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1 YOU CAN TRAIN YOUR BRAIN ALTERNATIVE APPROACHES TO ATTENTION DISORDERS AND ACHIEVEMENT OF POTENTIAL Sister Patricia Wi...

YOU CAN TRAIN YOUR BRAIN ALTERNATIVE APPROACHES TO ATTENTION DISORDERS AND ACHIEVEMENT OF POTENTIAL

Sister Patricia Wilson R.S.J. & Team of the former Learning Opportunity Centre

Copy Centre 2305 Darby Street Newcastle 2300

Disclaimer

This presentation is based on the work of many eminent leaders in the field of brain development which leads to improved performance. Special acknowledgement must be given to the work of Dr Paul Dennison and Gail Dennison in Advanced Educational Kinesiology who encouraged participants in the initial training seminar in Sydney, 1986, to use 'Brain Gym' exercises with adults as well as children. At that time they were using applications of research in Kinesiology to manage Dyslexia and Specific Learning Difficulties through Whole Brain Integration. Many illustrations in this book are based on the theory of Dennison's work in understanding the functions and integration of the Left and Right Hemispheres of the Brain. It is hoped that this presentation will promote the extended study and use of Educational Kinesiology for the enhanced achievement of human potential.

While the author has made every effort for correct telephone number and internet addresses at the time of publication. Neither the publisher nor author assumes any responsibility for errors or for changes that occur after publication. Further the publisher does not have any control over and does not assume any responsibility for author or third party web sites or their contents.

YOU CAN TRAN YOUR BRAIN

TABLE OF CONENT

Foreword ............................................................................................................................................................... 2 Acknowledgements ............................................................................................................................................... 4 Introduction .......................................................................................................................................................... 5 Chapter 1 - I Do Have A Brain! .......................................................................................................................... 9 Chapter 2 - Put Your Best Foot Forward - Which One Is It? ........................................................................ 27 Chapter 3 - Muscle Testing Kinesiology Brain Gym Relaxation .................................................................... 58 Chapter 4 - What Is EEG Neurofeedback? ...................................................................................................... 88 Chapter 5 - Are You Really Listening ? ......................................................................................................... 102 Chapter 6 – Life Energy ................................................................................................................................... 124 Chapter 7 - Nutrition & Water........................................................................................................................ 153 Appendix 1 ........................................................................................................................................................ 163 Appendix 2 - Research .......................................................................................................................................... i Appendix 3 - Research .......................................................................................................................................... i BIBLIOGRAPHY ................................................................................................................................................. I

Foreword YOU CAN TRAIN YOUR BRAIN

Life is a journey filled with difficulties which are barriers to achievement. Many of these barriers lie within ourselves. This book awakens the mind to new possibilities; it has the potential to change the lives of many who adopt the principles of the teachings.

Patricia Wilson has the art of conveying to people their worth. Through her work, she is able to give hope to children and their parents who had lost hope. She opens the ‘heart’ of those who ‘listen’ enabling them to see themselves as better than they thought they were and to come to terms with themselves and life, in another way. They are able to take another ‘step’ on the journey of ‘recovery’.

Patricia Wilson RSJ was a teacher and a principal in the Catholic Education System for over 30 years. During that time she became very aware of children experiencing learning difficulties; she spent time before and after school to build up their self-confidence.

In 1974, Azalea Thomas gave her the book that changed her life. Carl Delacato, the author, called the book A NEW START FOR THE CHILD WITH READING PROBLEMS. Words in the foreword of his book inspired her to begin research into the left and right hemispheres of the brain. The Doman - Delacato programme is a method of neurological organisation to open up new pathways to the brain. The more she used this method, the more convinced she was that a great deal could be done for children with learning disabilities. Her enthusiasm was compounded by the positive results she was seeing in the children she was working with.

There were not enough hours in the day to read, test out and expand the knowledge she was gaining through hands-on experience and careful documentation of the process and the results gained from ‘Training the Brain’. It became obvious that she needed more space - she needed a Centre of Learning - she needed an enthusiastic band of volunteers to help her.

She became ill and spent 4 months in a Sydney hospital. This gave her time to carry out research by interviewing a wide variety of people about co-ordination of eye, hand, etc and how it affected their life. After she came out of hospital she was determined to continue her investigation. She worked with small groups using the Doman-Delacato method of ‘Patterning Exercises’. She realised some children don't learn by Phonics; Words in Colour programme proved to be the best phonic method used. Years later it was realised that the colour in this programme had been switching-on the right brain and helping children whose creative brain was dominant.

Determined to continue, she worked with small groups using the Delacato method of ‘Patterning Exercises’. Patricia gained a Graduate Diploma of Special Education. In 1986, her programme was expanded with the inclusion of Kinesiology and Brain Gym. Muscle Response Testing showed various patterns of co-ordination of the Central Nervous System. In 1993, the Learning Opportunity Centre became a reality in former school buildings; dedicated volunteers were the backbone of the Centre. In 1995, another alternative programme for helping people to train their brains, EEG Neurofeedback, was introduced. The Centre was the first community centre in Australia to provide this service.

After meeting with people recovering from a Stroke, Patricia became aware that they had similar dysfunctions of the brain as people with learning difficulties. Since 1990 some of the Stroke Groups in the Hunter area have participated in exercises from the Kinesiology and Brain Gym programmes.

Lorna Hewson AM

A Tribute to Mother Barbara, RSJ. of St Joseph's Convent, Lochinvar. “In life's journey, if you help only one child, you have done well”. - Mother Barbara, RSJ.

Mother Barbara was a great educator who embraced new teaching methods with enthusiasm. During the early years of this research, 1975 - 1985, Mother Barbara was 85 to 95 years old. Despite being blind for six of those years, she encouraged and supported this work with children. She declared, “I never have a dull moment. I think of all those little children being helped and I pray for their families.” At the age of 92, she miraculously recovered her sight and her enthusiasm knew no bounds.

Acknowledgements The people without whom this book could not have been written. Special acknowledgement is given to Pam Atkins for her initiative and tenacity in making the Learning Opportunity Centre become a reality. Her son, Craig, who was diagnosed with autism at an early age, was the inspiration for her work with people with disabilities in the early development of the Centre's use of the Delacato and ‘Brain Gym’ programmes. As a result of Pam’s assistance with training and organising the team of dedicated volunteers, as well as many other duties, she became known as the “Manager”.

Another special acknowledgement must go to Allan Brett who became known as the “Director of Neurofeedback” due to his expertise in computer technology and who gave his time so willingly to the training of University students and unemployed people who became volunteers. Allan’s son, Andrew, was also diagnosed with autism and came to the Centre for Auditory Integration Training.

Recognition is also given to;

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Azalea Thomas who, in 1974, introduced Carl H Delacato’s book ‘A New Start for the Child with Reading Problems: A manual for Parents’ Ardis & Peter Emmerton, Directors, Vital Health Centre, Taree, for the training in Touch for Health, Kinesiology, Brain Gym, Learning Enhancement and Nutrition; Dr Paul Dennison & Gail Dennison for training in Advanced Educational Kinesiology

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Trevor Savage for training in Integrative Kinesiology

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Alex Sevitt, M.A, Managing Director, ADD/ADHD National Diagnostic Services, Sydney

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Dr Anna Orgill, Serfontein Clinic, Sydney

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Michael McCarthy, M.Sc., USA - Auditory Integration Training

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Siegfried Othmer & Team, EEG Spectrum Co., USA, training in Neuro/Biofeedback

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Dr Barry Sterman & Dr Joel & Judith Lubar, USA

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Australian Association of Applied Psychophysiology and Biofeedback (AAAPB)

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Rob Buschkens, Australian-Asian Representative of EEG Spectrum

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Loma Hewson and Elaine Lenaghan, Pioneers of the Stroke & Disability Groups

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Dr Angelo Schibeci, Psychologist , Research: Appendix 2

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Jac Biersteker, Psychologist, Research: Appendix 3

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May Scott, for her expertise in researching for the various chapters of this book; Eileen Marshall, Ron Vickress and Azalea Thomas for editing ,; Pam Atkins & Allan Brett for continually keeping the content on track; Sr Catherine Sheedy RSJ, Lyn Read , Wendy Day and all the wonderful volunteers and friends of the Centre for their support; and the many Sisters of St Joseph for their encouragement, patience and forbearance during the long months of battling with the various versions of computer programmes.

Introduction Why This Book was Written How do children develop their learning skills? Why do some children learn quickly and others seem to have difficulty? Why do some apparently bright children find it so difficult to learn to read and write whilst others find such tasks require little effort and sail through school without much difficulty? Some can build cubby houses, attempt carpentry or plumbing, be jugglers of great skill or superb musicians? Why?

The simple answer is they have different abilities as sometimes indicated by formal Intelligence testing, but that approach doesn’t go far enough in understanding what causes learning difficulties and prevents some children from reaching their full potential.

I had been a teacher for over 20 years during which time questions like these nagged at me for answers. Was it teaching techniques, early childhood development, or was it genetic? Carl Delacato’s book ‘A New Start for a Child with Reading Problems’ clarified the many questions, which had plagued my teaching career, and gave hope for those children with learning difficulties. He issued a challenge in the preface of the book.

‘Each year we learn more about the economic and social disabilities, which are the result of the inability to read. This book tells of our search for a solution to this too common problem. It also describes the solutions which we have found. These solutions are very different from any of the usual attempts, which are presently used with reading problems. They also represent criticism of what is presently being done for such children. As a result these ideas are highly controversial. If you are satisfied with the way things are, don’t read this book. It will probably upset you. If, however, you are not satisfied with the way things are and if you know a child who has difficulty with reading, you will find this book both interesting and helpful’. Thirty years later the Delacato programme is still highly controversial! Unfortunately, Delacato’s book is out of print so we have given a reasonably full account of the relevant parts of his programme in Chapter 3.

Delacato stresses the importance of understanding the function of the brain and central nervous system. He stresses that by developing the Central Nervous System (CNS) we can overcome ‘blockages’ to learning and achieving full potential. His theory is that a child’s movements in the early developmental stages develop the CNS: - Birth to 6 months, lying on stomach and wiggling arms and legs - 6-12 months, crawling on all fours and beginning to pull up on knees - 12-18 months, walking.

If one of these stages is not done in the proper fashion, it can hinder the development of learning skills later.

The author implemented the programme as a project with children experiencing learning difficulties in a local school. Later it was introduced to the Kindergarten and Year 1 pupils to be included with their daily physical education exercise programme.

Three years later it was put to the test when a woman, Pam Atkins, turned up on the Convent verandah asking for help with her child Craig, diagnosed as having autism, hyperactivity and epilepsy. This was the beginning not only of a friendship to help Craig, but others with various learning difficulties.

Pam was a pivotal part of a Centre that developed out of our shared desire to assist not only Craig but also children with various difficulties in reaching their full potential. (See Chapter 5 for Pam’s account).

In 1985 I was trained by Ardis and Peter Emmerton who introduced me to Touch for Health and Educational kinesiology. In 1986, I received training at the first course conducted by Dr Paul Dennison and Gail Dennison in Sydney. It was the instruction and practice in Advanced Educational Kinesiology using applications and research in Kinesiology to manage Dyslexia and Specific Learning difficulties through Whole brain integration. Further training was provided by Trevor Savage in his programme of Integrative Kinesiology for Total MindBody integration. The participants were always encouraged to use the information and exercises with adults as well as children. While continuing to attend further courses in other branches of Kinesiology, the exercises and techniques were integrated into a programme of Brain Gymnastics unique to the Learning Opportunity Centre.

Through the muscle response testing of kinesiology, the pattern of switched or transposed hemispheres of the brain became apparent, we were able to keep records of children with learning disorders who came to the Centre with co-ordination, concentration and communication problems. In the mid 90’s, we noticed that children who had been diagnosed with Attention Deficit Disorder (ADD) and Attention Deficit with Hyperactivity (ADHD) had the same brain pattern as children with learning difficulties or behaviour problems. The main factor appeared to be transposed hemispheres of the brain.

Other more technological systems were introduced in 1995. The Test of Variables of Attention (T.O.V.A) a continuous performance computer test, allowed an objective evaluation in the areas of attention, impulsivity, reaction time and variation of reaction time. Children who had been diagnosed as having ADD or ADHD were coming to the centre in search of alternative methods of learning. This test allowed us to measure the success of our programmes as a whole, and with each child, individually.

In the same year we acquired our first EEG Neurofeedback system. The Neurodata computer programme has been acclaimed as the Rolls Royce of small Neurofeedback/Biofeedback equipment which assists children and adults to train themselves to concentrate and consequently to restrict impulsivity, allowing information to be processed more efficiently.

Allan Brett came to the Centre to investigate the usefulness of Auditory Integration Training (A.I.T.) for his son, Andrew. This method of improving hearing and listening skills in order to process information more efficiently was later incorporated into our programme with some positive results.

Allan who was our technology person also trained with me in EEG Neurofeedback and became known as the Director of Neurofeedback. Allan installed and maintained the programmes as well as supervising and training the volunteers who became assistants in the neurofeedback training. (The story of Allan and his son with autism can be read later in this book).

Many people came as volunteers; some were students of psychology, teaching and/or computer science. They went away not only richer through learning how kinesiology and neurofeedback can help children with learning difficulties, but also how positive attitudes and unconditional acceptance can build up self confidence and self esteem in children experiencing learning difficulties.

We had developed programmes from Kinesiology, Auditory Integration Training and Neurofeedback programmes. Of course they are no panacea and do not cure disabilities, but they do help people to improve their concentration, co-ordination and communication skills, in most cases quite considerably.

These programmes don't work unless you do!

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For some children with Attention Disorders it seems that they ‘go through life riding a bicycle with flat tyres’.

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For others it seems that they do not have enough ‘brake fluid’ in their brain.

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For others life seems to be a process of ‘swimming against the tide’ all the time while their friends and schoolmates can simply ‘go with the flow’.

A NEW LOOK at the theory of TRANSPOSED or SWITCHED HEMISPHERES OF THE BRAIN A small number of people who are right handed have the logic, language speech centre in the right hemisphere of the brain i.e. the same side as their handedness instead of the left hemisphere opposite their handedness. They are also right language-brain dominant. This means a preference for linguistic and linear thinking. However, they rely instead on the non-dominant gestalt/creative hemisphere whenever they attempt to read or write, tasks which require the activation of the right hand and eye. Similarly, the left handed person can be left language-brain dominant in the left hemisphere instead of the right.

If they are logic/language dominant on the same side as the writing hand, they try very hard and become frustrated with their learning blockages. They often exhibit /signs of anxiousness, sensitivity or even depression. They are sometimes diagnosed as having an Attention Deficit Disorder (ADD). Many of them do not like school.

If these children are continually harassed by teachers and parents to ‘try harder’ with academic subjects and homework, their ‘real life’ enjoyment of family and recreational pursuits is overshadowed. They ought to be encouraged ‘to do their best’ in order to develop a positive attitude. Are some of these children being treated with medication for Attention Disorders when their symptoms may well arise from childhood anxiety? If left untreated, this anxiety may develop into full-blown depression.

Other clients with transposed or switched hemispheres where the logic functions are in the same side as the writing hand are gestalt/creative dominant in the hemisphere opposite their handedness. They often experience some difficulties with concentration, coordination or communication skills and/or behaviour problems. They are often gifted in art, music, science or sport. Many of them have good long term memory especially for unusual events or information but have difficulty with short term memory, following instructions and sequential, step-by step learning. These people are sometimes diagnosed as Attention Deficit Disorder with Hyperactivity (ADHD).

Clients of the Learning Opportunity Centre (LOC) were routinely assessed for cerebral dominance using Kinesiology muscle response testing. As a result a pattern of transposed or switched hemispheres of the brain began to emerge. Thus, the results of this technique, over a long period from 1986, appeared to be confirming the phenomenon that the vast majority of all children coming for help for attention and learning blockages had transposed hemispheres i.e. the logic and creative/gestalt hemispheres were reversed. In other words the logic hemisphere was not opposite the dominant hand. Note that in ambidextrous people the writing hand is taken as the dominant one in these tests. The results of the testing of other family members were not recorded until 1995.

Chapter 1 - I Do Have A Brain! YOUR WONDERFUL BRAIN

This diagram indicates in a simplified fashion, the areas of the brain and the functions they control.

NEUROLOGICAL ORGANISATION

Anatomically - what is it like?

The brain is highly complex, and is the most mysterious of our bodily organs. It contains the mind, the emotions and the memory, and is intimately tied to, and affects, all our bodily systems.

Generally, specific areas of the brain control specific activities of the body. Most of these activities it controls without our being aware of the process. However, we are able to take control and consciously alter the expression of most of these processes.

How important is it to understand the Central Nervous System (CNS)?

The brain is the nerve-centre of the CNS. It is constantly receiving signals from all parts of the body. These signals come along a connecting nerve system, which runs through the spinal cord; and from the special sensory organs: the eyes, ears, tongue etc. This connecting nerve system is referred to as wiring. The crucial importance of a proper functioning of the CNS is stressed by the author, who believes that the CNS when working as a whole, provides the Compass, or direction in life.

The development of-the CNS is what leads to directionality in life.

Directionality is here defined as the mental activity that propels the mind towards a goal.

Without directionality, life can seem purposeless. It’s function is to give the mind the power to decide what is positive, negative or indeterminate. The focus of the programmes suggested in this publication, is to generate positive mind action to give the child an identifiable direction in life.

The development of Directionality : the importance of the CNS and the Compass.

There is a basic in-built direction in the structure of our being. A baby’s first significant movements are to turn its head to see where its mother’s voice is coming from and to acknowledge it with a smile. If the turning is rewarded with a returning smile or further speaking, the child learns its first lesson in directionality.

To put it simply, effective development depends upon our learning to interact purposefully with our environment, that is, with the objects, space, time, gravity, society and culture as we perceive them by the CNS through the senses. The author describes this process as nature's biofeedback system that assists us to keep our direction in life.

The notion of left and right, taken up more fully in later sections, is fundamental to the child’s early concept of directionality. An uncertain notion, or misdirection, has serious consequences for the child’s mental development.

The brain contains billions of cells called neurons. Generally speaking no new cells are formed after birth. The initial complexity is increased exponentially by the continuous developments of connections between those cells. These develop normally during our childhood making possible new behaviours such as learning to speak and read etc.

Fig 4.

This diagram indicates the structure of the neuron and its connecting nervous tissue or fibres.

There are many claims as to the number of cells in the human brain ranging from 14 to 100 billion. Jonathan Crabtree succinctly explains their structure by likening each cell to a starfish or octopus, with the central nucleus surrounded by messenger wires that communicate with other brain cells. More specifically the outgoing messages flow along fibres known as dendrites. While the dendrites are usually less than a millimetre long, the axons can be up to a metre long. If just one of your brain cells were enlarged to the size of a cricket ball, the axons and dendrites would fill the Sydney Opera House!

The mechanism that controls the way messages are sent along the dendrites through connections called synapses, is an electro-chemical one. The chemicals are called neurotransmitters. The main ones are serotonin, dopamine, norepinephrine and acetylcholine. Their correct functioning is imperative to mental health, and all brain processes.

The neurotransmitters are produced by the cells themselves. Dr Gordon Serfontein used the analogy of the car battery, (see diagram below), to explain how brain-cells communicate with each other through the electrochemical process. The cell has to transmit an incoming message from one end of the cell to the other, and then pass it on to subsequent cells. This transmission is made by the neurotransmitters. Once they have served this purpose, they are broken down and excreted through the body's urine. The cells must keep producing new chemicals to continue proper processing.

The pioneer work on how the synapses functioned was done by the Australian scientist Sir John Eccles who won the Nobel Prize for Medicine in 1963, for his discovery.

Enzymes act as policing agents between cells and control the amount of neurotransmitter-fluid that is released. If there is too much released, the enzymes destroy the surplus to keep the quantity at a constant level.

In children with ADD, there appears to be an immaturity of the cells in the affected area of the brain. Consequently, insufficient transmitter fluid is manufactured, causing transfer of information between cells to be reduced.

Dr Serfontein further claims that often the enzymes are too efficient and destroy the transmitter fluid too rapidly, causing the breakdown in transmission.

New research into the ‘all-purpose neurotransmitter’ serotonin; reviewed by Margie Mason of Associated Press (27.03.02), indicates that adequate secretion of serotonin is necessary in early childhood to establish proper brain circuitry, essential to normal emotional behaviour throughout life. Any blockage of serotonin then, is now believed to be one cause of depression, migraine headaches and irritable bowel syndrome.

So what of childhood anxiety so often hidden by diagnosis of ADD/ADHD?

The question arises from knowing that some anti-anxiety medications may not take serotonin into account, and are therefore treating the symptoms and not the causes of anxiety disorders.

Is this why some persons appear to have lost their joy for life? Not through illness, but lack of the efficient working of a neurotransmitter, be it activator or inhibitor? Neuro-scientists liken the brain to a muscle. The more you use it, the more it grows. Every time you concentrate and absorb information, your brain develops new axons enabling more interconnections between different parts of the body.

A second anatomical fact, and one central to this study, is that the cerebral cortex is divided into two almost identical Hemispheres, joined by a bundle of nerve fibres called the Corpus Callosum. This vital connection transmits information between the hemispheres which receive and process sensory input differently.

