IdeaChain is designed to improve reading (and listening) comprehension.
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IdeaChain is a product of MindPrime, Inc.

Pre-Lesson Tips & Notes

Pre-Lesson Profile & Post-Lesson Profiles

FAQs (Frequently Asked Questions)

Using IdeaChain Outside the Lesson

Client Exchange


Tips & Notes -- Lesson 1

Student Activity/Movement

Motivated And Unmotivated Students

Student Motivation - To Begin

Student Motivation - Ongoing

What is the single most important factor in a successful application of MindPrime's IdeaChain program?
Getting Other Members Of The Family Involved When Appropriate



Student Activity and Movement

If your student is a calm and easy-to-work-with individual, skip this note.

Though not all children who are candidates for MindPrime's IdeaChain program are physically active, very may are. They are active as in jumping, rolling, turning cartwheels, tapping, thumping, shaking things, etc. How can you work under these conditions? The answer is that you can work WELL under these conditions. In many instances the physical movement allows the student to focus on what you are saying. When you ask the student to come to the table and sit still, much his or her energy is focused on being still (and as you well know, this doesn't last long.) When the student moves, the movement consumes physical energy, which frees the mind to take in your information.

If you have an extremely active student, talk with your student about movement. Ask if the movement helps him or her to concentrate. If the answer is yes, discuss how the student can move and still listen to you. Let the student know that it is OK to move around or do something rhythmic (tossing a ball from hand to hand, twirling a pen, etc.) as long as the student is listening and responding. You may be surprised at how effective this is at removing an item of contention and keeping the student's attention.

On occasion, a student's activity does become a distraction. When this happens, gently interrupt the activity. Put you hand on the pen the student is flipping, touch the students leg as he or she rolls by, etc. and say something like, "Susan, you got distracted for a minute. Stop flipping the pen for a moment (whatever the student was doing.) Let's finish this (whatever it is) and you can go back to your activity." This is usually enough to break the student's concentration on the activity and bring the student back to listening or responding. When the student finishes that set of responses, allow the student to go back to whatever the student was doing.


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Motivated and Unmotivated Students

Generally there are two types of student involved in MindPrime's IdeaChain program. The first type of student is agreeable and willing to attack a new program that may help him pr her work more effectively in school. In a best case situation this student is even enthusiastic about starting something new. If this describes your student, skip to the next item.

The second type of student that we see is at best neutral, frequently cautious, sometimes reluctant and, in a worse case scenario, resistant to doing 'another program.' You could call them turned off or burnt out. Up to now these students have frequently experienced much frustration both in school and in efforts that have attempted to improve learning or reading. They are usually discouraged and many times angry.

We will do our very best to help you with both types of students. The willing student is usually engaged by the program and moves along evenly. The reluctant student is a little more difficult to work with, but please let us assure you that we have worked effectively with this type of student in the past. We have seen unenthusiastic, reluctant, and resistant learners become engaged and actually excited about the learning process once they begin to believe that they can hold on to and understand what they need to learn.

The profile that we usually see is this. There is reluctance at the beginning of the program. By Lesson 3 and 4 the student begins to get a glimpse of how MindPrime's IdeaChain program may be able to help. By Lesson 5 and 6 the student may very well be experiencing improvement at school and, at that time, the student's attitude becomes more positive. Students who, at the start, were practically drug to the table begin to remind their parents that it's time to do their program. We have seen a number of students follow this pattern. Take heart. Firm up your commitment and begin!


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Student Motivation -- To Begin

The Student Orientation at the beginning of the first Session in Lesson 1 is extremely important. Background information is provided for you. However, you know your student and you know the issues that he or she is dealing with in school. Please use the information given in the Student Orientation and relate it to the student's current school situation. If you are aware of areas that are targets of improvement, please include these in the Student Orientation. This will give you an orientation that is most relevant to your student.


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Student Motivation -- Ongoing

The following are some points that clients mentioned were effective in increasing positive student anticipation of doing MindPrime's IdeaChain program.

You can assure the student that this program will be different from what he or she is doing in school. Just the fact that we begin with objects and pictures is quite different, and most students find this really agreeable.

Another point that is has been very positive with many students is to assure them that they will not be doing writing in this program. In Lesson 3 and 4, there is a place where information can be written down. We strongly encourage the instructor to do this writing. Because writing is so difficult for many students who have poor imaging ability, the fact that they will not be writing is a positive to them. They may well find that they can use concepts and skills from the program to write more easily, but the program itself is not a written-response program.

Some families set up a formal motivation program for the student; meaning that there will be rewards at various points along the way. Some of the suggestions that follow have been used effectively by families to motivate students. Most of the suggestions require no financial outlay.

We suggest that you discuss this issue with the student. You know what is important to the student and customizing the reward program to the student is very effective. You will also need to determine if your student needs small close-together rewards or if the student enjoys working for bigger, long-range privileges.

The following incentives have been effective for students:
  • Being able to stay up later
  • Having a friend over for the day or overnight
  • Watching an extra TV program
  • Watching an extra timed amount of TV
  • Choosing the menu for a meal
  • Choosing the dessert for a particular meal
  • If you regularly go out to eat, being allowed to select where you will go
  • Spending private time with one or the other parent
  • Riding in the front seat of the car (or whatever is considered the premium seat)
  • Being allowed to rearrange their room in some unique fashion
  • Choosing a movie (when the family is already scheduled to go out)
  • Sleeping out in the backyard
  • A trip to a library or historic site
  • A picnic at a local park or lake
  • A visit to (or from) grandparents or cousins
  • Choosing where to sit at the table
  • A waiver on some chore or home assignment
  • Help with some home chore or assignment
  • Building a craft project
  • Extra time on the phone
  • Being allowed to stay out later at night
  • Purchase of a magazine subscription in an area of interest
  • Purchase of art of craft supplies
  • Books on a subject of interest to the student
  • Free car wash
  • Movie pass
As you do MindPrime's IdeaChain program, we would be interested in ideas that you find effective in motivating your student. Please let us know through Client Exchange.


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What is the single most important factor in a successful application of Mindprime's IdeaChain program?

Persistence. Bottom line is that the program only works if you do it. That may seem simplistic, but it is at the heart of change. Regardless of what interruptions come up, be committed to continue. Just pick up where you left off and go on. It is amazing how much you can accomplish over time.

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Getting Other Members Of The Family Involved When Appropriate

Once you are working on your first skill, give the student an opportunity to use it with other family members or friends. Let the student describe a picture to another person. This can even be done in a game-like format.

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