Program Description

Law H.E.L.P. is a program for improving LSAT scores for prospective law students, struggling law school students, and law graduates attempting to pass the bar examination.  We specialize in working with individuals who have a learning disability/dyslexia and/or ADHD (diagnosed or undiagnosed) . We help the participants improve their skills in the following areas: reading comprehension, test-taking strategies with an emphasis on multiple-choice exams, learning techniques, memory strategies, organizational skills and self esteem. In the past, our Medical HELP program has worked with more than 600 medical students and physicians who represent approximately 75 medical schools. The most common area of weakness is that when they read they do not structure the material in a manner that enables them to recall it later. They "just read words." They make no effort to associate what they are learning with what they already know, and we try to impress upon them that when information is all by itself it is like being on an island with no way of getting to the mainland. They must learn to build a "bridge" to the island. Students are given a structured outline to fill in for topics that puzzle them greatly. Then when that is complete, they develop a map, using color coding to aid them, which provides a multi-sensory experience. H.E.L.P. participants are encouraged to observe how they learn best. Emphasis is also placed on improving self-esteem.

The law student with LD/dyslexia (often with Attention Deficit Disorder) usually is a capable, talented person who has the ability to succeed in law school. However, our first student didn't know how to comprehend what he read well enough or quickly enough. He also didn't take multiple choice tests well. His self-esteem had dwindled rapidly until his depression and poor self-concept became almost as serious a problem as the academic deficiencies. The combination of the two created failure for him and a great deal of anxiety.

1. IQ scores above average to gifted range
2. Reading rate is slow and labored
3. Reading comprehension is poor
4. History of difficulty with standardized tests
5. Study skills & test-taking strategies are inadequate
6. ADHD is often present
7. LD & ADHD are often not diagnosed before medical school failure
8. Self-esteem is low
9. Verbal skills very high -- relates well to others -- excels in clinical years 3 & 4
10. LD is not severe at earlier levels of education. As demands increase, the person is less & less able to perform well
11. Creativity is usually present to unusual degree
12. Visualization skills are excellent
13. Right hemisphere skills are often present
14. More empathy than general population
15. Math skills may be excellent
16. May be skilled athletically

    DIAGNOSING STUDENTS WHO ARE LD/ADHD

    Below are listed areas that testing will include or consider:

    1. Brief History
    2. Previous Test Scores
       1. ACT or SAT
       2. MCAT
       3. Other standardized tests
    3. Academic Achievement Testing
       1. Wide Range Achievement Test 3
       2. Woodcock-Johnson III Tests of Achievement
       3. Nelson-Denny Reading Test
       4. Others as appropriate
    4. Intelligence Testing
       1. Wechsler Adult Intelligence Test -- Third Edition (WAIS-III)
       2. Woodcock-Johnson III Tests of Cognitive Ability
    5. Screening for Attention Deficit Disorder
       1. Subtests of WAIS-III
       2. Criteria specified in DSM-IV
       3. Checklists -- a variety
       4. Observation by examiner
       5. History of childhood behavior