Each hemisphere, called the Right (RH) and Left (LH) when looking out through your eyes, functions in a different way:

Basically, the RH controls the functions of the left side of your body, and the LH controls the right.

Figure 1.1 Motor control and sensory pathways between the Brain and the rest of the body are almost completely crossed. Each hand is served primarily by the cerebral hemisphere on the opposite side. Left Brain / Right Brain Springer & Deutsch P.3 W.H.Freeman and Company New York

A copy of Carl Delacato's book: A New Start for the Child with Reading Problems was the catalyst that motivated the author not only to study his theory but also to proceed to include some of his exercises into a regime which incorporated Educational Kinesiology, (a branch of which is known as Brain Gym), and other relevant theories.

The consequence of the author’s practice of these techniques, led to the bringing to light of the significant roles that the Right and Left Hemispheres of the brain play in how a child develops, and to how their learning and behavioural difficulties are lessened when the two hemispheres work in harmony thus strengthening the CNS. Conversely, a child's development significantly affects the functioning of each hemisphere.

Further support to the importance of the CNS was given by Arch McKinnon, (co-founder of Alcoholics Anonymous in Australia), who as early as 1975, claimed in his book Castle of Shadows that alcoholics are born with a damaged or inferior CNS. Strengthening of the CNS at an early age may prevent some vulnerable children from developing drug or alcohol dependency.

Joel and Judith Lubar, who have researched ADHD and ADD for over 25 years, have concluded that (i) in a family of a child with ADHD, there is alcoholism somewhere in the last two generations, and (ii) in a family with a child with ADD, there is depression and even suicide somewhere in the last two generations. (Canberra Conference, 1997)

Delacato claimed, that strengthening the CNS would assist children with learning difficulties to overcome them. The training programme mentioned above, comprises a series of simple physical exercises which if practised each day for a period of 3 to 12 months, improves children’s co-ordination, concentration and communication skills.

The application of these principles and practices are reported in Chapters 3-10. Another anatomical detail in the arrangement of the brain is illustrated in the next diagram - the FRONT brain and BACK brain. The FRONT brain is our NOW brain, and our BACK brain is our THEN brain. The FRONT brain makes decisions and choices and is our thinking brain. The BACK brain stores all our past experiences and memories. The FRONT brain processes input and compares it with the BACK brain storage to make sense of what we are learning or thinking at any given moment. We call this process COMPREHENSION.

The complexity of what happens in the CNS when we execute a simple physical action, walking, is illustrated in the following diagram.

I MOVE, THEREFORE I THINK From what we have just discussed it is clear that even simple actions require a great deal of mental activity both at the conscious , and particularly at the subconscious levels.

A more fundamental discovery about the brain's operating mode was made by Dr Roger Sperry who won the Nobel Prize in 1981 for his discovery: that each hemisphere functions or processes (thinks) in a different way. Each hemisphere controls different areas of consciousness, and reacts differently to the sensory inputs it receives.

The LH is called Verbal as its main function is processing words. Inner speech (talking to oneself) occurs in this hemisphere.

The RH is called Visual as it processes in pictures. It is the centre for visual memory. Speech is absent.

Other names used

for the LH are : Analytic or Logic; for the RH are : Intuitive, Creative or Gestalt.

The extracts from other studies that follow, illustrate in more detail these facts about the brain and its functions.

The extreme importance of ‘handedness’ in brain functioning has only been detected and researched in the last 30 years or so. Increasingly during this period the importance of being L or R ‘eyed’, ‘eared’ and ‘footed’ has been similarly detected and researched.

In normal wiring, the preferred hand is wired to the logic hemisphere.

This study explains how some of us, have our brains differently ‘wired’, and details the consequences for our behaviour, our performance, and our personality from such ‘non-normal’ wiring.

Non-normal wiring can impede such things as processing sensory input, affecting the way we hear and see etc..

This non-normal wiring is referred to as transposed or switched hemispheres.

In most cases of non-normal wiring, right-handers ‘crossover’, that is their right-hand is wired to their creative hemisphere not the logic one. In reverse this holds true too, left-handers with this non-normal wiring, crossover not to their logic hemisphere but to their creative one.

Two consequences of such switched processing of sensory input, can be irrational behaviour and difficulty in learning. One major difficulty can be in learning to read or write, as their right hand activates the LH, the gestalt that is not primarily geared to processing such input or controlling such output.

Such children try very hard, but become frustrated with their inability to succeed. They often exhibit signs of anxiousness, sensitivity or depression. They are sometimes diagnosed as ADD (Attention Deficit Disorder) Others with a similar disfunction experience some difficulties with concentration, coordination or communication skills. They are often diagnosed as ADHD (Attention Deficit Hyperactivity Disorder).

In general, when one hemisphere is stimulated, there is immediate transfer of information, via the Corpus Callosum, to the other; a harmonious working referred to as the midline. However, in some wiring patterns this easy transfer does not take place. When the LH and RH must either take turns working, or work in conflict, the midline is disconnected, a barrier is formed.

These misfunctions or dysfunctions and other variations are more fully discussed and illustrated in the next chapter. The following chapters inform us how, through exercises and procedures, we can overcome some of the handicaps and impediments that follow from ‘non-normal wiring’.

Diagrams are adapted from Paul & Gail Dennison who have simplified some of the brain research by referring to the Left (Logic/language) hemisphere as the TRY Brain and the Right (Gestalt/creative) as the REFLEX Brain.

LEFT and RIGHT describe the POSITION OF THE BRAIN Left Brain

Right side of body

Right Brain

Left side of body

Right Hand

Left Hand

Right Eye

Left Eye

Right Ear

Left Ear

Right Foot

Left Foot

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Our body is connected to our brain by the CENTRAL NERVOUS SYSTEM.

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Everything we know is a result of processing information that we receive through our eyes, ears, skin, nose, and tongue By removing blockages in any of these learning modes, we can improve our learning capacity

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Left – Conscious purpose

Left – Automatic

We all like to be able to do things automatically but we also want to have conscious control over our lives. You might recall the process of learning to drive a car when you consciously placed the left hand here, the right hand there, and the right foot there and so on. It was probably an anxious time for you especially when it came to the driver’s licence test ! Then comes the time when you are driving along and suddenly you become aware that you do not remember even starting the car – it had become automatic to you.

Try Brain – Words

Reflex - Picture/Music

You may be out one day and recognise the person coming towards you. The face is very familiar but you can't put a name to it. As you draw nearer, you TRY, TRY VERY HARD to remember the WORD that fits the PICTURE but it just won’t come. Later on, when you are engaged with other tasks or RELAXING, the name comes back to you.

An adage often used is “that person can't see the FOREST for the TREES” which could be interpreted that the person is using the TRY Brain (Logic), piece by piece brain and cannot see the WHOLE PICTURE. The opposite being, “that person can’t see the TREES for the FOREST” meaning that person is using the REFLEX brain (Gestalt) and can see the whole picture but not the DETAILS.

An inspector visited a classroom where the children were reciting their multiplication tables. He stood beside one boy who seemed to be chanting la la la la. When he was questioned, the boy confessed that he KNEW ALL THE TUNES BUT COULDN'T REMEMBER ALL THE WORDS!

P.Wilson 1990

GUIDE TO TERMS

LEFT and RIGHT POSITIONS OF THE BRAIN (Looking at a Person) TRY (Logic/Language)

REFLEX (Gestalt/Creative)

Ordinary Patterns for Right Handers

Ordinary Patterns for Left Handers

TRANSPOSED HEMISPHERES (Transposed or Switched)

LEFT and RIGHT POSITIONS OF THE BRAIN (Looking at a Person) TRY (Logic/Language)

REFLEX (Gestalt/Creative)

Ordinary Patterns for Right Handers

Ordinary Patterns for Left Handers

HOW TO TELL WHICH SIDE YOU FAVOUR

(Used without permission - found in a newspaper in the early 1980’s) Brain researcher, Ned Herrmann, tested more than 7,000 people to find out which side of the brain they favoured. He found a strong relationship between hemisphere dominance and the way subjects made a living; left-brain oriented subjects were more often lawyers, writers, book-keepers, doctors, tax experts, and so on jobs dealing with logical, language-related information. Those who favoured the right hemisphere turned out to be poets, politicians, musicians, architects, entrepreneurs, dancers and surprisingly – top executives. Herrmann's studies showed that the most successful people in any occupation are those who use both the left and right brains.

One test for hemisphere dominance is to observe how you turn your head and eyes when pondering questions asked by someone in front of you. Research suggests that if you generally turn to the left, you have a right-brain tendency. If you turn to the right, chances are you prefer work that involved use of logic or language.

Another test for dominance involves directions for assembling a product. A left hemisphere-oriented person usually follows instructions in a step-by-step fashion – from written sentence to written sentence. Someone with strong right-side input will probably ignore the written directions and assemble the pieces by studying the diagram or picture.

If you think you're right-brained, try this teaser. Read the sentence below carefully and count the number of F’s: FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS. Did you find all the F’s? If not, don't be surprised. Only 15% of those who take this test do. If you counted less than six - most count three - you probably missed the F in each ‘of’. Since ‘of’ is pronounced ‘ov’, the verbal left hemisphere took the verbal clue and overrode the right, ‘seeing hemisphere’ thus forcing the wrong conclusion. Adapted from “The Tao Jones Average” by Bennett W. Goodspeed (E.P.Dutton)

References for I Do Have a Brain Vitale, B.M. (1982) “Unicorns are Real - A Right-Brained Approach to Learning”. Jalmar Press, Rolling Hills Estates, California 90274 Crabtree-Morton, J. (1990) “Improve Your Memory”. Ringwood, Victoria, Australia. Penguin Books Australasia Ltd. Serfontein, G Dr. (1990) “The Hidden Handicap”. 20 Barcoo St., East Roseville. NSW 2069 Simon & Schuster, Australia. McKinnon, A.V.(Archie)MBE (1975) “Castle of Shadows” Devonshire Press, 104 Campbell Street, Surry Hills, Sydney. Delacato, C.H. (1974) “A New Start For the Child with Reading Problems . A Manual for Parents “. New York: David McKay Co. Inc. (now out of print) Dennison, P.E.&G.E.( 1989) “Brain Gym. Teacher's Edition”. Published by Edu-Kinesthetics, Inc, Ventura, CA. U.S.A. Krebs, C. & Brown, J.(1998). “A Revolutionary Way of Thinking”. Hill of Content, Melbourne. Beaumont, J.G. Ed.( 1990) “Brain Power. Unlock the Power of Your Mind”. Reader’s Digest Press, Surry Hills. N.S.W. Australia.

Chapter 2 - Put Your Best Foot Forward - Which One Is It? It is an old saying `put your best foot forward', and when we commence to walk, we automatically step-off with our preferred foot. How do we know which is our preferred foot?

To describe our preference we need to understand the concept of Left and Right, (as adverted to above under directionality). If this concept is not presented to the child before it is seven and a half, (71/2), and not exercised and reinforced, it is possible that the child will never fully understand the difference. There will be hesitation, and worse, confusion.

As was said in the previous chapter, generally speaking the right side (RH of our brain), controls the activities of the left side of the body; and vice versa. To detect our preferences, i.e. which hemisphere is dominant, we need observers in our early childhood, to detect which hand we use for our first simple actions e.g. reaching, pickingup, putting things into our mouth.

These visible actions, if made spontaneously and are not directed by an authority figure, reveal our preferred side. Such natural or uninstructed actions, indicate the dominant side or hemisphere of the brain that directs them.

These simple tasks that require little or no special training or practice, tend to be carried out equally well by either foot or hand. In certain highly-skilled activities, both hands may receive an equal amount of training and practice so that both sides achieve close to the same level of proficiency, i.e. typewriting, piano playing.

It is only in activities such as handwriting, handling table cutlery, playing certain musical instruments, that a person chooses one hand for the particular task; and in stepping-off in walking, kicking a ball, indicates the preferred foot.

It is imperative that the chosen foot or hand, is the one that has been that naturally preferred in early childhood, (presuming there was no bias). This is the side, or hand, that gets the practice and thus achieves a high level of competence. When the wiring between hand and eye and hemisphere is normal, it is referred to as hand-eye coordination.

From the author's research into observing peoples' choice of foot, hand etc. several questions arose.

• • • • • •

What is it that makes us choose to use one side rather than the other? How do we know that our choice is a natural or instinctive one? Why, where there are two active or processing parts to an organ, do we choose one side over another? Why are the majority of people right-handed? Why are some left-handed, others ambidextrous? Does the same preference apply to the ears and the eyes?

There are many theories how we come to have a handedness preference. It is most commonly accepted that preference develops in the womb. The strongest influence is thought to be genetic, i.e. hereditary. There is some indication that other influences can be at work e.g. traumas such as the mother suffering stress, having an accident, or taking certain medication; the baby having a difficult birth.

Non-normal wiring then, can be genetically determined.

Postnatal training can also play a role. Such `training' occurs when a child has a spoon, say, continually presented to its right hand. If that is not the child's preferred hand, the action can become wired into the `wrong' hemisphere for it.

Scientific studies show that about 87% of people are right-handed. The remaining 13% are either left-handed or ambidextrous.

The other proportions of preference are:

80% for right foot 69% for right eye 56% for right ear

The dominance of right-handed people shows in the way instruments and implements are designed and manufactured almost exclusively for them.

Such expectations by the majority of people that we are all alike, can mean that those not normally wired are misunderstood and suffer discrimination.

For instance, when a child is accused of not listening, his lack of attention may not be deliberate, but be due to his having his dominant ear wired to the `wrong' processing hemisphere. His learning ability is thus impeded. Similarly, a child lacking hand-eye coordination can have problems with concentration and attention.

Observers who understand the various dominance combinations and the difficulties that some of them impose on a child, can help the child to overcome them.

To find out the proportion of people with hand-eye and foot coordination, and those without, and to find out the perceived consequences for those who lacked or had diminished coordination, the author Wilson carried out a study when she was a patient in a hospital in 1974.

The sample of 100 persons, consisted of doctors, nursing staff, domestic staff, patients and visitors.

The findings are given below.

Test results

Doctors

Nursing Staff

Domestic Staff

Patients

Visitors

A. Completely Right sided

B. Completely Left sided

C. Mixed-up Left sided

D. Crossed dominance

E. Ambidextrous

Total

The analysis of the above data showed that:

A+B

persons had completely right or left co-ordination. All except for one experienced no difficulties in learning to read, write or spell. One participant described herself as a `slow learner' (could not read until age 11 years). Another complained of being forced to write with her right hand until age 10 and as a consequence experienced frustration as, although her written dictation was poor, her oral spelling was excellent. After being allowed to write with her left hand she went on to pass the School Certificate.

person were all forced to write with their right hand from the beginning . All considered themselves under-achievers and were lacking confidence in their abilities.

persons had mixed dominance and a few were partially ambidextrous. All 32 experienced difficulties in varying degrees of learning to read, write and spell.

persons were ambidextrous . Most of them were good at sport. Two were very intelligent but diffident about their abilities . One confessed to being a slow reader. Another claimed to be dyslexic and had suffered major learning difficulties.

This experiment was carried out before the kinesiology muscle-response testing was understood. Therefore it didn't include analysis of ear or hemispheric dominance.

There are other areas where dominance occurs, but, as with handedness, are not always allowed their natural expression. We do have, (as mentioned above), a dominant or preferred hemisphere and foot, but also, a dominant/preferred eye and ear.

Where any of these preferences are not detected early, and allowed their natural expression, difficulties in learning and behaviour can develop. The preference/dominance of hemispheres, hand, eye, ear and foot, all play an important role in children's processing of sensory input, and their learning ability.

The dominance of a hemisphere can mean that the processing of some sensory input initially takes place in a hemisphere that is not primarily geared for such processing. Where preference or handedness is at odds with dominance, similar difficulties can follow.

The author set out to explore methods of testing and retraining children that would enable them to access the appropriate parts of their brain. Normally, sensory input, whether it goes to the RH or LH, is transferred immediately, via the Corpus Callosum, to the other hemisphere, the process referred to as the midline. When this transfer does not occur easily, the processing can remain `stuck' in the wrong hemisphere.

This inability to transfer the input to the appropriate hemisphere across the midline is referred to as a blockage. This marred transfer is referred to in scientific language as dysfunction. Such blockages mean that some people do not have access to the appropriate parts of their brains.

Obviously such blockages have serious effects on a child’s ability to learn. What follows usually are behavioural problems. The author devoted her research into finding ways to detect dominance and midline blockages, and to devising ways to strengthen a child's ability to overcome them. She implemented programmes of simple physical exercises, based on the neurological organisation patterns of the Delacato programme, and Educational and Integrative Kinesiology techniques. A greater understanding of the theory of brain gymnastics was developed so that adults as well as children, could learn to process information more easily, and thus achieve their potential. Research has uncovered sixteen (16) Dominance patterns. Each has numerous combinations that can cause problems for people. Some of these patterns are summarised below . All of them are presented in illustrated form at the end of the chapter. See Figs A 1-4,.B 1-4, C 1-4, D 1-4. Uniform Dominance i.e. regular or orthodox patterns of dominance - where the Left Hemisphere controls the right hand, eye, ear and foot; or the Right Hemisphere controls the left hand, eye, ear and foot. ROL - right-handed, ordinary pattern, logic dominant. LH logic hemisphere is opposite the handedness.

The majority of people have this arrangement.

Processing is linear, where little pieces of information are lined up and arranged in logical order, through inner speech or language , until a conclusion evolves. Krebs describes these people as having their thinking time-oriented and organised, occupied with sequential, linear and analytic tasks. Shorthand description of processing method : can't see the forest for the trees.

ROG - right handed, ordinary pattern, creative/gestalt dominant. LH logic hemisphere is opposite the handedness, but the dominant hemisphere is the Right i.e. creative/gestalt. Processing is Gestalt or `all-at-onceness'; begins with the answer or whole concept, and discovers details in attempts to substantiate the idea. Krebs describes this thinking as intuitive, simultaneous; often with a poor sense of time. Shorthand description of processing method : can't see the trees for the forest. The same applies to

LOL left-handed, ordinary pattern, logic dominant; and to LOG left-handed, ordinary pattern, gestalt dominant.

In both cases of Uniform Dominance, children usually perform quite well in their academic endeavours, as they can understand the teacher's instructions and directions, and usually complete assignments on time. When their logic/language/analytical hemisphere is switched ON, they are activating the Right side of their bodies, hand, eye, ear and foot. The CNS is working as a whole enabling them to decode, write, and listen to language without trouble. Because learning language is a step-by-step process, and language acquisition is so central to our development during our formative years, we may neglect to switch ON our gestalt/imaginative/creative hemisphere. Children, therefore, should be encouraged to enjoy movement activities to switch ON that hemisphere. Activation of this hemisphere is known to assist with social interaction, and with ability to relax. Early evidence of awkward movement such as when learning to march, dance, skip etc., could be an indication that children are having difficulty in accessing, (switching ON), that hemisphere which governs easy and fluid body movement.

Blockage 1 Gestalt Blocked Dominance . These children are sometimes called ` dreamers' in the classroom as they are often unable to concentrate for very long periods. They experience difficulty in finishing assignments, and need to be constantly reminded to `get back to work.' Their work is often rushed simply to get it finished, so little if any thought is given to preparation , detail or direction. As they have to switch OFF their dominant hemisphere for reading and writing tasks, if they are not integrated i.e. have ease of transfer across the hemispheres, they can experience difficulty with comprehension skills and story writing. Some of these children are talented musicians or artists.

Blockage 2 Language Blocked Dominance or Transposed Hemispheres. These children switch off the Language and inner speech centres. They often have extensive vocabularies, and can score above average on intelligence tests , but cannot retain what they have read. As this study will explain more fully below, they should be encouraged to integrate their brains by saying to themselves, not "I'll try", but "I'll do my best".

Those ambidextrous children who appear to have no dominant handedness, are often skilled at sport, but sometimes experience difficulties developing fine motor skills and performing well in academic subjects. Such difficulties are thought to result from their ability to switch from one hemisphere to the other, causing confusion in learning to read, write and spell.

Blockage 3 Mixed or Crossed Dominance. Children in this category account for over 50% of those with learning difficulties. As this condition causes a slowing down in the acquisition of reading; writing and spelling skills, the children so affected suffer a loss of self-confidence as they recognise their poor performance.

Mixed can mean for instance, they have a dominant Right hand, but a dominant Left eye and/or ear; and vice versa. This mix can cause confusion and disorganisation. In the first instance, the hemisphere that is switched ON for the hand, is not the same hemisphere that is ON for the eye or ear. Children so wired, when attempting to read, tend to switch OFF the dominant eye to read from left-to-right, so that they won't read backwards. When the dominant left-eye is switched OFF, their visual memory and gestalt skills are unavailable.

Blockage 4 Dyslexia manifests itself in children 's behaviour, when they are learning to read, for example. They find that their eyes jump uncontrollably instead of flowing back and forth from line-to-line, causing them to stop every few lines to re -read what they have already forgotten.

