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Some people say that parents of children with developmental and learning disorders can only expect so much from their child.
We disagree.
Advances in Technology
The 1990’s were coined the ‘decade of the brain’. With advances in bio-technology we have gained more knowledge of the human brain and nervous system over the last 15 years than we’ve had in all of history!
The Brain Balance Program™ is a comprehensive program which incorporates a unique multi-faceted approach to the assessment and the development of individualized intervention plans for children affected by the Neurobehavioral/Developmental Disorders such as ADD/ADHD, Asperger’s Syndrome, Tourrette’s Syndrome, PDD, Autism, Processing Disorders, and Learning Disabilities (i.e. Dyslexia).
Brain Based Approach
Based upon the most current research our program works from a brain based model which recognizes that many of the children that are diagnosed with these disorders suffer a foundational imbalance or under-connectivity of electrical (brain) activity. This imbalance or under-connectivity occurs within and between the two halves (hemispheres) and/or large networks of the brain. We now understand that it is this imbalance of function, also known as functional disconnection syndrome, within and between the two halves of the brain which is often responsible for many if not all of the physical, cognitive or mental, and/or behavioral difficulties related to these disorders.
The Brain Can Change (Neuroplasticity)
Conventional medical wisdom has long held the belief that the brain could not change, that in fact the brain is hardwired like some computerized super machine. Like any computer or machine which cannot change or grow it was long believed that the brain ‘machine’ was unchangeable. However for decades neuroscientists have proven this to be untrue.
Even as early as the 1960’s and 70’s neuroscientists began to make discoveries that exhibited the ability for actual brain structure to change and it’s ‘circuits’ to have increased function when a person performed different activities. They began to also witness how when one area of the brain failed to meet expected levels of function the brain could often adapt and have other regions within the brain takeover or compensate in part or completely. This ability to change or re-mold itself became known in the scientific community as ‘neuroplasticity’.
The term comes from 2 roots, the word neuro meaning neurons which are the nerve cells throughout our brain and nervous system and the word plastic meaning changeable.
For over a decade now the Brain Balance Program™ has taken this fundamental principle of neuroplasticity to new heights in helping children.
A Spectrum of Disorders
Traditionally clinicians have viewed the disorders of ADD/ADHD, Asperger’s Syndrome, Tourrette’s Syndrome, PDD, Autism, Processing Disorders, and Learning Disabilities (i.e. Dyslexia) as separate entities. However as greater knowledge comes about through recent advancements in evaluative capabilities along with diagnostic imaging which have revealed striking similarities, these disorders are now considered points on a common spectrum of Neurobehavioral/ Developmental Disorders. Where the child falls on the spectrum is dependent on the severity of the imbalance and the specific regions within the brain effected, which may result in many if not all of the common symptoms of these disorders.
As stated, clinical research indicates that these Neurobehavioral/ Developmental Disorders are related or have in a common an underlying functional imbalance or under-connectivity of electrical (brain) activity within and between the right and left sides. As a result, the brain literally becomes desynchronized or ‘out of rhythm’. So, just as an orchestra may be filled with gifted musicians the music played will sound horrible if the musicians play out of rhythm. It is the same with the brain; it too must function in rhythm or synchronicity.
Common Difficulties
We have spoken about the functional imbalance of activity of one side of the brain when compared with the other which can be responsible for the many of the difficulties or symptoms common to these Neurobehavioral/ Developmental Disorders. The following difficulties or symptoms are those which are commonly linked to the disorders being discussed herein. Note that each child uniquely exhibits variations of these defined difficulties associated with these Neurobehavioral/ Developmental spectrum of disorders.
Motor issues - lack of muscular coordination, severe balance problems, and/or difficulties with graphomotor (writing skills) Visual-spatial organizational issues - lack of self image, poor visual recall, faulty spatial perceptions, difficulties with executive functioning and problems with spatial relations Social abilities - lack of ability to comprehend nonverbal communication or read faces/body postures , difficulties adjusting to transitions and novel situations, or deficits in social judgment and social interaction Sensory issues - increased or decreased sensitivity and/or function in any of the sensory modes: visual, auditory, tactile, taste or olfactory Immune dysfunction - allergies, chronic infections, inflammation, digestive problems, food hypersensitivities or aversions Cognitive dysfunction - poor executive functioning: neuropsychological functions including but not limited to; decision making, planning, initiative, assigning priority, sequencing, motor control, emotional regulation, activity inhibition, problem solving, planning, impulse control, establishing goals, monitoring results of action, self-correcting Academic issues - difficulties with word reading, pseudo-word decoding, or reading comprehension; math calculations or math reasoning; listening comprehension, verbal skills, memory, or perhaps discerning ‘little details vs. big picture’
As can be seen, the difficulties experienced by these children can be numerous and at times quite debilitating. Upon receiving our report of findings parents are often overwhelmed by the multitude of difficulties their child has been coping with. However parents are also relieved because for first time they have a complete picture of the ‘reality’ their child is dealing with and are therefore better prepared to address the condition being dealt with.
Now that we have addressed what is actually happening in the brains of these children as well as what symptoms are common to these Neurobehavioral/ Developmental Disorders the final question to be addresses is:
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Brain Balance |
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Where every child learns what it feels like to succeed |
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Our Approach |
