Research & Benefits

Academic Success Program

The following results were obtained from parent and teacher pre/post-intervention ratings with children ages 6-12.

PARTICIPANT BENEFITS

Approximately 2 of every 3 children exhibited increased levels of responsibility and respect at home and school.

Over half displayed increased confidence and persistence in academic tasks (57%).
Over half displayed greater accountability for their behavior (54%).
52% displayed better self-control (verbal & physical).
Improvements in listening, following directions, remaining on-task, and making positive choices were frequently noted. Students were generally described as being more compliant and well-behaved.

Many became positive role models and often helped others in school and at home without being asked.
Boys and girls benefited equally, though girls improved most in confidence (believing in themselves) and boys in respectful behavior.

"They (my boys) made better choices and better grades.” “Thank you Mr. and Mrs. Cancilla for taking the time to teach, discipline, love, and care for our boys."

JIMMY & KENIA BAZILE, PARENTS

Special Education Benefits

Nearly all children with special needs made considerable improvement.

Parents reported 83% demonstrated more responsibility.
o Teachers reported 83% become less easily frustrated and more persistent.
Parents and teachers viewed 75% to display a more diligent and positive attitude.
63% demonstrated greater self-control (verbal & physical) and compliant behavior.

"I had the opportunity to watch one of my students grow and mature in his ability to stay focused on a goal, reduce his anxiety, implement coping strategies and self-calming techniques by participating in this program."

MEG PETERSEN, SPECIAL EDUCATION TEACHER – AUTISM SPECTRUM DISORDERS

ADHD Benefits

The following is based on students diagnosed with ADHD.

Parents and teachers reported 100% became more productive and put forth greater effort in completing assignments, chores, and homework - - with far fewer reminders.
Parents reported 100% displayed a more positive attitude, with an increased level of responsibility for their actions and consideration of how their choices affected others.
Teachers reported 92% demonstrated more responsible behavior in school.
53% of teachers reported distinct declines in classroom performance after a student quit the program.

67% of third and fourth-grade teachers reported notable declines in task completion and discipline after a student quit the program. Also, 59% reported declines in grades and responsibility.
100% of mainstream teachers with special education students who quit the program reported marked declines in grades, attitude, responsibility, motivation, discipline, and task completion. While actively enrolled in the program, these students were viewed as more compliant and focused.
Many teachers remarked that students were much more ambitious and accountable while enrolled, but they became less caring and motivated after quitting. Declines in work completion, effort, and perseverance were most common.

Premature Discontinued Participation

The following was obtained from teacher ratings and interviews one month after a student prematurely stopped participating.

53% of teachers reported distinct declines in classroom performance.
67% of third and fourth-grade teachers reported notable declines in task completion and discipline, and 59% reported declines in grades and responsibility.

Declines in work completion, effort, and perseverance were most commonly reported.

More Testimonials