Some tell-tale evidence for this condition is shown when they are reading aloud, as their voices become strained and unnatural; the punctuation is stumbled over; and they are unable to explain what they have just read, as they are searching for the information in their short-term memory instead of finding the exact words from the passage.

These children can have wonderful ideas, but seem to forget them when they pick up a pencil to write them with the writing hand.

The author confirmed that blockages caused by the dominant hand, eye, ear or foot cause confusion and lack of prompt access to the relevant brain areas.

It is very important to note here that not all ambidextrous people have learning difficulties. What I have discovered in my work is that the vast majority of the children needing help have some confusion with their left and right directions. Since studying Kinesiology I believe that the major reason is because the Logic / Language functions appear to be the same side of the brain as the writing hand.

I also discovered in my earlier survey that people who could use both hands equally (ambidextrous) had experienced learning difficulties and over 50% of them were dropouts from school. Some of these may not have been true ambidextrous people.

One of the successful ambidextrous people was a nuclear physicist with very little confidence in himself. He played golf with his left hand and cricket with his right – his father had taken the cricket bat out of his left hand when he was a small boy saying `that's not how you hold a cricket bat son, you hold it this way (my way). He used his left eye and wrote with his right hand. He hated writing up his work; it was a very stressful time for him. He had just completed a brilliant thesis.

Another person with ambidextrous tendencies is Newcastle's own "Wizard of Oz"!

JD recently reached the pinnacle of world magic after being selected to attend the Stars of Tomorrow magic show at the Riviera Hotel in Vegas. JD came to the LOC at the age of 8 to improve his coordination and listening skills to be able to follow directions. He was already a very talented magician having taught himself magic tricks from picture books. He took part in the Auditory Integration Training (A.I.T.) to improve auditory processing. He found great difficulty with learning the rhythm of Flip-Flops. Thanks to Pam's patience and JD's determination he mastered them!. After some months of attending the Tuesday after school brain gym group, he announced that his maths were improving and "what's more, my juggling is getting better because I can now lift my legs higher!" He used to charm the volunteers and other children in the group during the last ten minutes of each lesson as he practised his latest magic tricks on us.

Over the years I have met a number of people who had been forced to change from using their Left to using their Right hand. One woman in her late fifties told me that her left hand had been tied behind her back many times. When she wouldn't and couldn't co-operate by writing with her right hand, she was made to stand in a corner all day. She claimed she spent most of her primary school years facing a corner. I shall never forget the way she sobbed out loudly and asked `Do you mean to say that I'm not inferior to everyone else? I've never been able to do the things I wanted to do because I thought that I was too stupid". She had always dreamed of being a secretary.

Others have been more successful because their right hand is opposite the dominant hemisphere. Most of these are creative dominant and are artistic people in craft, music or poetry. The majority have suffered from anxiety or depression at some time during their lives.

In her book, `The Power of your Other Hand" Lucia Cappachione explains her research of the history of left and right handedness. She suggests that Plato believed that we should all be ambidextrous, using both hands equally. It is environment and culture, which has forced us to be right-handed.

She says that creativity and awareness is the ability to develop a new perception or understanding beyond what we have experienced before. To find this understanding one must expand one's awareness and shift to a new integrated way of seeing things by using both kinds of intelligence, logical and intuitive. At its highest, creativity allows us to have a vision and then apply the vision appropriately to everyday life. This is similar to what Walt Disney called `Imagineering'

Thomas R. Blakeslee, in "The Right Brain", writes

"About 70 per cent of all left-handers seem to have language dominance in their left hemisphere --just like right-handers. The other 30 per cent either have language in both hemispheres or have it only in their right hemisphere. Left-handed people thus cover the fill range of lateralisation possibilities. A series of Wada tests on 262 left-handed and ambidextrous patients had the following results:

Speech in Left Hemisphere 70 % Speech in Both Hemispheres 15 % Speech in Right Hemispheres 15 % Many of the patients with speech in both hemispheres lost different aspects (if the language ability, depending on which hemisphere was anesthetised For example, a patient might have Counting ability on One side and naming ability On the other. (p. 96) Feldenkrais also presents his theory of the Central Nervous System CNS.

"Do you know that localisation of learned functioning in right-handed people is found in the left hemisphere only? Or that functions that need little or no learning those for which simple growth and maturity are enough are located symmetrically it both hemispheres ? Functions for which a long and elaborate apprenticeship is essential are located exclusively in the left hemisphere for right-handed people. Remember that the "Broca area" for speech is on the left side of the brain for right handed people and on the other side only for the small number of true left-handed ones.” The world thinks everything is sequential but many people simply do not think that way. Certainly many children don't think that way and they never will. They think randomly and if you try to force them to think sequentially, you will cause a lot of ulcers, create a lot of headaches and waste a lot of time. I leave it up to you to decide whose ulcers, whose headaches and whose wasted time.1

(Barbara Meister Vitale in "Unicorns are Real", adds that these children are the "Put-the-mother-on-the-ceiling type!)

As mentioned above, each hemisphere contributes in different ways to the normal functioning of, recognition, handedness and other behaviours.

It is the harmonious interaction between the two, that is the foundation for all co-operation in the CNS.

This cooperation or integration is referred to as Multi Sensory Togetherness, when ears, eyes, tongue, movement and brain are `working' together.

Two researchers, Krebs and Daniel Amen have made hypotheses about the causes of Dyslexia, ADD and ADHD. Krebs hypothesises that some disorders such as dyslexia, are due to blockages to the relevant processing centres, or to the non-availability of their integrative pathways.

Amen, in his book Healing ADD, claims that people with dyslexia, have reading and language problems where there is dysfunction in the left temporal lobe. SPECT (single photon emission computed tomography) evaluates the blood flow and activity patterns in the brain. Pictures of dyslexic peoples brains, often show underactivity in the back of the left temporal lobe.

Amen claims dyslexia can be inherited, or it can be a consequence of a head injury, damaging this part of the brain. (Many of the children assessed by the author, had experienced difficult births). Poor early development is still a factor.

Temporal lobe dysfunctions often cause people to think others are talking about them or laughing at them. This hypersensitivity can cause serious work and inter-relational problems.

Lack of integration of brain functions, or lack of access to specific lead functions, results in stress in doing certain tasks. Because of the stress, you avoid the task.

Particularly when you are a child in school, there are certain tasks that may be difficult such as reading, spelling or maths. You try to avoid doing them. Your teachers and parents however, recognising the importance of these subjects, will often force you to attempt them.

You keep being told, 'Try harder; pay attention' and 'Don't be so lazy. Do your homework!' However, we can learn from Kinesiology that 'TRY' creates more stress. We need to learn to say 'BEST which switches on both sides of the brain. (The author spent many years in classrooms encouraging children to 'Try Harder.' The more the children tried, the more stressful the situation became for both teacher and children!)

The Stress-Avoidance Cycle. Whenever there is a lack of access to specific brain functions or the ability to integrate these functions, the person avoids tasks dependent upon them. This is often misinterpreted as misbehaviour.

Diagram from "A Revolutionary Way of Thinking" P. 189

CO-ORDINATION OF THE CENTRAL NERVOUS SYSTEM

"O" - Ordinary Patterns ROL

ROG

LOL

LOG

R. Hand, Eye, Ear, Foot - Logic Dominant in L. Hemisphere opposite the handedness (writing hand) R. Hand, Eye, Ear, Foot - Gestalt /Creative Dominant in R. Hemisphere L. Hand, Eye, Ear, Foot - Logic Dominant in R. Hemisphere opposite the Handedness (writing hand) L. Hand, Eye, Ear, Foot - Gestalt/Creative Dominant in L. Hemisphere

NB: In ALL these cases the Logic Hemisphere is opposite the Dominant Handedness (writing hand) "T" - Transposed (Switched) Hemispheres *RTG

**RTL

*LTG

**LTL

R. Hand, Eye, Ear, Foot - Logic is in the same side as the handedness .... Gestalt/Creative Dominant in the opposite L. Hemisphere R. Hand, Eye, Ear, Foot - Logic is in the same side as the handedness .... Logic Dominant in Right the same side as the handedness. L. Hand, Eye, Ear, Foot - Logic is in the same side as the handedness .... Gestalt/Creative Dominant in the opposite It Hemisphere L. Hand, Eye, Ear, Foot - Logic is in the same side as the handedness .... Logic Dominant in Left the same side as the handed

"A" Ambidextrous Patterns ARL

ARG

*ARTG

**ARTL

ALL

ALG

*ALTG

**ALTL

Ambidextrous Q Hand (writing hand) Logic Dominant in the Left Hemisphere opposite the writing hand. Ambidextrous R. Hand (writing hand) Logic is in the Left Hemisphere Gestalt/Creative Dominant in the Right Hemisphere. Ambidextrous R. Hand (writing hand) Transposed Hemispheres - Logic in R. Hemisphere ... same side as the writing hand - Gestalt/Creative Dominant in the L. Hemisphere Ambidextrous R. Hand (writing hand) Transposed Hemispheres - Logic in R. Hemisphere – same side as the writing hand - Logic dominant in R Hemisphere - same side as handedness Ambidextrous L. Hand (writing hand) Logic Dominant in Right Hemisphere opposite the writing hand. Ambidextrous L. Hand (writing hand) Logic in the Right Hemisphere - Gestalt/Creative Dominant in the L. Hemisphere. Ambidextrous L. Hand (writing hand) Transposed Hemispheres - Logic in L. Hemisphere same side as the writing hand - Gestalt/Creative Dominant in the it Hemisphere. Ambidextrous L. Hand (writing hand) Transposed Hemispheres - Logic in L. Hemisphere same side as the writing hand - Logic Dominant in the L. Hemisphere same side as the handedness.

Fig. A.1

ROL - Right Hand Ordinary Pattern Logic Dominant All messages from Right side of the body are co-ordinated and travel to the Left hemisphere on a Freeway with no signs. This person is Logic Dominant in the Left hemisphere – Gestalt (creative) in the Right hemisphere. Right Hand, Eye, Ear, Foot - Logic Dominant in the Left hemisphere opposite the handedness – Gestalt (creative) in the Right hemisphere.

My Language Hemisphere helps me to think and act consciously, speak, listen, read lines, write, be aware

My Gestalt (creative) Hemisphere helps me to visualise, sense space, coordinate movement, imagine, relax, experience feelings and emotions.

of time and many other things. Together they make a great team! Plenty of loving communication, play, touching exercise, good food and music, interesting books and ideas will nourish both hemispheres and help them work together very happily

Gifts 1. 2. 3.

Challenges

Usually performs well in academic subjects without apparent effort. Can decode, write and listens to language without much neurological conflict. Regularly on time, can complete assignments follows directions and understands what the teacher says. Generally are easy going and adaptable.

2. 3.

Learning to cross the mid-line to activate the Gestalt hemisphere through enjoyment of exercises to encourage fluid, easy body movement e.g. dancing and/or skipping. Encouraged to use imagination and creativity in order to interact and relax. Being taught to 'do my best' instead of `trying too hard'. Trying too hard causes distress and prevents access to the long-term memory therefore blocking retrieval of information. Encouraged to express feelings.

Fig. A.2

ROG - Right Hand Ordinary Pattern Gestalt (creative) All messages from Right side of the body are co-ordinated and travel to the Left Logic hemisphere on a Freeway with no signs. This person is Gestalt Dominant in the Right hemisphere ; sees the 'whole picture' first and the details later. Right Hand, Eye, Ear, Foot - Gestalt (creative) Dominant in the Right hemisphere - Logic in the Left hemisphere opposite the handedness.

My Language Hemisphere helps me to think and act consciously, speak, listen, read lines, write, be aware of time and many other things

My Gestalt (creative) Hemisphere helps me to visualise, sense space, coordinate movement, imagine, relax, experience feelings and emotions.

Together they make a great team! Plenty of loving communication, play, touching exercise, good food and music, interesting books and ideas will nourish both hemispheres and help them work together very happily

Gifts

Challenges

2. 3. 4. 5. 6.

Usually displays artistic, musical talents or sporting prowess. Learns by the `whole word' approach in reading and spelling. Sees patterns in mathematics Good imagination and long term memory. Spontaneous learning- often knows the answer without understanding the process Jig saw puzzles

2. 3. 4. 5.

Learning to focus on details or sequential processing for short term memory e.g.,multiplication tables , abstract math concepts. Although musically gifted may need to focus on notes and timing e.g., practicing scales. Emotions may 'shut down' the sensory input system causing distress. Difficulty in finishing projects Cannot see the trees for the forest. Sees whole picture but not the details

Fig. A.3

LOL - Left Hand Ordinary Pattern Logic Dominant All messages from the Left side of the body are co-ordinated and travel to the Right Logic hemisphere on a Freeway with no signs. This person is also Logic Dominant in the Right hemisphere ; sees the 'whole picture' first and the details later. Left Hand , Eye, Ear and Foot - Logic Dominant in the Right hemisphere opposite the handedness Gestalt (creative) in the Left hemisphere.

My Language Hemisphere helps me to think and act consciously, speak, listen, read lines, write, be aware of time and many other things

My Gestalt (creative) Hemisphere helps me to visualise, sense space, coordinate movement, imagine, relax, experience feelings and emotions.

Gifts

Challenges

2. 3.

Usually performs well in academic subjects without apparent effort Can decode, write and listen to language without much neurological conflict. Generally on time, can complete assignments follow directions and understands what the teacher says. Typically easy-going and adaptable.

2. 3.

Learning to cross the mid-line to activate the Gestalt hemisphere through enjoyment of exercises to encourage fluid and easy body movement e.g. dancing and/or skipping. Encouraged to use imagination and creativity in order to interact and relax. Being taught to 'do my best' instead of `trying too hard'. Trying hard causes distress and prevents access to the long-term memory therefore blocking retrieval of information. Encouraged to express feelings.

Fig. A.4

LOG - Left Hand Ordinary Pattern Gestalt (creative) Dominant All messages from the Left side of the body are co-ordinated and travel to the Right Logic hemisphere on a Freeway with no signs. This person is Gestalt (creative) Dominant; like Fig. A-1 these people see the 'whole picture' first and the details later. Left Hand , Eye, Ear, Foot - Gestalt (creative) Dominant in the Left hemisphere - Logic in the Right hemisphere opposite the handedness.

My Gestalt (creative) Hemisphere helps me to visualise, sense space, coordinate movement, imagine, relax, experience feelings and emotions.

My Language Hemisphere helps me to think and act consciously, speak, listen, read lines, write, be aware of time and many other things

Gifts 1. 2. 3. 4. 5.

Challenges

Usually displays artistic , musical talents or sporting prowess. Learns by the 'whole word ' approach in reading and spelling. Sees patterns in mathematics Good imagination and long term memory Spontaneous learning - often knows the answer without understanding the process.

2. 3. 4. 5.

Learning to focus on details or sequential processing for short-term memory e.g., keeping appointments Although musically gifted may need to focus on notes and timing e.g., practicing scales. Emotions may 'shut down’ the sensory input system causing distress Difficulty in finishing projects Cannot see the trees for the forest.

Fig. B.1

RTL - Right Hand Transposed Hemispheres Logic Dominant All messages from the Right side of the body are co-ordinated, travelling to the Left hemisphere on a Freeway with no signs. This person is Logic Dominant in the Right hemisphere - same side as the handedness. The functions of the hemispheres appear to be `switched over or transposed. Right Hand, Eye, Ear, Foot - Transposed hemispheres - Logic Dominant in the Right hemisphere same side as the handedness - Gestalt (creative) in the opposite Left hemisphere.

My Language Hemisphere helps me to think and act consciously, speak, listen, read lines, write, be aware of time and many other things

My Gestalt (creative) Hemisphere helps me to visualise, sense space, coordinate movement, imagine, relax, experience feelings and emotions

Gifts

Challenges

1. 2. 3. 4.

1. 2. 3.

Often bright but challenged academically Can follow directions Generally on time Usually has neat writing and presentation of work.

Co-ordination - could be prone to being clumsy Comprehension of reading and mathematics Encouraged to use imagination and creativity in order to interact and relax May try too hard causing distress and prevents access to long term memory therefore blocking retrieval of information.

Fig. B.2

RTG - Right Hand Transposed Hemispheres - Gestalt (creative) Dominant All messages from the Right side of the body are co-ordinated, travelling to the Left hemisphere on a Freeway with no signs. This person is Gestalt (creative) Dominant in the Left hemisphere while the Logic is in the Right hemisphere - same side as the handedness. The functions of the hemispheres appear to be 'switched over' or transposed. Right Hand, Eye, Ear, Foot - Transposed hemispheres - Gestalt (creative) Dominant in the Left hemisphere - Logic in the Right hemisphere - the same side as the handedness.

My Language Hemisphere helps me to think and act consciously, speak, listen, read lines, write, be aware of time and many other things

My Gestalt (creative) Hemisphere helps me to visualise, sense space, coordinate movement, imagine, relax, experience feelings and emotions

Gifts

Challenges

1. 2.

3. 4.

Usually good at science, art, music and sport Long-term memory especially for unusual events for short term memory. Learns reading and spelling by the 'whole word' Can focus on many things at once

2. 3. 4.

Learning to follow directions and sequential processing Putting together details after arriving at the answer Concentration needs to be developed to focus on details approach of task in hand. May be impulsive and have difficulty in finishing tasks on time

Fig. B.3

LTL – Left Hand Transposed Hemispheres - Logic Dominant All messages from the Left side of the body are co-ordinated, travelling to the Right hemisphere on a Freeway with no signs. This person is Logic Dominant in the Left hemisphere – same side as the handednes The functions of the hemispheres appear to be switched over or transposed.

Left Hand, Eye, Ear, Foot - Transposed hemispheres - Logic Dominant in the Left hemisphere the same side as the handedness - Gestalt (creative) in the opposite Right hemisphere.

My Language Hemisphere helps me to think and act consciously, speak, listen, read lines, write, be aware of time and many other things

My Gestalt (creative) Hemisphere helps me to visualise, sense space, coordinate movement, imagine, relax, experience feelings and emotions

Gifts

Challenges

1. 2. 3. 4.

1. 2. 3.

Often bright but challenged academically Can follow directions Generally on time. Usually has neat writing and presentation of work.

Co-ordination - could be prone to being clumsy Comprehension of reading and mathematics Encouraged to use imagination and creativity in order to interact and relax. May try too hard causing distress and prevents access to long term memory therefore blocking retrieval of information.

Fig. B.4

LTG - Left Hand Transposed Hemispheres - Gestalt (creative) Dominant All messages from the Left side of the body are co-ordinated and travelling to the Right hemisphere on the Freeway with no signs. This person is Gestalt (creative) Dominant in the Right hemisphere while the Logic is in the Left hemisphere - same side as the handedness. The functions of the hemispheres appear to be `switched over' or transposed. Left Hand , Eye, Ear, Foot - Transposed hemispheres - Gestalt (creative) Dominant in the Right hemisphere - Logic is in the Left hemisphere same side as the handedness.

My Language Hemisphere helps me to think and act consciously, speak, listen, read lines, write, be aware of time and many other things

My Gestalt (creative) Hemisphere helps me to visualise, sense space, coordinate movement, imagine, relax, experience feelings and emotions

Gifts

Challenges

1. 2.

3. 4.

Usually good at science, art, music and sport Long-term memory especially for unusual events for short term memory. Learns reading and spelling by the 'whole word' Can focus on many things at once

2. 3. 4.

Learning to follow directions and sequential processing Putting together details after arriving at the answer Concentration needs to be developed to focus on details of task in hand. May be impulsive and have difficulty in finishing tasks on time

Fig. C.1

ARL - Ambidextrous - Right Hand - Logic Dominant in Left Hemisphere While messages from the Right side of the body are co-ordinated and travel to the Left hemisphere on a Freeway, there are signs from the Left hand and/or foot. This person is Logic Dominant. However, Right and Left hemispheres take turns working or work in conflict, therefore the mid-line may be a barrier rather than a bridge to learning. Right Hand , Eye, Ear and Foot - Logic Dominant in the Left hemisphere opposite the handedness (writing hand) - Gestalt (creative) in the Right hemisphere.

My Language Hemisphere helps me to think and act consciously, speak, listen, read lines, write, be aware of time and many other things

My Gestalt (creative) Hemisphere helps me to visualise, sense space, coordinate movement, imagine, relax, experience feelings and emotions

Gifts

Challenges

2. 3.

4. 5.

Usually performs well in academic subjects without apparent effort. May be excellent at mathematics, computing Or physics Generally on time, can complete assignments follow directions and understand what the teacher says. Sport where two hands may be used to advantage e.g., cricket, tennis. Musical instruments requiring use of both hands..

2. 3.

Learning to cross the mid-line to activate the Gestalt hemisphere through enjoyment of exercises to encourage fluid and easy movement e.g. dancing and/or skipping. Encouraged to use imagination and creativity in orde to interact and relax. Being taught to `do my best' instead of `trying too hard". Trying too hard causes distress and prevents access to the long term memory therefore blocking retrieval of information. Encouraged to express feelings

Fig. C.2

ARG - Ambidextrous Right Hand - Right Gestalt Dominant While messages from the Right side of the body are co-ordinated and travel to the Left hemisphere on a Freeway, there are signs from the Left hand and/or foot. This person is Gestalt (creative) Dominant. However, Right and Left hemispheres take turns working or work in conflict, therefore the midline may be a barrier rather than a bridge to learning. Right Hand, Eye, Ear and Foot - Ambidextrous - Gestalt (creative) Dominant in Right hemisphere with Logic in the Left hemisphere opposite handedness (writing hand).

