Help Your Child Learn Better

Help your child learn easily.

Many children come to us with learning, attention, or special needs challenges. Often they have: A short attention span, difficulty following directions, visual or auditory distractibility, hyperactivity or lack of concentration. When they attempt to learn to read they may struggle with phonics, forget sight words easily, reverse letters, or have difficulty moving from word to word without losing their place. If they can read they may have difficulty understanding what they have read. They may experience headaches and their eyes may water or burn. Spelling is often challenging. In math they may easily forget the “facts”, forget how to do computation, and struggle with word problems, math logic and concepts. Their speech may be difficult to understand. They may have sloppy handwriting or difficulty learning to print or to write, possibly forgetting how to make their letters. In addition they may appear to be uncoordinated.

Some children come to us with additional struggles. Many are children in special classes or therapy programs. They have tactile or sensory dysfunction which may appear as poor behavior or impulsivness, inability to feel pressure or pain appropriately, extreme ticklishness, irritation from clothing, inability to distinguish temperatures, inability to tolerate hats, hair combing or hair washing. They may be extremely picky eaters, eating only a narrow variety of foods. They may have flat tonality in the voice, hypersensitivity to sound, undeveloped depth perception, difficulty making or maintaining eye contact. Their eyes may not track well and their eyes may turn in or wander. Behaviorally they may have good and bad days, cyclic behavior, extreme hyperactivity, rigid attitudes, and aggressive or destructive behavior. For some speech and language may be absent, limited, or very difficult. Some of these children find holding a pencil to be very unpleasant and difficult to manage, pencils may break from too much pressure, in other cases writing may be too light. Some of the children have difficulty moving their bodies, learning to crawl, creep, walk, run, jump, hop, or skip.

Depending on their symptoms, these children may have a professional diagnosis such as learning disabled, minimal brain dysfunction, dyslexic, attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), or simply slow learner. Some are said to have an auditory or visual processing disorder or a problem with short or long term memory. Children with more severe difficulties may be diagnosed as brain injured, PDD, ASD, autistic, developmentally delayed, MMR, CAPD. Some are “labeled” with a language disorder or sensory dysfunction.

”Labels”

Sometimes these “labels” are even more destructive because they “label” the child with limited expectations as to what they can accomplish. These expectations may be based on old information or just wrong. Sadly, these “labels” can mislead parents and educators and even the child into believing they are broken or bad.
It is important to remember that most diagnoses are behavioral, based on situational observations as in a classroom. It is important that there is a very fine line for example, between “gifted” and “ADHD”. Furthermore, these observations are not static. With training even stubborn seemingly impossible symptoms can improve or be eliminated.

Organizing the Brain

We know that the brain and nervous system can become more organized, eliminating the original symptoms and helping the individual move on to a greater possibilities. When an area of the brain has been injured it is possible that other areas of the brain can take over the function of the injured area, plasticity.

We know that function is the main issue. For example, as stimulation is applied with optimum intensity, frequency, and duration, changes occur in the brain of the child receiving that stimulation. Physical connections and pathways for information processing actually develop which enable the brain to be better organized. As the brain becomes more organized due to plasticity, structure and chemistry also change. Children who have had symptoms such as hyperactivity, due to dysfunctional brain chemistry, experience a reduction of those symptoms as brain chemistry changes without medication!

The Results
When a child uses our program with sufficient consistency, intensity, frequency and duration much progress can be made. In fact, many of the symptoms the child originally displayed may be totally eliminated.

Some of the results we see include, but are not limited to: Non readers learning to read, distractibility changing to focus, sensory dysfunction becoming more typical, social behavior improving, painfully hypersensitive hearing changing to normal hearing, formerly picky eaters eating a variety of foods, phobias being overcome, emotionally and over sensitivity becoming typical, bedwetting eliminated, children able to retain math facts and do computation, improved reading comprehension, improved coordination, non writers learning to write, letter and number recognition becoming possible, children learning to walk and run, and those without language learning to speak. We provide neurodevelopmental and educational tools, by which your child can control the root causes that limit their potential for the rest of their lives.

Call us today to help your child reach their highest potential.