Welcome to Rocky Point Academy
Come and discover a unique educational therapy program dedicated to those struggling with learning or focusing. Many adults and children with average/high levels of intelligence, curiosity, creativity and innovation struggle with everyday tasks. Attain the skills, confidence and motivation needed to achieve your goals.
Our mission is to empower each client with:
- An understanding of how they learn
- Tools and strategies that fit their learning needs
- An ability to apply their new skills to all future learning and/or life experiences
Rocky Point Academy is proud to offer the DavisTM programs for correcting:
A client can expect to leave the program with tools which allow for continued improvement in reading fluency and comprehension, control of mis-perceptions experienced during reading, increased ability to achieve and maintain focus and increased self-confidence.
- Phonological awareness: mastery of upper and lower case letters, alphabetizing, letter-sound correspondence, letter reversals, contractions, irregular verbs, pronunciation, adding suffixes and prefixes
- Fluency: mastery of sight words, smooth left to right eye-tracking, increased vocabulary recognition, moving from “sounding out” towards whole word recognition and smoother reading
- Comprehension: listening comprehension, reading comprehension/ picturing ability, punctuation mastery, story structures, essay structures, learning how to use intention to retain information the first read-through.
- Memory of Information: strategies for placing information into long term memory, study strategies for various learning styles
- Positive Thinking: learning how “being relaxed/keeping it easy” allows for maximum learning potential, recognizing and eliminating stress before it builds into frustration while reading, strategies for decreasing “test anxiety”
- Inconsistency in reading (knowing it one day and not the next)
- “Guessing” at words
- Rushing and careless reading errors
- Anxiety, headaches, dizziness, stomach aches or tears caused from difficulty with reading
- Printed words from appearing to move on the page
- Inaccurate or inconsistent speech sounds
- Rereading for comprehension
- Slow laborious sounding out of each word
- Eye tracking problems
- Distraction while reading
- Test anxiety
- Negative feelings toward reading tasks
A client can expect to leave the program with the ability to write with less effort and greater legibility. Strategies for writing content, editing and spelling will be explored.
- Legibility: fine motor skills, awareness of letter formation, consistency of size, shape and spacing of letters
- Visual Spatial: copying off the board, keeping writing on a horizontal line, spacing of words
- Written Expression: strategies for getting thoughts onto paper, story structures, essay structures
- Editing: correcting your own omissions/deletions/spelling and grammar errors, punctuation usage, adding helpful details, establishing clear and sequential writing
- Positive Thinking: learning how “being relaxed/keeping it easy” allows for maximum learning potential, recognizing and eliminating stress before it builds into frustration while writing, strategies for decreasing “test anxiety”
- Muscle strain and hand fatigue
- Illegible writing
- “Crunched” writing (squished letters)
- Sloped writing (letters drifting off the line)
- Slow, laborious writing
- Varying size. shape and spacing of letters
- Inaccurate copying off the board
- Writers block
- Frustration with getting thoughts into paper in a logical sequence
- Spelling errors
- “Rushing” and inconsistency in writing
A client can expect to leave the program with tools which allow for a concrete understanding of the foundations of math, understanding mathematical relationships and strategies for remembering basic math facts and/or sequences.
- NOTE: Our program emphasizes “understanding” – rather than memorization. Math is mastered through concrete, “real life” experience before it is transferred to pencil and paper.
- Students are taught sequentially, from a very basic level and build from there. “Gaps” in their background knowledge are filled by using this approach
- Core Conceptual Knowledge: mastering the underlying building blocks of all math… change, consequence, time, sequence and order, understanding of the base ten system,
- Math symbols/language: Identifying signs and their meaning (e.g., +, -, x, <, =, >, %,), understanding the meaning of vocabulary used in mathematics
- Memory: retaining basic math facts through mastery, recalling the steps of math problems (such as long division or algebra), mental math
- Cognitive Development: understanding relationships between numbers (e.g., fractions and decimals; addition and subtraction; multiplication and division), solving word problems, understanding number systems, using effective counting strategies
- Visual Spatial: correction of numeral reversals, aligning numerals in columns for calculation, noticing operation symbols (+,-,x,/),
- Word Problems: Reading the word problem, Understanding the language or meaning of the sentences and what the problem is asking, Sorting out important information from extraneous information that is not essential for solving the problem, Implementing a plan for solving the problem
- Positive thinking: learning how “being relaxed/keeping it easy” allows for maximum learning potential, recognizing and eliminating stress before it builds into frustration while doing math, strategies for decreasing “test anxiety”
- Inconsistency (knowing math facts today, but not tomorrow) or “careless errors”
- Counting objects and getting a different result each time
- Punching information into your calculator wrong (getting a different answer each time)
- Numeral reversals
- Misaligning numerals in columns for calculation
- Misreading/missing operation symbols (+,-,x,/) in math problems
- Problems with place value (remembering to carry or borrow, lining up decimals etc.)