My Language Hemisphere helps me to think and act consciously, speak, listen, read lines, write, be aware of time and many other things

My Gestalt (creative) Hemisphere helps me to visualise, sense space, coordinate movement, imagine, relax, experience feelings and emotions

Gifts

Challenges

2. 3. 4. 5.

Usually displays artistic, musical talents or sporting prowess. Learns by the 'whole word' approach in reading and spelling. Sees patterns in mathematics Good imagination and long term memory. Sport and musical instruments requiring the use of both hands.

2. 3. 4.

Learning to focus on details or sequential processing for short term memory e.g., multiplication tables, abstract math concepts. Although musically gifted may need to focus notes and timing e.g., practicing scales. Emotions may'shut down'the sensory input system causing distress. Difficulty in finishing projects

Fig. C.3

ALL - Ambidextrous Left Hand - Logic Dominant in Right Hemisphere While messages from the Left side of the body are co -ordinated and travel to the Right hemisphere on a Freeway, there are signs from the Right hand and/or foot. This person is Logic Dominant. However, Right and Left hemispheres take turns working or work in conflict , therefore the mid-line may be a barrier rather than a bridge to learning. Left Hand, Eye, Ear and Foot - Ambidextrous - Logic Dominant in the Right hemisphere opposite the handedness (writing hand) - Gestalt (creative) In the Left hemisphere.

My Language Hemisphere helps me to think and act consciously, speak, listen, read lines, write, be aware of time and many other things

My Gestalt (creative) Hemisphere helps me to visualise, sense space, coordinate movement, imagine, relax, experience feelings and emotions

Gifts

Challenges

2. 3.

4. 5.

Usually performs well in academic subjects without apparent effort May be excellent at mathematics, computing or physics. Generally on time, can complete assignments follow directions and understand what the teacher says. Sport where two hands may be used to advantage e.g., tennis , cricket. Musical instruments requiring use of both hands.

2. 3.

Learning to cross the mid-line to activate the Gestalt hemisphere through enjoyment of exercises to encourage fluid and easy body movement e.g. dancing, and/or skipping. Encouraged to use imagination and creativity in order to interact and relax. Being taught to 'do my best' instead of `trying too hard'.trying too hard causes distress and prevents access to the long-term memory therefore blocking retrieval of information. Encouraged to express feelings.

Fig. C.4

ALG - Ambidextrous Left Hand - Gestalt (creative) Dominant in Left Hemisphere While messages from the Left side of the body are co-ordinated and travel to the Right hemisphere on a Freeway, there are signs from the Right hand and/or foot. This person is Gestalt (creative) Dominant. However, Right and Left hemispheres take turns working or work in conflict, therefore the mid-line may be a barrier rather than a bridge to learning. Left Hand, Eye, Ear and Foot - Ambidextrous - Gestalt Dominant in the Left hemisphere - Logic in the Right hemisphere opposite the handedness (writing hand).

My Language Hemisphere helps me to think and act consciously, speak, listen, read lines, write, be aware of time and many other things

My Gestalt (creative) Hemisphere helps me to visualise, sense space, coordinate movement, imagine, relax, experience feelings and emotions

Gifts

Challenges

2. 3. 4. 5.

Usually displays artistic, musical talents or sporting prowess. Learns by the `whole word' approach in reading and spelling. Sees patterns in mathematics Good imagination and long term memory. Sport and musical instruments requiring the use of both hands..

2. 3. 4.

Learning to focus on details or sequential processing for short term memory e.g., multiplication tables, abstract math concepts. Although musically gifted may need to focus notes and timing e.g., practicing scales. Emotions may'shut down' the sensory input system causing distress. Difficulty in finishing projects

Fig. D.1

ARTL - Ambidextrous Right Hand Transposed Hemispheres Logic Dominant While messages from e Right side e body are co-ordinated and travel to the Left hemisphere on a Freeway, there are signs from the Left hand and/or foot. This person is Logic Dominant. However, the functions of the hemispheres appear to be `switched over' or transposed. The Right and Left hemispheres take turns working or work in conflict, therefore the mid-line may be a barrier rather than a bridge to learning. Right Hand, Eye, Ear and Foot - Ambidextrous - Transposed hemispheres - Logic Dominant in the Right hemisphere - same side as handedness (writing hand) - Gestalt (creative) in the Left hemisphere.

My Language Hemisphere helps me to think and act consciously, speak, listen, read lines, write, be aware of time and many other things

My Gestalt (creative) Hemisphere helps me to visualise, sense space, coordinate movement, imagine, relax, experience feelings and emotions

Gifts

Challenges

1. 2. 3. 4. 5.

1. 2. 3.

Often bright but challenged academically Can follow directions Generally on time Usually has neat writing and presentation of work. Sport and musical instruments requiring use of both hands.

Fig. D.2

ARTG - Ambidextrous Right Hand Transposed Hemispheres Gestalt (creative) Dominant While messages from the Right side of the body are co-ordinated and travel to the Left hemisphere on a Freeway, there are signs from the Left hand and/or foot. This person is Gestalt (creative) Dominant. However, the functions of the hemispheres appear to be `switched over or transposed. hemispheres take turns working or work in conflict, therefore the mid-line The Right and Left may be a barrier rather than a bridge to learning. Right Hand, Eye, Ear and Foot - Ambidextrous - Transposed hemispheres - Gestalt (creative) Dominant in the Left hemisphere - Logic in the Right hemisphere - same side as the handedness (writing hand).

My Language Hemisphere helps me to think and act consciously, speak, listen, read lines, write, be aware of time and many other things

My Gestalt (creative) Hemisphere helps me to visualise, sense space, coordinate movement, imagine, relax, experience feelings and emotions

Gifts

Challenges

1. 2.

3. 4. 5.

Usually good at science, art, music and sport Long-term memory especially for unusual events Learns reading and spelling by the 'whole word' approach Can focus on many things at once Sport and musical instruments requiring the use of both hands.

2. 3. 4.

Learning to follow directions and sequential processing for short term memory. Putting together details after arriving at the answer Concentration needs to be developed to focus on details of task in hand. May be impulsive and have difficulty in finishing tasks on time.

Fig. D.3

ALTL - Ambidextrous Left Hand - Transposed Logic Dominant While messages from the Left side of the body are co-ordinated and travel to the Right hemisphere on a Freeway, there are signs from the Right hand and/or foot. This person is Logic Dominant. However, the functions of the hemispheres appear to be 'switched over' or transposed. The Right and Left hemispheres take turns working or work in conflict, therefore the mid-line may be a barrier rather than a bridge to learning. Left Hand, Eye, Ear and Foot - Ambidextrous - Transposed Hemispheres - Logic Dominant in the Left hemisphere same side as handedness (writing hand) - Gestalt (creative) in the Right hemisphere.

My Language Hemisphere helps me to think and act consciously, speak, listen, read lines, write, be aware of time and many other things

My Gestalt (creative) Hemisphere helps me to visualise, sense space, coordinate movement, imagine, relax, experience feelings and emotions

Gifts

Challenges

1. 2. 3. 4.

1. 2. 3.

Often bright but challenged academically Can follow directions Generally on time. Usually has neat writing and presentation of work. Sport and musical instruments requiring use of both hands.

Fig. D.4

ALTG - Ambidextrous Left Hand -Transposed Hemispheres Gestalt (creative) Dominant While messages from the Left side of the body are co-ordinated and travel to the Right hemisphere on a Freeway, there are signs from the Right hand and/or foot. This person is Gestalt (creative) Dominant. However, the functions of the hemispheres appear to be `switched over' or transposed. The Right and Left hemispheres take turns working or work in conflict, therefore the mid-line may be a barrier rather than a bridge to learning. Left Hand, Eye, Ear and Foot - Ambidextrous - Transposed hemispheres - Gestalt (creative) Dominant in the Right hemisphere - Logic in the Left hemisphere same side as the handedness (writing hand).

My Language Hemisphere helps me to think and act consciously, speak, listen, read lines, write, be aware of time and many other things

My Gestalt (creative) Hemisphere helps me to visualise, sense space, coordinate movement, imagine, relax, experience feelings and emotions

Gifts

Challenges

1. 2.

3. 4. 5.

Usually good at science, art, music and sport Long-term memory especially for unusual events Learns reading and spelling by the 'whole word' Can focus on many things at once Sport and musical instruments requiring the use both hands.

2. 3. 4.

ROG - Right Hand & Foot - Left Eye & Ear - Gestalt (creative) Dominant in the Right hemisphere - Logic in the Left hemisphere opposite the handedness.

Fig. E.1 – Girl 11 Yrs. Tested at the age of eleven, this girl was found to be Gestalt (creative) dominant in the Right hemisphere. While the mixed dominance of Right hand, foot and Left eye and ear were similar to the boy (Fig. E2), her Logic was in the Left hemisphere opposite her handedness. She began to learn academically at age seven Now in Year 9 her reading spelling and writing skills continue to improve but she experiences great difficulty with mathematical concepts. However, she has the gift of long-term memory. RTG - Right Hand & foot - Left Eye and Ear - Transposed hemispheres - Gestalt (creative) Dominant in the Left hemisphere - Logic in the Right hemisphere - the same side as the handedness.

Fig. E.2 – Boy 7 Yrs. Tested at age seven (7), this lad was unable to concentrate and his co-ordination was poor. Nothing could inspire him to co-operate in any program. He did a little of the Delacato exercise regime but did not perform well. He appeared to live in a world of his own. A course of Auditory Integration Training was trialed at age thirteen (13) but with little improvement to his listening skills. His schooling years were terminated at fourteen (14). He has never been employed. This lad had mixed dominance Right hand and foot with Left eye and ear as well as having Logic in the same side as his handedness. Life and learning have been a major struggle for him and his devoted mother.

RTL - Right Hand Transposed Hemispheres Logic Dominant.

Fig. E.3 – Brother 1. Right Hand and foot - Left Eye and Ear - Transposed hemispheres - Logic Dominant in the Right hemisphere Same side as the handedness - Gestalt (creative) in the left hemisphere The younger brother received remedial help from the age of six (6). He co-operated well with the Delacato exercises programme but learning always remained an intense struggle. He tried' very hard but was unable to learn easily. Life was difficult for him. When he left school his inner determination helped him achieve and hold down a job working with brother. Muscle response testing at the age of 23 years revealed transposed hemispheres and Logic dominance on the same side as his handedness with mixed dominance of hand, eye and ear..

LTL - Left Hand Transposed Hemispheres - Logic Dominant

Fig. E.4 – Brother 2 Left Hand , Ear and Foot - Right Eye - Transposed hemispheres - Logic Dominant in the Left hemisphere the Same side as the handedness - Gestalt (creative) in the right hemisphere The older brother received remedial help from the age of nine (9). He succeeded better at maths than reading and spelling but he too'tried'very hard and was always co-operative in the Delacato exercise program. He obtained his Year 10 Certificate ahd was accepted for tool making course at TAFE. There were 120 applicants for the 15 places in the course but with dogged persistence and determination, he won a place. Muscle response testing at the age of 26 years revealed transposed hemispheres and Logic dominance in the same side as his handedness. He too had mixed dominance of hand and eye.

Some References for Put Your Best Foot Forward Bryden, M.P. (1982) "Laterality: Functional Asymmetry in the Intact Brain' in Neurolinguistics, Neuropsychology and Psycholinguistics : A Series of Monographs and Treatises. Academic Press, A subsidiary of Harcourt Brace Jovanovich, New York, 197-202 Porac, C & Coren, (1978) 'The Growth and Inheritance of Laterality' in The Behavioural and Brain Sciences, 2, 311-313. Dennison, P.E. & Dennison, G.E. (1989) "Brain Gym". Ventura, C.A. : Edu-Kinesthetics Inc.

Savage, T. (1987) "Basic Integrative Kinesiology- Learning to Learn - The Switched On Way". Brisbane, Queensland. Australia

Krebs, C and Brown, J. (1998) "A Revolutionary Way Of Thinking" 86 Bourke Street, Melbourne 3000: Hill of Content Publishing Pty. Ltd.

'Research Report' Learning Opportunity Centre, Newcastle, June, 2000. Alexander, C. (1998) "The Big Fat Beaut Book" A Banana Book. Turkey Tracks Press, P.O. Box 134, Kenmore. 4069

Cappachione, L. "The Power of Your Other Hand" Blakeslee, R. (1980) "A New Understanding of the Unconscious Mind and Its Creative Powers." MACMILLAN Press Ltd, Great Britain.

Feldenkrais, M.(1977) "The Case of Nora. Body- Awareness as Healing Therapy". Harper & Row, Publishers, New York. N.Y.

Vitale, B.M.(1982). "Unicorns are Real". A Right-brained Approach to Learning. Jalmar Press, Rolling Hills Estates, California.

Chapter 3 - Muscle Testing Kinesiology Brain Gym Relaxation (kin - easy - ology) WHAT IS KINESIOLOGY?

"Kiilesiology (kin-easy-ology), literally the study of body movements, encompasses holistic health disciplines which use gentle muscle testing to monitor information about a person 's wellbeing.

It originated in the 1960s combining Western techniques and Eastern wisdoms to promote physical, emotional and spiritual health.

Kinesiology identifies factors which block the body's natural healing processes. These dysfunctions are rectified by attention to reflex and acupressure points, the use of specific body movements and nutritional support.

Kinesiology can relieve pain, stress, muscular and nervous disorders, detect allergies and nutritional deficiences, assist with psychological and learning problems, stimulate energies and release untapped potential.. "

(British Parliament Definition)

There are many schools of kinesiology each having developed according to the culture, person or persons who initiated the practice. For example, in the 1940s two American physiotherapists, Henry and Florence Kendall, introduced a clinical procedure to ascertain the strength of muscles.

Applied kinesiology began in the 1970s and is attributed to an American chiropractor, George Goodheart who discovered that an altered reflex in the body had a feedback loop into the muscle reflex arc; which in turn altered the ability for the muscle to sustain contraction against pressure. Dysfunction was indicated when the muscles were unable to withstand continuous pressure upon them by a kinesiology practitioner and consequently gave way.

From this beginning, touching or gently manipulating a joint, muscle, meridian point and so on, elicits a reflex signal within the tissues that momentarily alters the integrity of a strong or weak muscle. The response indicates to the kinesiologist that something is not as it should be.

Touch for Health was a further development in the early 1970s by another chiropractor, John Thie who made it easier for others to learn the methods of muscle testing. He introduced a series of individual muscle challenges or tests. A weak muscle would infer some force that was effecting that muscle. Each muscle was associated with certain organ systems, meridians and reflex arcs or points. These points, when held or rubbed, helped to reintegrate the feedback loop system, rectify the muscle weakness and help change the `message' from the organ.

Charles Krebs describes kinesiology as `alternative acupressure therapy' after his meeting with Dr. Bruce Dewe a medical doctor who had adopted this method of treatment and had been able to cause a `massive functional change' in Kreb's physiology by relieving him of a long standing chronic back problem.

An article on the web site, www.kinesiology.nu pointed out the difference between kinesiology and many other modalities is the way kinesiology is spread. As one person learns a programme they can train and qualify to teach that programme to their friends and clients. This is unique. The article goes on to claim it is the fastest growing natural health science on earth.

The author was trained, first of all, by Ardis and Peter Emmerton who introduced her to Touch for Health and Educational Kinesiology. She attended the first Advanced Educational Kinesiology course given by Dr Paul Dennison & Gail Dennison in Sydney in 1986. This was a training for using applications of research in Kinesiology to manage Dyslexia and Specific Learning Difficulties through Whole Brain integration. She also studied Integrative Kinesiology with Trevor Savage from Brisbane. Having attended seminars and workshops and studied various areas of kinesiology, it was possible to add several exercises and relaxation techniques to the earlier patterning and sensory-motor stimulation programme to develop a brain gymnastics exercise programme unique to the Learning Opportunity Centre.

Muscle Testing Kinesiology uses muscle testing to measure how well the nervous system is passing messages to the brain.

Muscle response testing is considered a very effective and versatile tool by many schools of kinesiology. It is applied to detect and correct imbalances in the body relating to stress, nutrition, learning problems, injuries and so on. In Educational Kinesiology2 muscle response testing is also used to give vital information about the neural pathways and dominant brain hemispheres. Touch for Health3 (TFH) is probably the most simple and easiest form of kinesiology. It was developed so that lay people would have access to a simple yet powerful tool to help themselves, their families and friends. The basis of TFH is balancing the acupuncture energy system. By using muscle testing you can determine which meridians (or subtle energy pathways) are under energised.

John Diamond, in a bid to help the reader understand what Muscle Response Testing is and how it is applied, asks them to take another person and follow these simple directions:

Have your partner stand erect, left arm relaxed at their side, right arm held straight out, parallel to the floor.

Face your partner and place your right hand on their left shoulder to steady them. With your left hand, grip their extended arm just above the wrist.

Tell your partner that you are going to push on their arm, while they try to resist with all their strength.

Push down on their arm quickly and firmly, just hard enough to feel the spring and bounce in the arm. In nearly every case, the muscle will test strong.

Now perform the test again as your partner does each of the following things:

Thinks of something unpleasant

Thinks of needing money to repair car

Looks at fluorescent light

Eats some refined sugar

According to Diamond, in nearly every case your partner will be unable to resist the pressure. Their arm will go down easily. Although you are using the same amount of pressure, the arm goes weak. The muscle check is not a test of strength but an accurate indicator of understanding oneself. The muscle should easily lock without recruiting other muscles to try to prove to be strong. Getting the subject to breathe out while the pressure to the arm is being applied gives a more accurate result.

Professional kinesiologists after years of study and practice, use this muscle response testing method for many purposes. However, while muscle checking appears to be simple, it takes a lot of practice to perfect it. The author had 80 hours of training at seminars before she had enough confidence in her ability to administer this testing procedure.

This method is a basic tool for asking the body for information about the brain and perhaps encourage you to study the benefits of kinesiology.

Experiment muscle response testing with a friend Always begin by asking the subject's permission before doing muscle checking. Follow the instructions 1-4 given earlier. The following are some examples of various ways in which this technique may be used: I

The Water Test

Ask your friend to extend an arm (as mentioned in steps 1-4). Now ask them to tug a little tuft of their hair with the other hand. Do the muscle check. If the muscle unlocks or becomes weak, it is the brain telling the body that your friend needs to drink some water. After they has drunk some water, do a re-check. The muscle response is usually strong. (Remember that the brain is approximately 80% water.)

The Name Test

Ask your friend to say their name while you do the muscle check. The muscle will lock and the arm remain strong as this is correct information. Then ask your friend to tell you a fictitious name while you are doing the muscle check. The muscle will unlock or grow weak as this is not their true name.

III

Now ask them to think of something enjoyable while you are doing the muscle check. The muscle will lock and the arm remain strong as your friend is thinking positively.

Then ask your friend to think a stressful situation while you do the muscle check. The muscle will unlock and grow weak as your friend's thoughts are negative.

Now ask them to say, "I do my best" while you do the muscle check. The muscle will lock and the arm will remain strong. Both sides of the brain are switched-on when we do our best.

Ask them to say,"I try hard' while you do the muscle check. The muscle will unlock or grow weak. When we try we switch-off half the brain.

So what makes our muscles and brain communicate in this way? Carla Hannaford4 states that muscle response testing is really a very sophisticated system of communication with the nervous system. All muscles constantly report their position and degree of stretch to the Central Nervous System (CNS) through the sensory nerves from the spindle fibres within the muscles themselves.

First of all, it is a method of learning to gain improved health through working with your muscle imbalances and find out what the body needs in order to correct any problems found and to balance the body for specific stresses to achieve the desired goals and good health.

The author used the muscle testing as a method to understand the dominance factors in children and adults e.g. hand, eye, ear, foot and hemisphere so that they could learn to work with their gifts and/or challenges.

A programme of simple physical exercises was given to be done on a daily basis at home and at least once each week at the Centre. The exercises based on brain gymnastics were used to help strengthen the central nervous system and to encourage the right and left hemispheres of the brain to `switch on' and work together . This is accomplished by allowing the physical, emotional and mental aspects of each person to function in an integrated manner so they may reach their full potential.

Added to the above are exercises to unwind and relax with, such as Cook's Hook-ups to assist in focusing the attention and lessening any tension build-up.

Brain Gym, educational and/or integrated kinesiology exercises are used by many good sports coaches and have been found to lessen sports injuries and assist in building team spirit.5

Important to all is the exposure we have to environmental pollutants which are other causes of `switching off. A more sedentary way of life interferes with the natural use of back and leg muscles. Kinesiology assists us to switch back on the muscles and movement reflexes that make movement and learning easy. Indeed, an article in the Newcastle Herald (23.01.01) which stated that `turning off the TV is the best exercise for obese children' not only for the reason they are sedentary but TV encourages excessive eating whilst watching TV.

