"Multisensory Math" taught through the Atlantic Seaboard Dyslexia Education Center is an Orton-Gillingham inspired approach. Utilizing the C (Concrete) R (Representational) A (Abstract) approach, it is structured, sequential, cumulative and thorough. It takes advantage of VAKT (visual, auditory, kinesthetic & tactile) simultanenous processing.

Since every child has a unique learning profile, we do not charge by the hour. Rather, we develop a monthly price based on the frequency and needs of your child's intervention. Some questions we will discuss when putting together your plan- Will your child need extra attention for executive dysfunction apart from math? Would you like Haven to be in weekly or monthly contact with your child's teacher? How often would you like Haven in communication with your educational or neuropscyhologist? All of these factors and others will determine the monthly contract amount. This ensures that your child is receiving full service private intervention and not "tutoring."

Yes! We offer private in home intervention. We know how much time you spend in your car. Too much! We'll come to your home where your child feels safe and calm. All we need is a dedicated quiet space for learning. However, we like to spread our wings a bit, so we might pull you into our math adventure as we build math, say math and do math. Who knows? You might learn a few things a long the way!

No, we do not. The evidence based reseach shows that children must use multisensory simultaneous input (visual, auditory, kinesthetic and tactile) to have success. This requires in-person intervention and remote or zoom sessions do not meet the parameters nor are as successful.

We do not diagnose, you will need to see an educational or neuropyschologist for a diagnosis. We often get asked, should I get my child diagnosed? Yes, if you want school accommodations. Some accommodations are necessary- quiet space for tests, time and half for homework, less homework problems, more time for projects and near point references, to name a few. If you child simply struggles at Math but has not been diagnosed, thats ok too! We can begin the process of intervention and tackle the diagnosis bridge at a later time.

This is extremely common! There are many reasons why children struggle in math. Feel free to check out our resource pages for parents on the various challenges of a child and how this expresses itself in math. For children who have been diagnosed with Dyscalculia, remember that Dyscalculia is a neurodevelopmental difference specific to visual-spatial working memory, magnitude estimation, and numerical processing. It has zero reflection on a child's overall IQ or verbal intelligence. Many children with dyscalculia have rich vocabularies, stellar reading comprehension, and incredible creativity, but their brains process non-verbal and symbolic math concepts differently.

Multiplication isn't just "harder addition"—it actually uses a completely different part of the brain. Up until now, your child was using "right brain" dominate activity to calculate math concepts. Mastering multiplication tables, however, requires the brain to shift to its left-hemisphere language networks. The shift to the left hemisphere isn't because math itself moves "left," but because mastered multiplication becomes less about active calculation and more about language retrieval.

Standard math tutoring focuses on getting through tonight's homework or prepping for Friday's test. Dyscalculia intervention goes deeper—it rewires how your child's brain understands numbers. Rather than relying on memorization or repetitive drills (which often increase math anxiety), I use evidence-based, multisensory frameworks like the Concrete-Representational-Abstract (CRA) method. We use hands-on visual tools, spatial reasoning, and structured activities and play to build genuine number sense from the ground up.

K–5 is the most critical window for brain development and academic self-image. During these primary years, children transition from concrete objects to abstract mathematical thinking. By intervening early, we take advantage of peak neuroplasticity to build correct neural pathways before bad habits or severe math anxiety take root. Fixing foundational gaps in 2nd or 3rd grade prevents them from hitting an "algebra wall" in middle school.

Yes! Depending on the level of support you desire and with your permission, I collaborate directly with your child's teacher, learning specialist, or school support team. This ensures that the multisensory strategies and accommodations we build in our 1-on-1 sessions are aligned with what your child experiences in the classroom every day.

Sessions are dynamic, interactive, and structured to minimize cognitive overload. We combine physical manipulatives (like craft sticks, base-10 blocks, ten-frames, pattern blocks, dies and dominoes) with visual drawing techniques and verbal reasoning. But we also like to get up and move; gross motor and verbal expression are a huge part of what we do. Be prepared, we might pull you into an activity as well! Every session balances explicit instruction with confidence-building activities, ensuring your child experiences consistent, small wins every week.

Because every child's learning profile is unique, the timeline varies. However, because we focus on foundational remediation rather than helping your child "catch up" in math, most families commit to consistent sessions over many months to see lasting, structural transformation in both math fluency and self-confidence. On average the overall timeline is similar to dyslexia, 18-36 months of consistent, targeted intervention, which is typically 2-3 sessions a week. Some considerations are: How much anxiety does my child associate with math? Are they in kindergarten or fifth grade? Remember, dyscalculia and dyslexia are neurodevelopmental differences that require building new neural pathways rather than just memorizing facts. All of which takes time, patience and a sustained effort by everyone.