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Success Stories

Below are a few testimonials we have received about our Conferences, and Books. We would love to hear about your experiences with ResearchILD, send us your feedback!

About Our Programs

SMARTS Online and SMARTS In-School

SMARTS taught me that, if you take your time and look at a problem from different angles, you’ll probably get something valuable out of it. It’s not just about getting the right answer.—Victor, 9th

Learning about cognitive flexibility was my favorite part of SMARTS. That’s not something you see in school a lot. Usually it’s like, ‘here’s a question, now find the answer.’ It was so interesting to think about problems in a different way. –Brendan

A strategy is a way to conquer a problem instead of being overwhelmed by it. – Kyle,  10th

In SMARTS, I learned that I’m actually much smarter than I thought. –Carmen, 8th

SMARTS helped me learn that, even when things are hard, I can do them. I can use strategies to make things easier. If there is a really hard word problem in math, I can read the problem and then rewrite the problem in my way. Then it’s easy. –Jordan, 8th

About Our Conferences

“Congratulations on 25 successful years! It’s amazing to see the advancements made in the area of Learning Differences. It’s great to see theory, research and practice coming together. Thank you for all this incredible information!”

“Powerful! Life changing. Invigorating my thinking about teaching and learning. providing a profound sense of “hope”. Shifting from deficit to strength model is universal – applies to parents, teachers, husbands/wives – all relationships.” -Teacher

“This conference has informed my practice more than any other work I’ve done as a principal.” –H.S. Principal

“I’ve learned more in these 2 days than in all my 20 years of teaching. Thank you!” -Teacher

About Our Books

“From an impressive list of contributing authors, this book goes well beyond the traditional ‘frontal lobe metaphor’ in describing the executive function construct, challenging its conceptualization as a static, unitary skill. In doing so, the contributors consider the unique roles of brain development, personal experience, and the changing demands and supports in the classroom setting. Not only do Meltzer and colleagues explain the role of executive dysfunction in the classroom, they provide explicit strategies for intervention, with clear teaching examples. Hence, this volume will be a welcome resource for educators, psychologists, and other practitioners.” -E. Mark Mahone, PhD, Kennedy Krieger Institute, Johns Hopkins University School of Medicine

“Meltzer has put together a much-needed text addressing the skills involved in high-order thinking. This is a timely volume that speaks to the array of issues in executive processing. The book assembles an excellent cross-section of researchers and clinicians with expertise in both theoretical issues and classroom instruction. This text succeeds in its quest to bridge the gap between research and educational practice.” -H. Lee Swanson, PhD, Graduate School of Education, University of California, Riverside

“Finally, a book that clearly describes the significant role that executive function plays in learning! More importantly, this book presents very practical suggestions for effectively teaching students to use their executive functions. The contributing authors are among the leading experts in the field. This book provides a level of specificity on how to improve executive function through the teaching process that is not available in any other source.” -Donald D. Deshler, PhD, Center for Research on Learning, University of Kansas

“This timely and much-needed book focuses on executive function (EF) from an educational perspective. While acknowledging that aspects of EF remain poorly understood, the book succeeds in offering practical guidelines and clear examples of how to teach and promote students’ use of EF across the curriculum. Clearly, instruction in EF is essential for some students with special educational needs, but emphasis is also given to how EF instruction will benefit all students within inclusive classrooms. This volume will be an excellent addition to the libraries of teachers and psychologists. It will serve as an invaluable resource for discussion in graduate courses in education, educational psychology, clinical psychology, educational neuroscience, and developmental psychopathology.” -Rosemary Tannock, PhD, Ontario Institute for Studies in Education and Department of Psychiatry, University of Toronto; Program in Neuroscience and Mental Health, Hospital for Sick Children

“This is a very useful book for specialists working with children and adolescents as it brings together research and practice in a readable format.” -Schooldays Magazine