All the parents/carers who attended the Centre were encouraged to make the daily exercises a `team ' effort. This not only ensured that the child did the exercises given but other members of the family benefited also. It is on record that more than one sibling improved in class through daily participation of the programme.

An interesting anecdote is of one brother in Year 9 at high school who discovered that the lazy 8 exercise helped him with his lessons, especially before a test or exam. When this realisation became known to him he made a request, "Please don't teach these exercises to the other children in my class as I am doing really well ....they might `catch up'!" When this young man was standing in line he looked at the shoulder blades of the person in front of him and moved his eyes in the lazy 8 exercise. More than 12 years later he declares that he still uses the exercises.

The authors of `Educational Kinesiology', Paul and Gail Dennison, describe the role of the corpus callosum or midline very succinctly by referring to it as a bridge or barrier to learning. Naturally most people cross the midline to some extent and when both hemispheres of the brain are working in harmony, the midline is the bridge. On the other hand, when the right or left hemisphere take turns of working, the midline is like a barrier to efficiently processing information. This places great importance on exercises that are carried out by children early in their development to assist them in achieving their full potential.

The Centre's programme was designed to `switch on' the brain to develop and organise the central nervous system in order to improve concentration, co-ordination and communication skills for the whole family. The underlying philosophy being that kinesiology is a stress-release therapy: less stress in the family leads to better performance. There was never a claim that the programme would be a `cure' but with hard work and consistency, those who participated in the programme enjoyed a sense of increased well being.

One of the greatest discoveries of the present generation has been ...."if you change your attitude you can change your life.' The programme makes demands on the family to change their attitudes and to change their way of life. The key words (from Glenn Doman) frequency, intensity and duration are very important for success.

The results of the work with kinesiology/ brain gym exercises are shown in Appendices from the Research Report (2001).

The following pages give some examples of the exercises used and for what purpose they were given.

Some References for Kinesiology Dennison, P & Dennison, G. "Educational Kinesiology" The Ekcelerated Learning Centre, 15 Grant Ave., Toorak Gardens, Vic, Vic, 5065. Australia.

Dennison, P.& Dennison, G. "Brain Gym" Edu-kinesthetics, Inc,Ventura, CA Savage, T. (1987) "Basic Integrative Kinesiology - Learning to Learn - The SwitchedOn Way". Brisbane, Queensland. Australia

Diamond, J. (1986) 'Life Energy' PO Box 226, Artarmon, NSW 2064: Harper & Row (Ausrralia) Pty. Ltd.

Hannaford, C(1997) " The Dominance Factor: How Knowing Your Dominant Eye, Ear, Brain, Hand & Foot Can Improve Your Learning". Arlington, Virginia; Great Ocean Publishers. pp. 155-157.

McGregor, T. (1996) "In Touch". No.40. Summer 1996/97 Issue, p.13 Krebs, C (1998) "A Revolutionary Way of Thinking " 86 Bourke Street , Melbourne 3000: Hill of Content Publishing Pty.Ltd.

KINESIOLOGY ACUPRESSURE THE MASTER SWITCHES HOLD NAVEL (All Acupressure Meridians run through the Navel -- "EARTH BUTTON" RUB for about 30 seconds to 1 minute A. K27's - little hollows below the collar bone - "BRAIN BUTTONS" B. TOP and LOWER LIPS -- the ends of the 2 main meridians of the body. C. TAIL BONE -- at the end of the spine -- " SPACE BUTTON" A. SIDE TO SIDE

Hold

EARTH - BUTTON

Rub

BRAIN – BUTTON

EYES

L R

B. TOP TO BOTTOM

Hold

EARTH - BUTTON

Rub

Above and below LIPS

EYES

Down C. FRONT TO BACK

Hold

EARTH - BUTTON

Rub

SPACE – BUTTON (Tail bone)

EYES

IN OUT

A. SIDE TO STDE: "Switches -On" the Brain when reading a book as eyes move back and forth across the page; or at any time that the eyes cross the midline i.e. where LEFT and RIGHT are created, where it is important to be using both sides of the brain at the same time. B. TOP TO BOTTOM: "Switches-On" the Brain when reading columns of numbers, timetables, taking notes from blackboards etc.; walking up and down stairs. C. FRONT TO BACK: "Switches-On"the Brain_ where information is passed from the back to the front in making decisions, comprehension, taking notes from the blackboard, where the person is moving the eyes from out there in the distance to in close as the information is written down. Great exercise for car drivers for lessening stress and fatigue.

LAZY - EIGHT ..... Educational Kinesiology SUPER - EIGHT .... Integrative Kinesiology ACTIVE - EIGHT ... C.A.L.M. (Creative Accelerated Learning Method)

Developed by kinesiology researchers, this activity combines two important integrating actions: 1. Crossing the midline to switch -on both hemispheres of the brain. 2. Activating brain centres through eye movements.(Different positions of the eyes trigger different areas of the brain.) ACTIVITY Using a large sheet of or textas /crayons draw a several times in the same eyes should follow your but keep your head still. through the centre of the to it, as shown below.

paper and coloured pencils large figure 8 on its side place on the paper. Your hand movements carefully Move the pencil UP eight each time you come

This activity can be practised • on the wall board • or standing at a table or desk • or sitting at a table or desk You might like to start with a small figure and gradually make it bigger Draw one on a large sheet of paper. Paint the spaces the colours of the rainbow. (Laminate your drawing and make it into a place mat to remind you to use it often.) Or simply make a picture for your mirror or refrigerator door. There are many ways to perform this activity .... the easiest is without paper & pencil! • hold the arm straight out in front • make a fist with the thumb pointing up • move the arm in the lazy 8 pattern in the air • the eyes follow the thumb but keep the head still Sandy MacGregor of C.A.L.M. recommends: Practise this 'magic' exercise for 30-60 seconds eight times each day to switch on your brain to give you an energy lift and spark your creativity. It could change your life!

VIEW OF BRAIN FROM TOP AND FLATTENED OUT When we Cross Crawl we Integrate the two halves of the Motor Cortex. Cross crawling with the eyes up helps to integrate the two halves of the Visual Cortex = better vision, better visual memory and recall, and better reading. Cross crawling with the eyes directly sideways and down to the left helps to Integrate the auditory parts of our brain. This also helps with' speech development.

NLP (Neuro-LIngulstic Programming) EYE POSITIONS Research has discovered-that our eye movements can Indicate what type of information (auditory, visual or kinesthetic) we are accessing from our brain. To aid the processs of Integration we can direct our eyes In certain directions. The diagram below Indicates the different area of the brain being accessed.

Along with Sperry (see Chapter 1) there were two more scientists honored in 1981 for their investigations of brain function. David Hunter Hubei and Torsten Neils Wiesel were corecipients of the Nobel prize for Physiology and Medicine, in particular, for their collaborative discoveries concerning information processing in the visual system. One of their outstanding achievements was the analysis of the flow of nerve impulses from the retina to the sensory and motor centres of the brain. Eye exercises play an important role in the development of the SENSORY-MOTOR STIMULATION in the brain gymnastics programme at the Centre.

VISION - SIGHT Almost all humans are born with the capability to develop good ‘eyesight’ or visual acuity which means:

‘The ability to ‘see’ clearly even small objects at a distance either with or without correction’. ‘Vision is the ability to interpret, identify and process what is seen by the eye. Vision is learned’.

Unlike our early ancestors whose eyes were designed for spotting game and enemies at a distance, people in the present world have been forced to deal with sustained near visual tasks and the resulting stress on the visual system has produced many symptoms and problems. Students probably read three times the amount of books their grandparents read, those who work in offices probably use their visual system for hours of close work, especially since the advent of computers.

This enormous pressure is known as visual stress.

However, vision is much more than simply seeing clearly. It is the entire process whereby an individual understands what he or she sees. Here the word ‘see’ is used in a broad context. Not only is vision the understanding of what is seen but it is also the ability to direct one’s own actions and motor activities accurately and efficiently with a minimum expenditure of effort and energy.

For instance, when driving a car it is a total process whereby the spatial relationships between the cars, trucks and other objects around are taken in and processed by the driver to guide the car properly to its destination without an accident and with minimum stress on the driver. Vision judges speeds of other cars and alerts the driver to pedestrians, other cars, intersections and other hazards.

Vision is also what directs the cricket player to swing the bat at exactly the right moment at exactly the right place in space to make contact with the ball. Vision is what is used by students to understand what they have read and to write things accurately on the line of the page.

Seeing is something humans do extremely well. According to a number of studies, when we are presented with a photograph of a familiar face, it only takes a fifth of a second to recognise who it is. Yet, this instantaneous, seemingly effortless reaction actually requires work on the parts of millions of nerve cells; in fact more than half our cerebral cortex is devoted to processing vision.

COOK'S HOOK-UPS Named to honour the man who invented this technique for dyslexia, the Wayne Cook Hook-Up can have an impact on a wide range of problems, including learning difficulties, memory, confusion, impulsivity, obsessiveness, anxiety, depression, excess anger, and feeling overwhelmed. It is a great relaxation exercise for stress release.

Playing some relaxation music also helps. It is a good idea to set a timer for each minute; this saves becoming anxious or wondering whether 'the time is nearly up'.

Part 1. Sit up straight. Place left ankle on right knee. Place right hand around the left ankle. Curl left hand around ball of foot and toes of left foot. Close eyes. Place tongue against roof of mouth as you breathe in with lips closed. Open mouth and let the tongue fall behind the lower teeth as you breathe out. Hold position and continue this breathing pattern for 1 minute. (Some people will find it more comfortable to place the right ankle on the left knee.)

Part 2. Let go of original position. Put both feet on the floor about shoulder width apart. Sit up straight. Touch finger tips together, palms apart. Keep eyes closed and continue the breathing pattern as before. Hold position for 1 minute.

ENERGY YAWN Relaxes our voices and helps us create music too. Pretend to yawn. Put your fingertips against any tight spots you feel on your jaws. Make a deep relaxed, yawning sound, gently stroking away the tensions. These are the most used joints in our body and send many messages to the brain i.e., when we breathe, when we swallow, when we yawn and so on.

THE OWL This exercise releases the little tensions that develop from sitting or reading. Can be done sitting or standing. Grasp the left shoulder with the right hand and squeeze the muscle firmly. Turn your head to look back over your shoulder. Breathe deeply and pull your shoulders back. Drop your chin to your chest and breathe deeply, letting the muscles relax. Repeat with left hand squeezing the right shoulder.

THINKING CAP Helps us to concentrate and to listen. Gently unroll your ears, three times from the top to the bottom. This helps you to hear the resonant sound of your own voice when you are talking or singing. It also tunes the whole body as all acupuncture points are also located in the ears.

THE ELEPHANT Relaxes the neck and eyes. Stand comfortably. Bend your knees, 'glue'your head to your shoulder and point across the room . Use your ribs to move your whole upper body as you trace a Lazy 8. Look past your fingers (if you see two hands, that is OK!). Writing spelling words (and/or times tables) in the air with your 'trunk' helps you to remember them. The Elephant never forgets!

CROSS CRAWL EXERCISES

Adapted from Dr. Paul Dennison `E.K for Kids'"

Procedure

Begin in a standing position.

Think of this exercise. as an exaggeration of the normal walking movements.

Lift opposite arm ami leg then alternate sides, front, back and sideways. (Each diagram involve a moving the opposite arm and leg in the same direction or opposite direction on same side)

4. Do 10 to 20 strokes as in diagram.

Cross Crawl •

General warm-up exercise

•

As a break from work or study

•

To improve co-ordination of muscle when playing sports

•

Stress release and relaxation

It is good as a general `toner' when practised morning and night or to relax , organise and improve coordination. Use the cross -over exercise before any stressful activity, physical or mental.

Cross Crawl can be done standing, lying down or sitting. If unable to exert normal strength, a person could benefit from cross-crawling by lifting just the opposite hands and feet alternately tensing the muscles on the opposite arm and leg pairs, having someone else lift the opposite limbs for them or merely imagining doing the cross-crawl movements.

Cross Crawl, regardless whether it is done standing, sitting or lying down will:

Activate your brain for improved three dimensional vision For crossing the-auditory, tactile and kinaesthetic midline (the kinaesthetic sense tells you where the parts of your body are at the moment) It strengthens postural co-ordination Improves breathing Promotes fitness and spatial awareness Facilitates reading words and/or music, writing, listening and comprehension

According to Dr. Paul Dennison and Gail Dennison, movement is a function of the creative right brain and helps to educate you to change deeply ingrained negative patterns. Cross Crawl helps to stimulate the balance of the right/left brain hemispheric activity and is recommended to be done after switching-on exercises.

“Brain gym is successful because it is based on the natural harmonies, rhythms and movements that operate in our world as Universal laws. Consequently, provided the programme is adhered to on a daily basis, it cannot fail”.

A's STORY. Alison came to the Centre when she was 18 1/2 years of age, she is now 24. She had attended special schools and then was integrated at the high school level. School was misery for her, she did not like the teachers and loathed reading. She left school with a markedly low self esteem and lack of reading, writing and spelling skills.

It was thought that by helping little children she could help herself at the same time, which she did, 'Thank you very much!'

After achieving success both as a volunteer and a student she became an enthusiastic advocate for the Centre. She decided the Centre needed a newsletter so that people would know about it and what was being achieved. A strong, persuasive personality, she 'dragged in' her next-door neighbour, a writer, who had been assisting her with reading. The neighbour came to look, merely to appease her, but stayed to help. In 1998 Alison announced she was too busy to do the newsletter - she had enrolled to do the HSC by correspondence. She continues to do her assignments at TAFE with zeal and interest and no longer detests reading. Her friend and neighbour, Eileen, continued to produce the newsletter.

Through her association with the Centre, Alison has developed self-esteem as well as reading, writing and organisational skills. She now helps young adults with disabilities, as she says 'I've been there'. The feeling of belonging to a community, as much as the practical skills she has learnt, has transformed Alison. She is now taking more pride in her appearance. Essentially a creative, ideas person Alison comes up with suggestions for tasks and projects. She continues to be a committed member of the Centre.

Her family is supportive, her mother is a skilled craftswoman, specialising in patchwork quilts. She has donated some of her work to the Centre for fund raising.

Guess who is the best ticket seller?

Alison gave the following impromptu speech at the Centre's Christmas Party in 1999, the year before the Centre closed. *** On behalf of all the students and myself I would like to say a big thank you especially to Pam and Sister for everything they have done over the past few years to help us through our problems. Without Pam and Sister many of us would be lost out in the big world. As part teacher and student I have found a huge improvement in every student who has-been coming to the Learning Centre. I know what it is like not being able to read and write properly. I have been there myself. I hope none of these students have to ever go through what I had to, to get a job or to do normal everyday things that some people take for granted. I would also like to thank all our helpers who take the time every week to help us with our problems. Without everyone we would not get all the one on one help with every student. So let’s say a big thank you to everyone involved.

Changing Attitudes B. (13) was brought to the Centre by his Nan, a wonderful lady who was also caring for her husband who had suffered a severe stroke. B had ADHD and his parents could no longer manage his behaviour which he could keep under control for only some hours each day with Ritalin. He was an intelligent lad but was an underachiever in Year 7. He used his intelligence to argue, complain, blame (common symptoms of some children with ADHD) and basically terrorise the volunteers who in turn patiently cajoled and encouraged him, and consoled his distressed Nan.

He kept his promise of "giving the exercises a go" for six weeks. He turned up again for the next 10 week term and to our surprise, arrived again at the beginning of the next term. Another mother arrived at the same time with her 11 year old son who had refused to co-operate with his home program and she wanted to return the information and equipment that she had on loan. B. took the "new kid" aside and told him not to give up. "I hate these exercises but I know that they do help. You can't give up on them. If you come on my day, I will help you.

Two weeks later B. brought along some presents to be given as awards to C. only if he could prove that he did his home programme. B. himself, was getting up early to do his exercises and helping Nan with the washing-up before he left for school.

However, two weeks later B. asked to change his day... he couldn't stand that kid, C, any longer - he was too disruptive! ! !

Nan has informed us that B. has grown into an honest, responsible young citizen!

--------------------------------------------------------------------------------------An 11 year old lad who had been attending a Special School came to a Yr 3-4 class in the early sixties. Besides having difficulties in learning to read, he was very shy and sensitive. With perseverance he mastered the basic skills and was promoted to Yr 6 the following year. When handing in his I.Q. Test paper, he remarked, " That won't be my true I.Q. result, will it? .......If I can't read fast enough, I can't answer all those questions!" (Author's comment... Does a child have a reading problem because he has a low I.Q. or does he have a low I.Q. because he has a reading problem?)

This lad went on to complete his Intermediate School Certificate with credits in some subjects and has been successful in his chosen career. Some thirty years later he became a part of our dominant hemispheres research and he indeed has transposed hemispheres of the brain. However, due to encouragement and patience in developing his creative skills, he had achieved success.

He now claims to be the author's first ADD pupil! Later, when mentioning this to the staff at the Learning Opportunity Centre he claimed, "You know, I was the child who started Sister Patricia on this career path!"

BEGINNING WITH....... Sensory - Motor Development .......How it feels to move!

"I move therefore I think". The human body was designed to move, and it is our early experiences that lay the foundation of what follows. Every movement Is a sensory-motor event.1 Krebs

A. Sleep Pattern

The right handed child should lie on his/her stomach on the floor. The head faces the non-dominant hand. The left handed child should lie in the opposite position Parent/sibling or volunteer could read to the child or tell stories for 5 minutes or more. Alternatively, tapes of gentle classical music, stories, poetry or times tables could be played. There may be a need to begin with 5 seconds and gradually increase this resting period to 5 minutes or more.

This is a good exercise to calm down hyperactivity and also helps develop listening skills.

B. FLIP-FLOPS - The Patterning Exercise

Patterning of small children with developmental disorders requires a number of pairs of hands (family members or volunteers) to assist in moving the child's head and limbs until the child learns to do the movements independently.

FLIP-FLOP One sided

Lie in the sleep position with arm that is down resting on the floor or on the base of the spine. Continue to lie on the stomach on the floor and then gently change the position smoothly from right side to left side with the child's head, arm and leg moving at the same time. Fingers should be stretched out and level with the eyes which focus on the fingertips at each turn. Small toys or objects could be held in the hand of the child or simply placed on the work table or floor to help them focus.

Counting aloud helps to maintain a good rhythm. Chanting the days of the week, months of the year, times tables or singing familiar children's songs e.g. "Old MacDonald had a farm....." encourages children to join in.

FLIP-FLOP Cross-pattern Lie on the stomach on the floor with the head facing the bent arm while the opposite leg is bent. Continue to move as above in (1) except that the opposite limbs are bent. The eyes continue to focus on the fingertips of the front hand.

TUMMY CRAWLING Flip-Flop position on smooth floor e .g., vinyl or long piece of vinyl to roll out on the carpet (to prevents carpet burns). Stretch out the bent arm and pull the body forward while the big toe on the foot of the bent leg grips the floor to help to propel the body along. Eyes focus on the fingers of the out-stretched hand. Keep changing from side to side as the child moves forward in a `swimming' motion . Continue to count aloud. This can be done `cross pattern' as well as `one sided'. This is a great exercise for breathing , co-ordination and balance

C. CROSS-PATTERN CRAWLING First goal is to crawl slowly and with rhythm. Opposite hand and knee must strike the floor at the same time (right hand and left knee and left hand with right knee). While the head turns to look at the front hand, the palms of the hand are flat on the floor and eyes focus on the out-stretched fingers pointing to the front. Hands should be kept at least 20cm apart. Knees also should be at least 20cm apart and should not cross. Raise knees with each forward move but be sure to drag the toes.

D. CROSS -PATTERN WALKING The opposite arm and leg move forward at the same time. As the right foot moves forward in taking a step, the left arm moves forward in taking a step, serving as a counterbalance to the foot. As the left foot moves forward the right arm moves forward. Point with the finger to the opposite foot and look at the finger and toe. Point the foot slightly outward. Movement should be deliberate and slightly exaggerated. The rhythm will gradually become smooth and the walking graceful.

Other exercises/activities include: Rolling and Rocking, Monkey Bars (over head ladder ), Swinging in Hammocks and Trampoline exercise.

DELACATO PROGRAMME

A.I. Sleep Pattern

A2. Sleep Pattern

(Right Handers)

(Left Handers)

B. Flip-Flop Position

1. One sided

2. Cross-over

(in preparation for Tummy Crawling)

C. Cross-Pattern Crawling D. Cross-Pattern Walking

NEUROLOGICAL ORGANISATION

MOTOR and SENSORY are the medical terms assigned to what Glenn Doman 5 refers to as EXPRESSION and RECEPTION. Generally the back (posterior)-p9rtion of the Brain and the Spinal Cord are responsible for processing all incoming information. These are the SENSORY or RECEPTIVE areas of the Brain The front (anterior) portion of the Brain and the Spinal Cord are responsible for all outgoing responses. These are the MOTOR or EXPRESSIVE areas of the Brain. The total destruction of all MOTOR or all SENSORY pathways will result in total lack of functional performance of the human being. The partial destruction of one or the other will result in partial lack of functional performance. It is also depressingly clear that such lack of function will continue until the former specific pathways are restored to function or until new pathways are established that are capable of completing the total loop.

