You will get the most comprehensive research-based system of learning therapies that address the root of learning and attention challenges.

The Learning Continuum

We are the only company to provide therapies across the entire learning continuum. This approach allows us to treat the underlying skills that are at the root of learning and attention challenges.

These cognitive learning therapies were developed by experts from the fields of neuroscience, education, psychology and child development.

The Stowell Center - Learning Continuum Infographic

Case StudIES

Each student has unique needs, and that's why we create a treatment plan that is tailored specifically to them. Below are treatment plans from students while they were in grade school, high school and grad school.


When Donovan came to us as an 8 ½ year old, he was profoundly dyslexic. Whether speaking, reading, or writing, words seemed to jumble together, causing him to be incredibly anxious. In first grade, Donovan was pulled out of school to be homeschooled due to his anxiety.



Donovan’s initial testing at the Learning Center showed presence of retained reflexes likely causing neurological interference to learning and creating anxiety for him. Inefficiencies in auditory processing were impacting his listening, speaking, and reading. Decoding skills were far below expectancy and his reading accuracy, while in the low average range, was already a year below grade level due to his auditory challenges and visual disorientation on the page.

Programming recommendations for Step 1 of Donovan’s program included:

Core Learning Skills

  1. QRI (Quantum Reflex Integration) to reduce anxiety and integrate retained reflexes
  2. CLS (Core Learning Skills Training) to support attention, visual skills, spatial orientation, ability to cross the midline, and stamina.

Auditory and Processing Skills

  1. TLP (The Listening Program) to improve auditory processing, orientation, and language expression
  2. AST-Reading and Spelling (Auditory Stimulation and Training) to improve auditory processing, phonological awareness, sequential processing, decoding, reading fluency, and spelling skills.

Donovan attended sessions at the Learning Center 3-hours per week for 7 months.  Retesting at that time showed improvements in auditory processing and decoding skills.



By the end of Step 1, Donovan was much more settled, confident, and flexible. He was able to deal with challenges and transitions with more confidence and reduced anxiety.

It was recommended that Donovan begin Step 2 programming to continue integrating retained reflexes, improving integration for learning and attention, and begin a processing skills program to further increase auditory and visual processing, logic and reasoning, and overall cognitive efficiency.

Programming recommendations were:

Core Learning Skills

  1. QRI (Quantum Reflex Integration) to reduce anxiety and integrate retained reflexes
  2. CLS (Core Learning Skills Training) to support attention, visual skills, spatial orientation, ability to cross the midline, and stamina.

Auditory and Processing Skills

  1. AMPS (Attention, Memory, and Processing Skills) 

Donovan continued to attend 4.5 hours per week at the Learning Center.  Re-evaluation of processing skills was completed after 5 months.


Emma had just turned 16 when she started at the learning center the summer before her junior year in high school.  She was receiving special education services at school and even though her intelligence was well within the normal range, she was dramatically behind in all subject areas.

Emma was diagnosed with APD (Auditory Processing Disorder), ADHD, and depression. She was very unaware socially, had difficulty with conversation, sensory integration issues that caused her to be very sensitive to certain foods and clothing, and just seem generally disconnected.

Emma’s world began to open up that summer as the result of a six-week intensive at the learning center.  She attended 3 hours per day 5 days a week working one-to-one with a clinical team and listened to prescribed sound therapy daily at home 15 minutes twice a day. 

Her programming included:

Core Learning Skills

  1. Core Learning Skills Training

Auditory and Processing Skills

  1. Auditory Stimulation and Training - Reading and Spelling
  2. PACE (Processing and Cognitive Enhancement)


At the end of Emma’s first week, her mom tearfully shared that Emma asked to join her sister and friends on a trip to the mall.  Emma had never chosen to do anything social, always preferring to stay in her room.

Midway through her intensive - week 3 - Emma noticed that she was better able to handle frustration and started opening up and talking about her feelings.  Her mom said that Emma was wanting to read on her own, had better flexibility in movement and was more spatially aware. She had better articulation when speaking and seemed to be maturing, handling tough situations more positively instead of falling into depression moods. She was getting jokes on her own and not having to ask her mom to explain them.  She was laughing more and in happier moods. She was able to get ready independently in the morning. 

 In sessions we noticed that Emma was more “present.”  It was easier for her to self-correct and activities were more effortless and enjoyable.  Her gait was lighter and more upright. She was at ease and talkative,

Emma’s retesting at the end of her six-week intensive showed outstanding changes.  

Emma went on to work at the Learning Center for a year after her intensive to complete the Discover Reading and Discover Math programs.  A few years later, her mom, a teacher, sent this update:

“I think about you frequently.  Emma is doing really well.  She is attending community college and doing well in everything but math (no surprise there).  She will be going to Ecuador in June with a group from her church.  You wouldn't know her from the kid you taught. Can't thank you enough for all you have done for her. You do amazing work.  I wish I had your skills.  I could really use them!”


Farouk came to Stowell Learning Center after having failed his first semester of medical school.  Testing showed that challenges with reading/dyslexia and attention/concentration were affecting his success in school.

Farouk took the next semester off and spent 8-weeks working intensively (2-hours per day 5-days a week) to improve his auditory processing, working memory, processing speed, reading, spelling, comprehension, and attention control. 

His program included:

Auditory and Processing Skills

  1. Auditory Stimulation and Training (AST) - Reading, Spelling, and Comprehension
  2. AMPS (Attention, Memory, and Processing Skills) - Cognitive

Executive Function

  1. Executive Function Training and Application


At the end of his intensive, Farouk shared that the processing skills training made a great impact on his learning - that previously he had felt like he was in a fog and that AMPS helped turn his brain back on.  

Retesting showed a two year increase in working memory, a one year increase in reading accuracy and processing speed, and a five year increase in reading comprehension.  His ability to concentrate and stay on-task also improved.  

Farouk went back to medical school following his work at the Learning Center.  He called at the end of the semester to say that he was doing well and had passed all of his classes.