of experimental psychology, 18(6), 643. • Heaton, R. K. (1981). A manual for the Wisconsin card sorting test. Western Psycological Services. • Shallice, T (1982). Specific impairments of planning. Philosophical Transactions of the Royal Society B: Biological Sciences, 298(1089), 199-209. • Hooper, E. H. (1983). Hooper visual organization test (VOT). • Greenberg, L. M., Kindschi, C. L., & Corman, C. L. (1996). TOVA test of variables of attention: clinical guide. St. Paul, MN: TOVA Research Foundation. • Asato, M. R., Sweeney, J. A., & Luna, B (2006). Cognitive processes in the development of TOL performance. Neuropsychologia, 44(12), 2259-2269. • Goh, D. S., & Swerdlik, M. E. (1985). FROSTIG DEVELOPMENTAL TEST OF VISUAL PERCEPTION. Test critiques, 2, 293. • Peretz C, Korczyn AD, Shatil E, Aharonson V, Birnboim S, Giladi N. - Computer-Based, Personalized Cognitive Training versus Classical Computer Games: A Randomized Double-Blind Prospective Trial of Cognitive Stimulation - Neuroepidemiology 2011; 36:91-9.

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