Diagram – The Control of Movement from Brain Power. Unlock the Power of Your Mind

E. EYE TRACKING EXERCISES Stage 1 Learning to follow right hand with right eye and left hand with left eye. (If the child wears glasses, wear them for these exercises). A. Instruct the child to: Right hand holds object at arm's length Cover left eye with left hand. Move object up and down, horizontally, diagonally and in a circle. Child's arm must be moved smoothly and head held still so that only the eye is moving. Parent or teacher watches the right eye to ensure that it follows the hand smoothly. Are the eye movements jerky? Does the eye overshoot the target ?

B. Instruct the child to: Left hand holds object at arm's length. Cover right eye with right hand. Move object up and down, horizontally, diagonally and in a circle. Parent or teacher watches the left eye to ensure that it follows the hand smoothly. Are the eye movements jerky? Does the eye overshoot the target? If either eye follows the object in a start-and-stop fashion, or doesn't follow it at all, or doesn't follow it smoothly, more practice is needed. As the child becomes competent at the up and down exercise, move on to the horizontal left and right exercises and so on. C. Learning to use both eye together - Instruct the child to: Hold object in writing hand at arm' s length. Move object in all directions as in A and B above. Also move it in and out - long distance to short distance, to tip of nose. Follow the object with both eyes smoothly ( as above).

D. Learning to follow with both eyes an object held in instructor 's hand. Hold the object in your hand about 30-40 cms away from the child's eyes. Slowly move it in a circle, up-and-down, horizontally and at various angles. Both eyes should follow smoothly. Following an object held by someone else can be very different from following an object held by yourself. These represent 3. different levels of brain development The child could be good at one and poor at the other.

Sample exercises for Vision on next page. 81

Vision

Together the exercises as discussed above (and in the programmes offered at the LOC), are used to promote gross motor co-ordination, body awareness, hand and arm development, arch development in the feet, visual perception and convergence, hand-eye co-ordination, spatial orientation , near-point vision , ocular muscle control , balance, postural reflexes , auditory perceptual development as well as developing chest capacity for better and deeper breathing.

CASE HISTORY David has been our guiding light . He was the first baby who came to the Centre in the early days at Pam's Place "Reach Out". We met David when he was 17 months old. He was born 3 months prematurely and weighed just 1 lb. He spent 3 months in a humidicrib at the Children's Hospital. One month later, he was flown to a country hospital where he had a hernia operation during which he suffered a cardiac arrest. When we met him, he had not learnt to sit up and he cried all day.

His parents had taken him from doctor to doctor and they were told he would take his own time in learning to sit up and not to compare him with the other children. When David was 15 months old they took him back to the Children 's Hospital. The specialist told them he had severe cerebral palsy, that he may sit up one day and may stop the crying, but there was no possibility that he would ever communicate. He suggested that they consider putting David in an institution and getting on with their lives with their other three children.

While attending a school's athletic carnival David's mother came to discuss the mathematics progress of an older son. Instead she left with Glenn Doman's book, "What to do about Your Brain-Injured Child". After reading the book and visiting the Reach Out Centre she returned to Sister Patricia and announced that she would give the exercise programme a trial for six months. She declares that Sister was speechless as most people had been prepared to give it only one day!

The programme began with David at 17 months. Extra volunteers came to help and the parents and his brothers and sister made a great team for the daily home sessions. After 6 weeks on the programme he sat up and stopped crying . He learned to crawl at 6 months, began to speak and his speech continued to develop . At 6 years of age the specialist said that David defied any label he had put on him.

He started at an ordinary school when he was 5. He used a billy -cart, with two bricks in it, as an aid to walking; he was so frail the bricks were used as a kind of ballast to prevent him from being knocked over or blown over. He continued to be educated in the normal stream despite the prognoses and opinions of other people. His older brothers and sister joined Little Athletics and his parents became voluntary trainers for that organisation. At this time David started walking with elbow crutches. As he was left-handed, he was allowed to put his crutch outside the circle when he was doing shotput.

At 9 he joined other family members in the City to Surf Race. The family came first in the Family category, but were not allowed to accept the prize because the committee found out that one of their children didn't walk all the way but went in a wheelchair.

However, after further consideration and replacing his name on the team with another family member they were awarded the gold medals and David received one as well!

David went on to win more gold medals and break state records in Games for the Disabled. At the age of 12, David received the Australia Day Sports Star Award for the Manning Area for his achievements in the Under 18 Disabled category. At this time he also learned to play the organ and use computers. He completed his HSC (after struggling up and down stairs on crutches for 6 years at the school). He went on to Office Studies at TAFE. At 19 he took up the guitar and went straight to Grade 3 and won his section in the Eisteddford. In the following year he sang as well as played the guitar and won his section.

David is now studying the Theory of Music through the Australian Music Examinations Board and has gained honours and credits in the first three grades.

He has gained his driver's licence and is now in his early twenties. He has written his own story which appears later in this book.

David produced his first CD, "Lonely Chords", as a gift for his family at Christmas in 2002.

David' s Own Story David was born 3 months prematurely. At four months David required an operation for hernia during which he went into cardiac arrest. As a result David's development was slow. His parents took him from doctor to doctor until, at the age of 15 months, a specialist at the Children's hospital where he had spent his first three months, finally diagnosed him as having cerebral palsy. The following is David's own story of his life to date:

I was born in 1978. A long time ago when you think about it, 22 years in fact. Right from the start things were not easy. It was a lot of hard work for anyone. There were operations, physio, doctors, all that kind of stuff. I don't need to go too far into it because we all know what it is like. But it was hard work.

Growing up was OK. I was pretty much like every other kid. I kicked balls around, played cricket in the yard, all that kind of stuff. I had a great family. My brothers, Richard and Michael, and my sister Louise , were all in the Taree Athletic Club. Mum and Dad were also involved in this club, so when I was old enough, I joined it too. I don 't think the athletic side was the most important reason why I went. It was important , don't get me wrong , but I think Mum and Dad were more interested in me interacting with other kids.

I went to all the carnivals around the place just like the other kids and I guess the good thing about it is we did it as a family . I 'don't think I would have done it on my own. I had to be gently pushed into it. Looking back on it now it was a huge part of our lives and it was worth the push because it got me used to people and I made a lot of friends.

School was a big problem . Not learning . Getting into a school was the problem . I went to a primary school at St. Joseph's. It was OK. Pretty normal nothing much to say about it except I made a lot of friends . Some have remained with me right to this very day. I can remember Sister Patricia's programme , doing flip- flops and swinging like a monkey off ladders . Not your usual primary school subjects but I guess I was not an ordinary boy! Anyway I went through primary school without too much trouble . Then it was on to high school.

I went to St Clare 's. Richard , Michael and Louise all went there. So I figured it must be OK. It was OK! The only real difference was you moved after every subject and had 7 different teachers and there were more people. I made a lot of friends.

In year 8 I hit a bit of a rough spot though . Some of my `friends' just turned on me one day and the teasing began . I had never really experienced it before and it was hard . For the first time I felt different to other kids and they were making fun of it. I could not understand it. This was something that I didn't have control of and it was scary! I hated going to school . I got nervous and I guess I just .fell to bits really . I can't explain it. I felt alone and I didn't like it . My brother Michael who was 12 at the time, used to come and check on me through the day . He was great. My whole family were but it was good to have him there . I don't really remember how long this went on for . It was a while . It just kind of went away . But the damage had been done.

Mum and I have only talked about it in the last few years . I told her how hard it was. I guess it was hard on everyone. But I told her that after that it changed me in a way , forever. I became very self conscious, worried about what people were going to say about me. It is not as bad today . I'm not as protective as I was . I guess because I've grown up and realised that I can't help what some people are like . However, sometimes it does bug me . In away it made me the person that I am today . I think going through that made me very mature . So maybe it was a blessing but I wouldn't wish it on anyone. Anyway, I got through high school and even though it wasn 't easy, I made a lot of friends and had fun. I didn't learn as much as I should have though . I did my HSC which is a pretty big achievement in itself. Its something I'm glad I did. I tried for a few jobs after I finished school . I think I applied for five or six and I got an interview for every one of them !! I could write great letters making me sound more qualified than I actually was! However , I didn't get any of those jobs so I went to TAFE for a year where I did an office administration course . This course involved everything that is done in an office from typing to accounting . It was OK. It was a fun course . I went well but I was just doing it for myself. I didn't really want to spend my days in an office . I have always thought of myself as a free spirit!

About four years ago I got my driver's license too. I think my sister was getting sick of driving me around everywhere because she told me to go for it. I had to go and have a special test to see if I had to have my car modified . I was so nervous but after a pretty busy drive around the streets of Newcastle, the instructor said that I would be fine and my car wouldn't need any modifications. I was so proud. There was finally something I could do like everyone else. I got my license the first go and I've been driving for 4 years and I'm going great with it. I love it! It was also about 4 years ago I started to have guitar lessons. I'd learned the organ and piano all through school and I got interested in The Beatles. I loved their music. I can't really tell you how I got interested in them, it just kind of happened. My brother Michael got an electric guitar for Christmas 4 years ago . I got one the year before that and had been teaching myself. I was going OK. Anyway Michael wanted to have lessons so I went, too. Well that basically changed my life again . My teacher really brought the music out of me and I became very good . I've been going to lessons for 4 years now and its done so much for me . The first year I went in the Eisteddfod I came first. Michael got third . He stopped going to lessons the next year because he didn't have the time but he encouraged me to keep going . Anyway I've been in the Eisteddfod the last 4 years and I've won the guitar solo section three times! I also put together a band which has also won for the last two years at the Eisteddfod.

I began singing and have been going to lessons for three years now. The guitar school have a Christmas party each year at which I play and sing. Last month I completed my third grade music theory . Each year the teachers give one of their students a 'room trophy ', well, I got the trophy from my teacher this year. I think he was more proud of me than I was of myself! It gives me such a great sense of achievement to get up there and play guitar and sing , to do it well and to see people responding to how well I'm playing.

I started a writing course last month which I am enjoying , and I paint ,too. So I am never bored for long these days . I think if I keep plugging away at the things I love, I know I'll find my way in life. However, I also know that I could not have done it without the help and support of my family. After all, isn't that what they are for ?

Chapter 4 - What Is EEG Neurofeedback? The terms NEUROFEEDBACK and BIOFEEDBACK and NEUROTHERAPYare virtually interchangeable. The first equipment used at the Learning Opportunity Centre was called the NEURODATA programme which was known as the Rolls Royce of small Neurofeedback systems. Three years later EEG SPECTRUM known as a Biofeedback system was added to the training programmes. The training workshops and seminars were organised mainly by the Australian Association for Applied Psychophysiology and Biofeedback (AAAPB).

EEG Neurofeedback is a learning strategy that enables persons to alter their brain waves. When information about a person's own brain wave characteristics is made available to him/her, s/he can learn to change them. You can think of it as exercise for the brain, increasing the range of motion.

Jim Robbins, the author of 'A Symphony in the Brain' (2000) gives a concise description of biofeedback as: Biofeedback is the simple science of quantifying subtle electrical information from a person's brain, amplifying it and sharing it with that person, who can then control the information in a way that makes the brain more vigorous and able to do a better job of managing body and mind.

What is it used for?

Better ATTENTION, improved MEMORY, more ENERGY, less STRESS, better LEARNING, enhanced CREATIVITY, increased MOTIVATION, sound SLEEP and FITNESS of MIND and BODY Dr Maurice 'Barry' Sterman, University of California, in the early 1970s identified some of the unique properties of the low Beta range of 12-15 cps., and labelled this wave (which runs across the head from ear to ear) sensorimotor rhythm or SMR. By harnessing a person's brainwaves, amplifying them and sharing them with that person, he/she can then control the information in a way that makes the brain more vigorous and able to do a better job of managing body and mind. Dr Sterman's first work and success, in using this training was with people suffering epilepsy.

Dr Joel Lubar, University of Tennessee, had also been researching brainwaves and had a special interest in children with Attention Deficit Hyperactivity Disorder(ADHD). Dr Lubar found that by using SMR/Beta training to increase SMR, their hyperactivity was reduced.

Dr Lubar's work is properly researched and he is regarded as an authority on ADD/ADHD. It is his belief that in such children there is a decreased metabolism and decreased blood flow to the subcallosal cortex of the brain. 'They are turned off through not getting enough norepinephrine and other neurotransmitters. He believes that during training with biofeedback, blood bathes the cells in the frontal cortex and acts as a kind of fertilizer helping cells overcome malformation, due either to genetics or perhaps cortisol damage caused by emotional stress.

The author of 'Symphony in the Brain' discusses biofeedback as being a young science which is relatively unknown and functions outside the current scientific frame of reference.Yet he claims that it works on sound scientific principles. It is sometimes likened to acupuncture and although very grudgingly, Western medical science is slowly coming to terms with it, Robbins states, "the big question is not whether it works or not but why is it so effective? Brainwaves are described by their frequency and amplitudes- measured in cycles per second (cps) with hertz (Hz) I hz being equal to one cycle per second. The height amplitude of a brainwave is expressed in terms of electric power (microvolts). In biofeedback the brain waves of interest are those with frequencies between 4 and 20cps Beta (fast waves ) =15-18 Hz, ( 18-35 High Beta). SMR (low Beta) = 12-15 Hz Alpha brainwaves = 8-12 Hz Theta brainwaves = 4-7 Hz Delta brainwaves = 0.5-3 Hz Classifications of brainwaves appear to vary slightly as researchers differ marginally on where they separate the frequency bands. Similar to ripples on water, these brainwaves can be described as fast and slow e.g., the large Delta waves are referred to as slow and the little SMR/BETA are referred to as fast. The height of the wave is called amplitude and the greater the amplitude the more power there is.

Whether we are awake or asleep, the brain never rests, but functions according to distinct and varying rhythms. An action as simple as opening or closing our eyes produces electrical changes in nerve cells that alter its cycle of activity.

Diagram from “Body Clock” edited by Dr. Martin Hughes. P. 72

Different brain waves reflect different mental states.

Alpha waves (8-12 cycles per second) usually occur when a person is awake but resting quietly with their eyes closed. Beta waves (18-25 cycles per second) arise from sensory-motor parts of the brain.

Theta waves (3-7 cycles per second) are rhythmic slow creative waves.

Delta waves (0.5 -3 cycles per second) are irregular and slow and are characteristic of deep sleep, although they may also occur when the brain has been damaged. Coma waves are very slow.

(SMR waves (12-15 cycles per second) were named by Professor B.Sterman in 1970) Although abnormal in a waking adult, slow waves are normal in young children. Adult EEG patterns do not usually appear until a child is 8-12 years old.

According to Peter Heibloem in "Mind Power and your Alpha Rhythm" the brain is like a broadcasting and receiving transmitter which runs on electricity. It is like a radio station which operates on different channels or bands. It has in fact four channels, and at any one time one channel predominates. When your brain is switched on to one particular channel specific behaviour and abilities are possible. When you are tuned into this one channel it is difficult to be able to access abilities and talents characterised by other channels.

These brain waves or channels are like gears on a manual car. First gear is great for getting started. However it is useless for reaching top speed. In life we get stuck in one gear and driving becomes a very frustrating experience. Our lives tend to lack the power to change.

An interesting anecdote : in 1960 a 10 year old girl expressed to the author her opinion of the umpire in a netball match as "the needle in that woman's brain is stuck in a groove ....progression! progression! progression!"

We are programmed so that when active on a particular task the brainwaves related to that activity are dominant e.g., reading an exciting novel would show fast brainwaves in action and others less dominant. On the other hand, in a meditative state, slow brainwaves are dominant and the fast ones resting. It would appear that there is nothing wrong with any particular frequency or pattern of brainwaves as we need them for different activities. However, with ADD/ADHD children, the aim of biofeedback is to have them train themselves to be flexible enough to be able to access the appropriate state to get a particular task accomplished. Therefore, SMR/Beta training is helpful as it teaches them how to recognise the calm waves to think and pay attention to what is being said or what they have to do.

Pictures on following page are Adapted from "Mind Power"

S E N S O R Y M O T O R R H Y T H M

3 ALPHA At the next slower range, Alpha the mind is focused on the inner levels of power and awareness where intuition, inspiration and creativity and the mind is free from worries and frustrations of the physical world. The average adult operates in this range , only in rare fleeting moments of strong emotion or deep thought.

1. BETA The fastest level, Beta, is utilised by adult man the most. At this level the mind focuses on the things of the physical dimension - the five physical senses: time, space , logic, belief, reason and concrete ideas and objects

4. THETA

5. DELTA

Slower than this is the range of Theta frequencies. At this level most people fall asleep. If consciousness is maintained, the mind is very little aware of physical sensations. Control of physical functions such as heart beat, bleeding and digestion occur here . This is the area of deep meditation and unusual inspiration. '

Slowest of all the ranges of our brainwaves is Delta. Here the mind is unaware of the physical • plane. This area dominates in periods of very deep sleep, coma and anaesthesia . It is the level of the unconscious.

A Simplified Description of Brain Waves Mental State

Sleep Inner reflection without much attention focused on the outside world (being tuned out): drowsy Resting in a meditative and perhaps creative state (second type of tuning out or daydreaming); inattentive Calm, not fidgeting, not impulsive not thinking about bodily sensations often externally oriented and aware; quietly alert Focused, analytic, often externally Adapted from the : "The A.D.D. Book"

Frequency Cycles per second (cps)

Called Waves

Delta: 0.5 - 3 cps Theta: 4 – 7 cps

The sleep waves The tuned-out waves

Alpha: 8 – 11 cps

The resting, daydreaming waves

SMR: 12 – 15 cps

The calm waves

Beta: 16-20 cps

The thinker waves

The brain is full of millions of neurons, special cells that are like tiny batteries in that they discharge electricity whenever activated. In biofeedback training, sensors are attached to the head with some gel which acts as a conductor between the scalp and the sensor. Fine wires from these sensors conduct messages from the trainee's head to a recording instrument. This registers the different frequencies and amplitudes of the electricity produced in the area of the brain being monitored. Nothing is going into the brain; the monitor is simply measuring the electricity being produced by the trainee. The number of sensors varies from two to multiples in the case of Quantitative Electro Encephalographic Equipment (QEEG) sometimes seen on television programmes.

The computer translates this information into a video display on the computer monitor which then looks like what we know as an electroencephalogram (EEG). This EEG is then processed into a 'game' or moving 'patterns' which the trainee looks at. The trainee's attentiveness controls what happens on the screen. The game, pattern or score is controlled only by their level of concentration. If the attention of the trainee wanders, there is a colour change in the pattern or the action pattern differs. The more the attention is sustained, the faster the game, a change of pattern and/or the higher the score which is converted into rewards e.g., an erupting volcano or a comet passing across the screen.

The games can be attuned so that the trainee wins as the thresholds are adjusted to suit the level of concentration they begin with. They feel successful and at the same time are altering their brain physiology. Biofeedback exercises the brain's neural pathways that control attention and mental processing. This develops a sense of what concentration 'feels like' as well as an understanding what it is like for them when they drift off. When these exercises are practised regularly, the pathways involved in attention and learning seem to work more efficiently. This enhanced brain activity becomes a natural part of the trainee's functioning.

It is almost impossible to tell someone how to concentrate or what it feels like to concentrate when they are concentrating. Often, when asked to do so, people try too hard which produces tension which actually interferes with concentration. One has to develop a 'feel for it'.

Just as athletes use weight training to build up the muscles required for their chosen sport, trainees using biofeedback are exercising their brain. This stimulation activates changes in their brain which in turn suppresses impulsivity, and develops concentration skills. They come to understand what it feels like to focus on the task at hand. As a result, they develop their potential at school, college, work, recreational pursuits and at home.

TRAINING Training usually begins after an initial assessment by a paediatrician, psychologist or psychiatrist. A T.O.V.A. test is then administered to assess the subject's performance in regard to Attention, Impulsivity, Response Time and Variables of Response Time. The test results set a benchmark for progress of the training.

Sessions of biofeedback can last from 30 to 45 minutes. The recommended schedule is at least three times per week to begin with but can be beneficial with only one session per week. However this may extend the length of time for the training needed to have the desired effect. Some learning difficulties may take 20-30 or so sessions whereas those with ADD/ADHD may take 40 or more sessions. Response to training is very individual in the amount of sessions required.

The biofeedback is provided to the trainee via visual, auditory, and/or kinaesthetic rewards. Clients are training themselves to modify their brainwaves through the use of these 'games' by rewards shown as visual 'scores' or sounds and/or both. In fact, biofeedback is a type of operant conditioning which can assist the trainee to develop skills necessary to cope with their particular challenges, e.g., problems with attention, impulsive behaviour, lessening anxiety and so on.

As Robbins succinctly puts it:"biofeedback only guides the person to a specific frequency and helps them stay there , the brain does the rest!"

The Centre had varying success with the biofeedback programme because of external factors such as travelling distances, which prohibited regular attendance. Many of the children were hyperactive and did not naturally produce sensorimotor rhythm waves (SMR). By training themselves in the SMR frequences they can take the changes into the real world, and apply that state when required to sit still and not fidget. This is substantiated by the results in the Research Report (2001) which indicate those participating in brain gym (simple physical exercises) improved in concentration, coordination and communication skills through sensory-motor stimulation.