- Memorization instead of understanding
- Anxiety, headaches, dizziness, stomach aches, tears caused from difficulty with math
- Struggle with understanding word problems
- Knowing the answer but unable to show work
A client can expect to leave the program with tools which allow for an increased ability to achieve and maintain focus, an understanding of consequence and their personal role in it, an improved sense of time, strategies for creating sequence and order and an ability to correct undesirable behaviors.
- Focusing: retaining focus, listening comprehension, following directions, keeping track of more than one thing at once
- Energy Management: awareness and control of hyper activity/hypo activity, how energy levels affect learning, social skills, communication and performance, tools for rest/sleep
- Social Skills: tools for making/keeping friends, awareness of cause and effect, accurately perceiving one’s environment, personal space, following a conversation
- Executive Functions: keeping track of time, completing things on time, following instructions, sequencing, working memory, decision-making, organization, motivation, goal setting/planning/following through
- Procrastination/ uncompleted projects
- Chronically being late or too early
- Struggles with following verbal instructions
- “Foggy” headedness
- Wiggling/tapping/chewing or other consistent/involuntary movement.
- Inappropriate social interactions
Struggles with communicating with others
Everyone is different with different, needs and expectations; the program has been designed by an autistic individual, for autistic individuals, to enable them to participate more fully in life.
We have seen changes in communication, both socially and verbally, a greater tolerance to confusion, and an increased awareness of the immediate environment. We have seen changes in the understanding of ‘change’ and ‘consequence’, resulting in reduced stress, due to the individual being more able to predict outcomes of varying situations.
Our Asperger’s clients often report a better sense of time management, less procrastination, increased organization, greater ease in making decisions, increased social skills, and more able to implement/follow through with goals.
We have experienced individuals of all abilities being more confident, more independent, enjoying and understanding social situations, and being able to take on responsibilities. The most common change that has been noted is the individual and their families report they are much happier and less stressed.
For reading remediation, please see our other program (links above). Rocky Point Academy has worked with many clients on the autism spectrum who have seen significant gains in reading.
If your child is nonverbal- we offer NOIT devices from NOIT Research. Please contact us if you have further questions or would like to apply for the device.
Bright, intelligent people who have difficulties with executive functions (also called executive dysfunction) can have problems with their life that don’t match their general intelligence. They can appear disorganized and have difficulty planning. They can fail to notice other people’s perspectives and not notice when they communicate poorly. They struggle with starting and completing projects and they often forget what they have been asked to do. Executive functions are crucial for effective listening and communication. When they don’t work well, life can be very difficult, even for bright children and adults.
A client can expect to leave the program with tools which allow for an increased ability in organization, planning, communication completing tasks and focusing.
- Working Memory – the ability to hold onto information in order to process it. This includes the ability to identify the main point, take all information into account, and tell a cohesive story in a logical sequence. A functional working memory is needed for reading comprehension and following instructions.
- Inhibition – the ability to contain the desire to do something in order to stay on task until it is finished. This includes staying focused long enough to complete a task, and thinking through problem solving. When talking, it includes the ability to stay on a topic and avoiding ‘going off on tangents’ when telling a story.
- Planning and Organizing – the ability to plan and organize time, information and procedures effectively and efficiently. This includes carrying out instructions accurately, and completing tasks on time and correctly without procrastinating. It also included creating and maintaining order in the work/home environment.
- Multi-tasking – the ability to carry out more than one cognitive (thinking) process at a time. This includes being able to do an action whilst talking.
- Emotional Control – the ability to control escalating emotions in order to complete a task and keep emotions to a level that is appropriate.
- Focus and Energy Management – the ability to alter one’s energy levels according to the task at hand. This includes being able to sit and listen to a lecture or complete a project without daydreaming or feeling the need to get up and move. It also includes the ability to plan ahead and prevent actions that may result in negative consequences.
- Initiating – getting started on a task, including knowing where to start and what to do next. This includes talking, telling a story, writing tasks and projects.
- Shifting Focus – the ability to flexibly transition or shift attention if something changes. This includes being able to change how something is being done (when asked), and being able to see multiple possible solutions to a problem. It also includes evaluating a situation and predicting its outcome.
- Self-Monitoring – being mindful, recognizing when a change is needed, and noticing when an error occurs. This includes staying on a topic when talking, noticing changes of topics in groups, and answering questions accurately. It is the thinking process that allows us to see when we have made a mistake, such as with spelling errors or punctuation in written work. It also involves being relatively accurate in our judgment of our own and others’ behavior.
- Abstract Thinking – being able to understand non-verbal communication including the way we get our message across apart from the words we use – such as tone of voice, body language and facial gestures.