T. O. V.A. The Test of Variables of Attention (T.O.V.A.) is a continuous performance task on the computer. It is an independent and objective diagnostic tool for assessing clients with Attention Disorders and / or Learning Difficulties or Behaviour Problems. It was introduced to the Centre in 1995 as an assessment tool to measure the progress of the clients on the various training programmes. The T.O.V.A. is used by some psychologists as an instrument to diagnose ADD/ADHD as in some clinics using a medical model for treatment.

The test lasts for approximately 22 minutes . A shorter version lasting for 11 minutes is available for children up to the age of 4and a half. Each client is given a 2 minute practice test in auditory as well as visual tasks to determine the ability to understand the directions. The directions are simple, asking the subject to press a specially designed single switch whenever the appropriate target or stimulus appears on the screen . The 'target' is when the little black box appears in the upper part of a larger square and the 'non-target ' is when the little black box is in the bottom portion of the larger square . Every 2 seconds a stimulus will flash on the screen and

the subject.then responds by clicking.on the 'targets' and not on the 'non-targets'. This test represents a Go/ NoGo task, which presumedly is associated with frontal lobe function (Levin et al,1991 ). The auditory test uses two single tones. The target is "middle G" and the non-target is "middle C".

Data is recorded for each 5 minute quarter and each 10 minute half as well as an overall total for each variable. The test measures four variables: Attentiveness, Impulse Control, Response Time (speed of information processing), and Response Time Variability (consistency of response ). The test software records the subject's responses and calculates raw scores and percentages.

At the completion of either a visual or auditory test an in-depth report can be generated immediately, thus giving the parents , teachers and the practitioner an unbiased account of the child's performance so that training programmes can be adapted to suit that particular child's needs. The report consists of eight pages, one of which is titled 'classroom interventions'. This page opens communication with the classroom teacher as it gives helpful suggestions which may improve the child's performance in school.

It is important to test both visual and auditory modes since there can be problems with auditory and/or visual information processing. The T.O.V.A. is non-language based to lessen the confusion of results by learning, cultural effects, or a learning disability. Since attentional variables significantly change from birth to the late teens and again after the age of 60, year by year norms are necessary for accurate diagnosis. The T.O.V.A. has year by year norms for each gender from 4-19 and grouped norms by gender from 20-80+ . (Greenberg & Walman, 1993)

Sensorimotor rhythms (SMR) and sensory- motor stimulation exercises were discussed by Dr Barry Sterman and the author at a conference in Canberra in 1997. It was established by Dr Sterman that his research of'sensorimotor rhythms' refers to the low Beta frequencies of 12-15 Hz which he called SMR. The physical exercises of brain gym programme used successfully for many years should be referred to as sensorymotor stimulation. Biofeedback and brain gym both work toward achieving a calm state of mind which promotes the development of concentration, co-ordination and self 'regulation'.

As distinct from the children with hyperactivity are the 'bright daydreamers' (they tune out at 4-7 Hz Theta) who sometimes fall into a meditative state when reading or listening and require constant reminders to stay focussed. These responded well to biofeedback and were able to 'regulate' themselves until the predominant wave pattern became the faster'thinkee waves: Beta (15-18 Hz).

The regions of the brain responsible for attention are receiving increased blood flow during the training. Dr Lubar's theory is that the principal side effect of this increased blood flow is that carbon dioxide is more effectively removed from the brain cells, and oxygen is more efficiently delivered to them. Blood flow, metabolism and high frequency electrical activity all work together. This reduces the 'daydreaming state' (4- 7 hertz Theta waves) and facilitates an increase in the 'paying attention state' of SMR and Beta waves (12-20 Hz).

This would coincide with Dr EdwardHallowell's theory that one of the most effective treatments he has foundfor ADD is daily aerobic exercise. He goes sofar as to say that, in his experience, exercise may even rival medication in effectiveness for some persons.

Biofeedback gives the person the ability to choose for themselves. For example, ADHD children before biofeedback were unable to make choices, their mind wandered, they found it impossible to focus on specific tasks, gave inappropriate answers through being impulsive, or became aggressive for no reason. However, after biofeedback training the person is more able to make choices. They can still be inattentive or choose not to listen, they can also choose to pay attention and be more controlled with their answers or behaviour. They are now empowered to make a more conscious effort to stay attentive or behave in moderation; they have learned to selfregulate through biofeedback training. They have learned what it feels like to concentrate, are more coordinated and through building up their self esteem, they develop better communication skills.

Nevertheless, it should be kept in mind that we 'regulate' ourselves in many ways, e.g. in prayer, meditation, higher levels of martial arts, counting to ten before blurting something out, indeed showing 'self control' in adverse situations. However, for some it is impossible to concentrate; when trying too hard all they do is produce tension which actually distracts them from the task in hand.

John Merson in his recent article "The Wild Ones', reminds the reader that many highly creative people have been difficult children and bad students, and under the present diagnostic regime might well be considered ADHD children. Merson emphasises this statement by referring to a study of the childhood of Nobel Laureates where it was found the one thing that they had in common was they spent a great deal of their early childhood 'daydreaming'

Rather than labelling those diagnosed with ADD/ADHD as 'disabled', having a 'disorder' and so on, be supportive and positive, encourage them to look at their challenges and turn them around. For instance, some people with ADD feel that they have been handed a lemon in life. They carry it around complaining how bitter life is. They waste energy analysing how sour their life is and dripping lemon juice behind them wherever they go. They are always complaining that they are 'stuck with it'. Thom Hartmann suggests in his books that they ought to look for ways to make 'lemonade'. By taking a positive attitude and using their energy to develop interventions that work, life could be better than they ever imagined. (This attitude also applies to others who suffer from asthma, diabetes and other ailments.)

Some children attending the Centre had been diagnosed with ADD/ADHD and their parents had explored medical alternatives to help their child overcome the difficulties they were experiencing. They were introduced to the programmes of brain gym and/or neurofeedback, and when parents and child became committed to working at home as well as attending on schedule, with frequency , intensity and duration , obvious improvements were achieved not only for the child but the whole family's well being. (Case studies are given in later chapters of the book.)

Over a period of many years it was discovered at the Centre that there was a similarity in the brain patterns of the majority of children with poor concentration, impulsiveness and/or learning difficulties. While these patterns were from kinesiology muscle response testing, there appears to be a correlation between these findings (Research Report 2001) and the growing acknowledgement of some neurologists and clinical psychologists. Baying L, Laucht M,and Schmidt MH,(2002) found that children suffering from anxiety disorders exhibited a significantly different pattern of frontal brain activation than healthy children without any diagnosis of a lifetime mental disorder.

The following statistics are taken from a recent National Survey of Mental Health and Wellbeing quoted in 'The Lamp' January (2001):

14% of young people suffer mental health problems 11.2% of young people aged 4-17 have attention deficit hyperactivity (ADHD) 3.7% have depressive disorder 3% have conduct disorder

Biofeedback can help a person to stay calm and in a state of relaxed concentration which is the optimal state for learning. Biofeedback training is most successful when used with a variety of learning strategies to ensure that the maximum benefits are gained. Robbins endorses this in his book'A Symphony in the Brain',: 'biofeedback makes the brain more available for learning and allows other therapies to be more effective.'

Some References for EEG Neurofeedback Robbins, J. (2000) "A Symphony in the Brain - The Evolution of the New Brain Wave Biofeedback." Atlantic, Monthly Press, New York

Hughes, M Ed.(1990) "Body Clock - The Effects of Time on Human Health". Reader's Digest Press, Surry Hills. N.S.W.

Heibloem, P.H. (1986) "Mind Power and Your Alpha Rhythm. Published by P. H. R. C.F. Heibloem. Queensland

Sears, W.M.D.,and Thompson, L. PH.D. (1998) "The A.D.D.Book" Little Brown and Company. New York

Othmer S. & S.(1992) "EEG Biofeedback for Attention Deficit Hyperactivity Disorder." EEg Spectrum Inc.

Lubar, J.Dr. Cited in Hartmann T. (1995) "ADD Success Stories" Underwood Books, Grass Valley, California

Hallowell, E. Dr. Cited in Hartmann , T (1995) "ADD Success Stories" Underwood Books, Grass Valley, California Greenberg, L. Dr & Kindschi , C. (1995) " A Workshop for Clinicians using the T.O.V.A."

Leark, R.A. Dr (1998) "Working with the T.O.V.A." Universal Attention Disorders, Inc.,U.S.A.

Perl, M.Dr (2002) "Neurofeedback for ADHD - A Clinic Outcome Study" Discovering & Creating Solutions. 650 Glenhuntly Road, Caulfield South, 3162 Victoria. Australia

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CASE HISTORY J. aged 7, was the youngest trainee in the EEG Neurofeedback programme. He exhibited a severe behaviour disorder as well as symptoms of Attention Disorders. Whenever he was corrected he would go to his room and break his favourite toys. At the time he came to the Centre he was receiving help from a psychologist.

As J was most unco-operative in the Brain Gym exercise programme, he was given 10 sessions of Neurofeedback training. The follow- up T.O.V.A.. was unconvincing as he improved in some areas but had regressed in others. After a further 10 sessions, the T.O.V.A. showed a similar result so it was decided to discontinue the training. (In retropect, with a greater understanding of the programme during the next three years, it would have been the ideal time to keep on with more sessions of training.) His EEG Baseline evaluation had shown an excessive amount of alpha rhythm.

No follow-up contact was made during the next 10 months. A phone call revealed that he was still naughty and needed help with school work but overall his behaviour had changed. His major tantrums had ceased exactly 2 weeks after the Neurofeedback training was stopped. He was no longer being helped by the psychologist. His mother had not thought to make contact with the Centre, thinking maybe that the change was not going to be lasting. Eighteen months later he returned for another T.O.V.A. evaluation. The results showed that his concentration had continued to improve. Unfortunately, his mother was unable to arrange appointments to continue another period of Neurofeedback training sessions. ****************************************************************************************** ****************************************************************************************** T. (aged 18) wrote the following letter after viewing a snippet about biofeedback/neurofeedback on television about 6 months after her training course. Dear Sister Patricia, Just a note to let you know how I'm going after my sessions of biofeedback . At school I'm feeling much more confident and finding it also more enjoyable . I'm finding that when I start something it's easier to finish . Overall I'm feeling like a better individual. Thank you Yours gratefully T. ******************************************************************************************

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A letter from T's parents

Dear Sister Patricia,

Thank you for the opportunity extended to my daughters to participate in Bio Feedback. Both girls have gained benefits during the weeks of sessions and continue to sustain their progress. K.'s involuntary inner movement has reduced significantly. Expressive language has increased, she has greater compliance and is displaying self motivation. The most noticeable effects from Biofeedback were obvious mood swings. On a number of occasions K. had been non-verbal and uncomfortable most of the day and session, and she came out skipping and chatting all the journey home.

Prior to Biofeedback T.'s days were depressingly tearful, with anger and confusion. During the training sessions T. complained constantly. Several weeks into the therapy she agreed that she was much more in control of her emotions, feeling more confident, assertive and happier. After completing Biofeedback T. has made a new social group of friends at school, gained her driver's licence, and is in more control of her stress levels. Biofeedback has proven to be a worthwhile therapy with positive results, helping to skill my daughters for their future. Thank you, Sr Patricia. Yours sincerely, D&J T&K

T. was a Year 11 student. K. (who suffered from autism) now aged 13, had previously participated in the Brain Gym activities and had received Auditory Integration Training at the Centre from the age of 8 ****************************************************************************************** A Testimony from B's Mother. B. suffered from autism. He did the Auditory Integration Training at age 6 and sessions of EEG Neurofeedback at age 10. Dear Sister, As promised, here is a short testimonial as to the positive effects of Neurofeedback! "As a result of the Neurotherapy sessions, B.has become calmer within himself, and is more "in tune" with his surroundings. His Doctor noted increased speech production at his visit today." Do hope this helps, good luck with your research, hope to see you in print in the future! ! Fondest regards, H. ******************************************************************************************

A Client's Report on Neuro-biofeedback Training at the Stoke and Disability Information Centre at Charlestown Case Study Adult male - age 48 years -chronic anxiety disorder and clinical depression. Prescribed and tried i) Valium ii) Aropax and iii) Other S.R.I. medication. Also psychological intervention i. Understanding and learning about mental illness; ii. Range of cognitive therapies iii. Exercise All helped in some small way but anxiety disorder was still affecting lifestyle. He found out about Neuro - biofeedback and tried the training. After approximately 6 to 10 training sessions of equal Beta and Smr on sites C3 & C4, he noticed a definite "slowing " of thoughts. He believed that the "slowing of the racing thoughts" led to the ability of wanting to learn more about Neuro biofeedback. After intensive training of 20 to 50 sessions of Beta - Smr, he found self-confidence to do the training course in Biofeedback and practice on and with fellow Anxiety - Depression sufferers with instant success reported. There are 2 claims that can be verified besides himself. Work with children - (under the supervision of Sister)

Children with their parents were seeking help after trying the obvious Doctor, Psychiatrist cycle first.

I would like to talk about the children in 2 different categories. Risk takers.) Both seem to suffer from Shy - quiet.) some sort of anxiety Both types of children seem to have short attention span. It is hard to assess anxiety in the risk taker sort of child because they seem so confident. Case 1: Shy - quiet- 8 year old boy. Parents found him uncontrollable at times. Doctors had tried him on medications - Prozac, Catapress & others with noticeable short term improvements in some scenarios. Child complained of being tired all the time. Training began while the child was still on medication, gradually reducing the medication after about 15 training sessions . After 30 sessions the child had stopped all medication. His parents were pleased with his behaviour at home as well as at school. I must also point out that the child was tested for amino - acid deficiencies and was given amino -acid supplements. The child was also taught brain gym exercises. Once taken off medication his family reported better appetite, weight gain, and seemingly more self-confidence. Also, this child had not been told what was expected of him in situations i.e. can't just leave the classroom without asking; getting the child to identify when he had trouble fitting in, and talking to him to give him options on how to handle situations. (Cognitive therapy)

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I still think the Neuro - biofeedback training had an initial calming affect on his anxiety type symptoms.

Case 2: 6 year old boy. He was the perfect child most of the time but started loud outbursts of abuse at parents. Later, after rage settled, he would apologise and say that he did not know why it happened. His mother sought out Neuro - biofeedback as another option before the doctors medicated him.

All these symptoms and most ADD and ADHD can also be the symptoms of lead poisoning. and DDT type poisonings. He was taught some brain gym exercises and sent to the doctor for a lead blood test. Lead levels were very high. At the last meeting with his mother she reported that she was told that simple diet strategies would change the lead poisoning. The child responded

Other children we saw were not tested for lead levels or DDT levels in the blood before being given powerful drugs for their behaviour.

Other Cases.

Young man with severe allergies got some relief.

A lady who had suffered a Stroke found relief in the involuntary use of her arm after only 3 sessions.

A man who had suffered a Stroke regained some bladder control plus better sleep.

A psychologist gained full night sleep after suffering diagnosed insomnia for years.

A lady who had a severe stroke gained more stable brain waves on the EEG with only 1 training session per week when she was well enough to be brought firstly to the Learning Opportunity Centre and then to the Stroke and Disability Information Centre ( S.A.D.I.)

The list goes on and I must say I would not have believed it happened except that I saw it with my own eyes.

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Chapter 5 - Are You Really Listening ? The Ear Hearing is our most fundamental sense, providing information to the brain long before any of the other senses are fully matured. By 135 days of gestation the unborn child's cochlea is fully formed and reached its final adult size. The ear is so vastly complex that volumes have been written on its physical and neurological natures. To understand the influence of tone and vibration upon the body, it is helpful to develop a mental image of this remarkable sensor.

THE EAR The three parts of the ear translate vibration through air, bone and skin into auditory information for the brain

The first part of the cochlea to form is the part that senses high frequency sounds. This should indicate that hearing is somehow very important to development. Dr. Tomatis' was first to suggest that the unborn *child can hear whilst in the womb. As the first part of the cochlea to form is that which senses high frequency sounds one has to ask if it was this fact that sent Dr. Tomatis to pursue the use of high frequencies in the development of his `electronic ear'?

It is also established we do not only hear with our ears but also hear through the bones of our body which conduct sound well. Therefore in order to learn we need to be able to hear the internal bone vibrations. When we hear a door shut suddenly or car tyres suddenly screech in the street, our body shudders instinctively because we felt the sound before we heard it. Our body reacted faster than our ears when bone conduction momentarily took over air conduction.

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Air is another necessity to hearing Though the orbiting planets and stars run their course in silence, life on earth is full of sound and noises . Air carries sound over great distances, without this property there would be no noise , no sound and therefore no language, no communication and limited possibilities for learning.

Our sense of balance is also associated with the hearing mechanism. The auditory nerve is closely associated with the vagus nerve, which is involved in many motor, sensory, autonomic, parasympathetic and digestive systems. Our sense of hearing can have an effect on our general sense of well-being.

Our sense of time is modified by our hearing. The psychological relationship between sonic stimulation and the passing of time is essential for tonal understanding . As vision helps us deal with space, hearing gives us the rhythm of passage through time. For instance, if we are in a soundproof room, time does not seem to pass, even though light may give us a sense of day and night . It is the presence of background noises that give a sense of time moving.

Research has found that all the muscles of the body constantly vibrate , broadcasting a very low frequency tone. This tone cannot normally be heard-These frequencies, along with others coming from the nerves , are broadcast and received . in our bodies . It is from the environment that we derive information about the space in which we live.

It has been found that those suffering from ADD/ADHD experience this all the time as they listen too much with their bodies, hearing too much through bone conduction as they do not have the mechanism to selectively screen out sensory information that enters through the body. They pay attention to all input which results in them being overwhelmed by even the smallest stimuli so they cannot concentrate on one task at a time. Their attention is perpetually scattered or they screen all input out. They then become lethargic and very quiet and often daydream.

Much is written about the connection with the prefrontal lobes and learning/behaviour disorders. It is well known that the prefrontal lobes are the newest part of the human brain. They are perhaps the most vulnerable to modern disorders such as ADD/ADHD and related syndromes.

Hearing vs Listening. In 1974 fifty primary school children were selected to participate in a programme of exercise and patterning based on Delacato's theories of neurological organisation.

It was found that following spoken directions seemed to be a difficulty for the majority of them It was uncertain whether this was due to hearing loss or a lack of co-ordination of the central nervous system. Were those children who appeared to have learning difficulties really having difficulty hearing or was there a blockage in their neural pathways of the brain?

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All 50 children underwent a hearing test. The Commonwealth Acoustic Laboratory could only accommodate 8 appointments at that time. So, with the co-operation of the Registrar at the local hospital all 50 children were tested on the audiometer at the hospital. It proved difficult, at first, to explain why the tests were necessary. Finally perseverance got the message across that a child can be taught to listen (with great difficulty) but cannot be taught to hear and succeeded in having hearing tests on all of the 50 children.

The outcome was staggering. Eight of the children with the most unusual audiogram patterns were then evaluated at the Acoustic laboratory. Five of the eight required surgery on their ears!! Early observations of the children not fully understanding the information proved correct. Those children had indeed been disadvantaged by not hearing properly.

While there may be a physiological reason for poor hearing making poor listeners, there are other reasons that some have excellent hearing but are still poor listeners:

Hearing is a passive process - merely detecting the sounds around us Listening is an active process - it requires the conscious desire to determine the meaning of what we hear.. It appears that good listeners hear sounds and are able to push irrelevant stimuli to the background. On the other hand , poor listeners do not have the ability to filter out irrelevant information , instead they `tune out ' and that is what many children with ADD /ADHD do.

Auditory Integration Training The introduction of Auditory Integration Training (A.I.T.)was the result of a story in the Reader's Digest of March, 1992, "Fighting for Georgie". It was shared, first of all, with Pam Atkins, the mother of Craig who was the first child with autism working on the Delacato programme. The story was also shared with other families who had children with disabilities similar to autism. While it raised hope for the future of these children, it was never imagined that they could ever travel to France to receive A.I.T. from Dr Guy Berard (the author of Hearing Equals Behaviour) who had trained Georgie.

In 1993 a local newspaper in Brisbane published information about a programme of Auditory Integration Training. The visiting professional from Washington, USA, was persuaded to come to Newcastle for a public meeting at the Centre. Michael McCarthy, Msc, a consultant for Autism, ADD and Dyslexia, had been trained by Dr Guy Berard.

As a result of that meeting in September, 1993, the Centre became one of the first of a small number of A.I.T. training places in New South Wales. Visitors came from the far reaches of N. S. W., Queensland, Victoria, Tasmania and even New Zealand to attend and/or participate in the twenty session (two week duration) programme.

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AIT was developed from the work of Dr Guy Berard in France. Dr. Berard was an otolaryngologist (ENT specialist) and author of `Hearing Equals Behaviour". His methods were originally designed for people with hearing loss but were later found to be beneficial for those suffering with Autism, ADD, ADHD, Dyslexia and other learning difficulties.

The AIT process is designed to reduce the in accurate and hypersensitive auditory responses that create difficulties for a person to interpret sounds . The programme reduces painful and distorted hearing without the use of intrusive techniques . Some children are extremely sensitive to sounds of sirens , vacuum cleaners or lawn mowers, often covering their ears with their hands in an attempt to shut the sound out.

Lucy Blackman was the first Australian client to receive AIT from Michael McCarthy. Lucy is an autistic woman born in Melbourne in 1972. At the age of fourteen she began using Facilitated Communication at the DEAL Communication Centre in Australia. With Rosemary Crossley supporting her mother, Lucy was first of all able to point reliably to pictures , then with much practice and determination , she learned to type independently by the age of 18. She had taught herself to read so developing this skill dramatically changed her life as it gave her the independence to express herself. It was at this time in her late teens that she met Mike McCarthy and did auditory training.

When Lucy visited the LOC she used to type the answers to our questions on a Canon Communicator held by her mother. At this time she was attending university and had begun to write her book telling the world what living is like from the perspective of a person with autism. Her book, "Lucy's Story: Autism and Other Adventures" published in 1999, is invaluable in teaching other parents/carers/teachers/doctors and other professionals dealing with children with autism to understand that autistic people see and hear the world differently from that of an ordinary person.

Over a period of 4 to 5 years almost 100 clients received Auditory Integration Training (AIT). Of these clients, almost a third of them had been diagnosed with varying degrees of Autism; the remainder displayed symptoms of ADD/ADHD and/or anxiety.

The Otoacoustic Emissions Tester, part of Michael's measuring equipment, used a small ear probe like an ear plug inserted gently into the ear canal. This probe gauges the hearing response of the inner ear using technology much like sonar. The echoes gained and recorded during the testing procedure (up to two and a half minutes per ear) are statistically analysed and presented as a full spectrum hearing scale. This determines whether the client's hearing is within normal range and whether they are experiencing hyper-acute hearing. As a result of the findings, a programme of music which has been subjected to special filtration and modulation to suit the client ' s results, is provided for their use.

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Dr. Berard claimed that hearing problems were the primary cause of inadequate developmental progress. Based on the theory that hearing is indispensable to language formation hypersensitive hearing can cause language difficulties. This, in turn , will disturb the intellectual development of the affected subject.

From the many recorded cases of children overcoming learning/behavioural difficulties through A.I.T. a proper auditory examination by a specialist if there is the slightest suspicion of any hearing/listening problem is strongly recommended . (Many of these children had suffered from repeated ear infections.) It would appear that if any hearing problems are not identified early in a child's life, it may lead to mistaken diagnoses of behaviour instability or of intellectual deficiency.

At the Learning Opportunity Centre a 9 year old boy with a severe learning disability had been unable to complete any previous hearing tests due to his hyperactivity and lack of concentration. When he was tested on the Otoacoustic Emission Tester, he was found to be on the borderline of profound deafness.

It was found that an average of 5 out of 10 clients tested on the OET were suitable subjects for AIT. Special assistance with the headphones was needed for children with Autism who could not bear having anything touching or covering their ears. They gradually settled down to the programme and some encouraging improvements were achieved. During these training sessions Michael McCarthy provided parents with valuable information about various forms of therapy and educational programmes for helping their children.

One mother had saved the cost of training for her 11 year old daughter who had a slight hearing problem causing her spelling problem . She was experiencing difficulty in hearing the endings on words. The mother pleaded with Michael to commence the AIT with her daughter but was informed that it would be unethical and similar to swatting a fly with a sledge hammer . Instead Michael recommended that a good speech pathologist/therapist be found who would be able to help the child . The child was helped , and, with four months of Sound Therapy (the Tomatis method), both her reading and spelling improved.

In the AIT programme, the otoacoustic emission tester was used to evaluate the level of auditory dysfunction before , mid-term and after the twenty half hour training sessions. The test was again administered 6 to 12 months later to ensure that the improvements were consolidated.

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Whilst AIT training was a success for those with more severe hearing problems, over a period of 4-5 years other sound therapies were found to be beneficial for those with less severe hearing/listening difficulties:

Sound Therapy for the Walkman (Tomatis Method)

ii.

Samonas Sound Therapy - ‘Spectrally Activated Music of Optimal Natural Structure'. - (Ingo Steinbach)

iii. Earobics by Cognitive Concepts Inc.

Sound Therapy The French ENT specialist, Dr. Alfred Tomatis did the early work in sound therapy and developed the ‘electronic ear’ that helps open up the auditory system to sounds which were previously blocked. Tomatis was the first to fully understand the physiology of listening as distinct from hearing. It is also thought by many that possibly Dr. Tomatis’ most important contribution was to recognise that the foetus hears sounds in the womb.

As a result of experimentation, Dr. Tomatis found that the two inner ear muscles could be strengthened by having the person listen to `music' that is continuously switched between two canals; one in which low frequencies are amplified and another in which high frequencies are amplified. The muscles have to follow by stretching and relaxing and so become stronger. This Dr. Tomatis called ‘gating’ and is the feature of the ‘electronic ear’

Pierre Sollier, Director of the Mozart Centre, California states:

“It is undoubtedly the research of Alfred Tomatis, M.D. that has established the healing and creative powers of sound and music, in general and the Mozart Effect in particular. To his associates, he is the Einstein of sound, the Sherlock Holmes of sonic detection and to many of his patients, he is simply Dr. Mozart”.

These statements are born out by what are known as the ‘Three Laws of Tomatis’

When our ears cannot hear certain frequencies, our voice does not contain them either. This was found through studying people exposed to constant noise.

ii.

If we modify hearing, the voice changes immediately. By blocking the ears and only letting certain frequencies through, Tomatis found the voice deteriorated.

iii. One could restore someone’s hearing (and thus their voice) by retraining the muscles of the middle ear drum which had become flabby due to exposure to loud noise.

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Billie Thompson describes the Tomatis story as:

“........a tour of the ear, our natural labyrinth, to discover its functions and its impact on what it means to be human. It introduces listening as the foundation for language, social communication and learning. We listen, speak, read, write and sing with our ears...........”

Building on the work of Tomatis’s ‘electronic ear’, Ingo Steinbach developed Sonas and Samonas Sound therapy. Given his background in music, physics, acoustics and electronics together with the breakthroughs in technology (portable CD and quality CDs compared with tape recordings) Samonas Sound Therapy has been a great leap forward in effective sound therapy.

Both Tomatis and Steinback agree that music's overtones (high frequency tones that one may not even notice) can profoundly energise and invigorate our ears, brain and total body. Dr. Sarkissof (psychoanalyst) agreed to some of his patients receiving Tomatis Treatment. All of these patients shared a core of unconscious autism. However, Sound Therapy rapidly reduced this condition and in a short space of a few months, their autism gave way to a joyful, outgoing self awareness.

Tomatis methods consist of listening to Mozart, Haydn an d their contemporaries, with the sounds specially filtered to emphasise the high frequencies by way of an `electronic ear'. However, in Sound Therapy for the Walkman (1984) the psycho-analytic benefits rather than the auditorial ones of `Audio-Psycho-Phonology' or Sound Therapy are emphasised:

"While it takes a great deal of time to be freed of complexes through psychoanalysis, Sound Therapy arrives at the same result by a more direct route, bringing about the maturation of the individual by working directly on the brain structures."

The increased use of home computers also brought other auditory and phonics programmes such as "EAROBICS' by Cognitive Concepts Inc. This programme is designed to focus the child's attention on the sound of the words and teaches the full range of auditory processing and phonological awareness skills critical for reading.

‘Earobics’ features include built-in 'intelligence' that continually monitors the child's performance and automatically adjusts the level of play to conform to the child's own rate of learning. The various games are colourful and attractive to children and it provides an animated progress chart which keeps track of progress, providing positive rewards for the child.

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Whether using All, Sound Therapy or some of the computer packages to improve the listening/hearing ability of children , or behaviour difficulties , it takes patience and perseverance to use an alternative method for the prescribed time and dedicate one's self to the regime necessary to see results.

None of the alternative methods are magic wands, but are different approaches which may or not, give response where more conventional methods have failed. It may involve several of the methods used. In which case one could never be sure of which was most effective or whether it was the integrated approach which broke the barrier to improve attention, increase performance or change behaviour.

The Dominant Ear Reviewing the research list of 958 subjects and 624 family members it is important to note that about 25% of the subjects with attention disorders had the dominant ear on the opposite side to the dominant hand and eye This created difficulty in processing information because of the conflict between what was heard with what was seen. Sometimes the dominant eye and ear were on the opposite side to the dominant hand and foot. These were the subjects experiencing the more severe learning disabilities. These are not included as a separate category in the statistical information given in the Research Report8.

Dr. Tomatis also found those who are right ear dominant, learn more easily than those who are left ear dominant. This is quite logical when the right ear is directly connected to the left brain, the brain that processes language. He believed that if you listen with your left ear the sound goes directly to the right brain which has no language centre and therefore the information has to be redirected to the left brain via the corpus callosum; a longer pathway resulting in such persons having to `catch up' all the time. This disadvantage is further compounded by the fact that during the transfer some of the frequencies may be lost and therefore the information may not only be delayed but also incomplete.

Sound Therapy and Patricia Joudry Patricia Joudry, a Canadian, wrote a comedy series for radio. She was the author of several novels and nonfiction books. Due to sound sensitivity, Patricia's life was an obstacle course of fearsome noises resulting in chronic stress and years of insomnia. Unexpected events lead to her discovery of Sound Therapy and within a few weeks Patricia experienced more peaceful sleep and energy.

With this new found energy Patricia developed a `self-help' Sound Therapy now claimed to have assisted thousands to enjoy better health.This therapy has now spread to over 45 countries . She and her daughter, Rafaele, established the business in Australia in 1989.

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Mother and daughter worked together to produce a book `Sound Therapy : Music to Recharge Your Brain ' which describes clinical experience and new developments of the past ten years . Rafaele has recently released a new book `Triumph over Tinnitus' which explores the benefits of Sound Therapy for Tinnitus suffers.

It would appear that AIT, Sound Therapy, Sound Therapy for the Walkman and others are all tools to work on a variety of developmental problems associated with the auditory system .Thesc include hearing hypersensitivity and distractibility, loss of hearing, tonal processing problems, speech and language problems, lateralisation and visualisation problems, learning disorders and psychological problems.

Listening to the Inner Voice.

So far, we have looked at the difference of listening and hearing and methods of remediation for those who have difficulty processing what is heard. Another factor is the internal listening we continually do.

Some psychologists believe that children with ADHD are lacking the ability of internal listening or self talk. They are unable to plan ahead so act on impulse. One leading specialist in the area of attention disorders claims that ADHD is not really an attention problem, it is an impulsivity disorder, they can't inhibit their actions. He suggests that their disorder be called Disinhibition . Another psychologist uses the analogy of these children not having enough brake fluid in their brain.

Internally, we all attempt to find ourselves through exploration by listening to the inner voice but in the times we live in today it is often a strain to hear amidst all the noise of living. Externally we also find ourselves listening to instruction/directions for order in the work place, authority and so on.

Either way, there is a need to pay attention, to hear the inner voice for this is where we replenish our faith, where emotions find root and spiritual longings spring forth. It is where ideas are born and imagination is set free. This inner voice of thought expresses our ongoing commentary on our life, our plans, our dreams and fears; it defines us as a person.

Sadly, it is documented that those diagnosed with ADHD and other related disorders, lack this inner voice to self-regulate their concentration, curb impulsivity and keep themselves on track to behave in an acceptable manner. Lilliana Sacarin13 explains the role of good listening as:

Learning good listening skills means not only learning to listen to what others say, but also to listen to our own feelings and thoughts. Equally important in the listening process is the ability to switch smoothly from the outside world to our inner voice and vice versa, organising all that we perceive and feel in a meaningful manner. This elegant interaction allows us to organise only relevant information and feelings for each situation and is very important for being a good learner."

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THE VESTIBULAR SYSTEM The vestibular system maintains balance, keeps vision stable and helps control movement (ASGSB Facts Sheet).

The vestibular system, located in the inner ear, `primes' the entire nervous system to function effectively. The fluid in the inner ear passes over nerve receptors which send messages to the brain about the position of the body in space. These messages help the young child to counter gravity, to balance and to have control over eye movements. They are vital for the coordination of all the sensory messages that the brain receives.

Equipment with moving parts found in parks are a great source of joy and development for children as they can give themselves some vestibular stimulation. Stationary equipment does not provide the same kind of stimulus for healthy inner ear function. Sound functioning of the vestibular system is essential for intellectual development.

Swinging, rocking, rolling, bouncing, jumping, running, hopping and skipping all play a major part in early development. Some children tend to crave vestibular activities. Others cannot tolerate them to any degree. They will learn if they are encouraged rather than forced to take part. Placing a child in a hammock is another excellent method of stimulation. A blanket or such like can be turned into a `hammock' with parents or carers holding each end and gently swinging, rocking and rolling him. Rolling the child up in a blanket or a length of soft vinyl (with head free) to see can be an enjoyable game as he gradually learns to un-roll himself. Children delight in rolling one another up and wanting to help him unroll when he seems `stuck'.

The `flip-flops', rolling, crawling, marching, hopscotch and other brain gymnastics have helped children at the LOC to develop confidence and co-ordination in order to skip with a rope. For some this has been a major breakthrough. One young lad was delighted to be able to stand up on his surfboard on his ninth birthday! For another, his maths improved, and because he had more rhythm in his legs, he could juggle four objects more successfully! One little seven year old with severe learning difficulties improved in skipping and won the skipping races at his school's sports carnival. It was his only claim to fame but was undermined when the other boys in his class tormented him and called him a sissy. Unfortunately, he did not return to complete the exercise programme at the Centre.

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References for Are You Really Listening Website'Tomatis Sound Therapy" 2002 Pearce J.C. (1993) Delacato, C.H. (1974) "A New Start For the Child with Reading Problems." New York: David McKay Co.Inc.(now out of print)

Berlin, D.I. (1999) "Hearing Loss in Newborn Infants." Otorhinolaryngology web site www.medschool.Isumc.edu/otor/iden.htm

Brewer, C; Campbell, D.G (1992) "The Rhythms of Learning" Hawker Brownlow Education

Campbell, D. (1997) "The Mozart Effect" Hodder & Stoughton Berard, G. (1993) "Hearing Equals Behaviour" (Now out of print) Originally published by Keats Publishing Ink. U.K.

Joudry, P. (1984) "Sound Therapy for the Walkman" Steele and Steele Joudry Rafaele of Sound Therapy International, web site: www. soundtherapyinternational. com

Sacarin Lilliana'Sacarin Centre P.S.I. www.sacarin.com 20/08/02

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Tim's Story (written by his Mother) Tim was a 5½ year old boy who, in 1994, was diagnosed as having moderate Autism. However, when reassessed in 1997, he was diagnosed as having Asperger' s syndrome with ADHD.

Tim was attending Terrigal School for children with Autism and was in a class of 5 boys. Tim had attended this class since February 1994 and shown little change in his behaviour.

Previously he had:

• • • • •

•

• • •

Little capacity to focus or concentrate (2-3 seconds). He did not listen to instructions or conversations He could not wait Tim could not `take turns' or share or socialise with peers, adults or teachers He had a poor, restricted diet i.e. each day only ate a banana, 20 tiny teddy biscuits and weetbix and 20 glasses of one particular pineapple juice (his `obsession' calling it "my beautiful drink" as he cried out for it) Tim could not sit still to read books, be read to from a book, do puzzles or even play appropriately with toys. He had a total obsession for lining up Thomas the Tank videos, books and toys - no one could touch them or he screamed! Tim could not complete set tasks Tim could not really co-operate He reacted with distress in crowded supermarkets to piped music and bright fluorescent lights where he would scream, be upset and throw tantrums.

During the school holidays (September 1994) Tim attended a two-week course of Auditory Integration Training (A.I.T). This had been organised by Sister Patricia Wilson at The Learning Opportunity Centre and run by Dr. Mike McCarthy.

Auditory Training had been run by the NSW Autistic Association at Terrigal School the year before our arrival there but there were no plans to repeat this in future due to the monetary limitations of the Association.

We noticed a very distinct change in Tim's behaviour during and after the training sessions e.g.,

• • •

• • • • •

Tim sat still and listened to music in headphones willingly Tim co-operated His appetite increased dramatically . He visited the Pizza Hut restaurant with my brother and myself (mid session) and sat at a table and ate voraciously. Intense hunger had been predicted with pre-auditory training literature He learned to wait longer He was calmer, happier in himself He busied himself with puzzles and played with toys ( in a manner that he had never been able to before) His distress in supermarkets greatly decreased and finally diminished over the next year Tim made a friend at the sessions (Nathaniel - he called him Thandaniel) and hugged, cuddled and responded to him. He showed interest in him!

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When Tim returned to the Autistic School, we did not tell his teacher or aide he had taken part in this treatment. We did not want people looking for change or expecting outcomes. Within a week he had received a certificate at assembly for `co-operating and completing set tasks '. His teacher commented to me that he had a `different attitude' and inquired as to what I thought was the reason for it? When I explained he had participated in auditory integration training, she said she could see changes in Tim. Within 3 months he was moved on to integration (with an aide) to mainstream public school.

Before this we had been told to expect 2-3 years at the Autistic School then most likely movement to a communication class (special education) at a public school. Greater expectations educationally and socially were new goals.

As a consequence of Auditory Integration Training, Tim developed a range of new skills which we believe changed Tim's future prospects. Without this therapy, initial `kick-start', Tim would not be . the young man he is today. At 13 years old, artistic, well mannered, kind, interactive, friendly; a keen tennis player, swim squad participant, enthusiastic drama student, music and movie lover.

Sue Bell - Tim's mother - September 2002.

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Tim Enters Year 7. We found a flexible answer for his educational needs.

Due to Tim's emotional immaturity and his lack of self confidence after bullying, we decided that mainstream local high school was going to fail his needs.

He gets very tired thinking and needs 1 + hours lunch rests.

Academically he still needed 1:1 help in focus and attention skills, summarising skills; comprehension skills; deduction & inference skills; organisational skills. He was not granted an aide (or integration time in Year 6 to adapt transition. Instead a plan for Year 7 was that he would have a variety of University students taking him out of a lesson for remediation.

*Tim was not able to cope with the large number of Year 7 teachers for each subject. He needed the same rules & teacher for each lesson. CHANGE is hard to quickly adapt to for Tim. It causes stress, anxiety and silly responses in him.

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*In February, 2002, Tim began Year 7 doing Sydney Distance High School lessons (10 Year 7 subjects) supervised by his mother at home. He can work towards the School Certificate and HSC. It is like a N.S.W. Department of Education Correspondence School which also accepts students with medical disabilities.

ACADEMIC

*Lessons are sent in pre-prepared units *Lessons are posted back weekly to be marked *Teachers give telephone lessons often *Internet lessons are very useful *Generous "awards" system to bolster self esteem *Teachers visit students at home

SOCIAL

*Tim attended a School Camp to National Park; a 2 day Canberra History Excursion; peer support telephone group talks; peer support Movie Days each term.

Tim can learn visually. We can work at our own rate, succeed, be praised for excellent assignment work.

It has been a very productive year. Tim received 6 gold medals at Year 7 Presentation Day and the Award for the most conscientious worker in Year 7.

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Pam's Story Craig was denied the joy of living life to the full. At 2 years of age he'd been diagnosed as autistic. In October 1978 when Craig was 8 years of age, I heard about an exercise programme used by Sister Patricia Wilson at the local Catholic school. After talking with Sister Patricia, I then took Craig out of the Special School where basically he was classed as un-teachable. The exercises were based on the Doman-Delacato principles of brain development. Thanks to Sister's knowledge and assistance Craig underwent the patterning exercises for a short time every day over a period of some months. Before this programme began Craig's disabilities included hyperactivity, lack of concentration, extremely poor co-ordination of eye and hand and only parrot talk communication. After 12 months, Craig's hyperactivity had almost completely ceased. Delighted in his progress I started Craig on a daily exercise programme ranging from 4 to 5 hours each day. We no longer had the wild outbursts from him and his concentration had improved. Craig could then sit and do puzzles, ABC cards, words and pictures. His eye hand co-ordination had also improved and his communication was developing.

Dedicated volunteers helped on a roster system. At the beginning we needed five people to do the DomanDelacato patterning exercise with Craig and it was gradually reduced to two. Through the exercises we now had a young boy who was capable of taking part in everyday activities of family life. The difficulties of teenage years had been a turbulent time for Craig but at last he came through the bad times until we had once more a happy young man. Whilst Craig is not cured, his quality of life surpasses the dismal outlook given at an early age. He now lives in a supportive environment participating in activities and continues to enjoy his music. The Delacato programme does not cure disabilities but assists in strengthening other areas to compensate often giving life more meaning than early diagnosis predicted. We moved to Newcastle in the early nineties and enjoyed once more visits from Sister Patricia. At this time, I realised that the eight years Craig was on the programme were his happiest years and I wanted to assist Sister Patricia with her work with children with learning disabilities . Therefore, in late 1992, I appointed myself her `business manager'. My first task was to find Sister Patricia a suitable building to organise a Centre so that more children could receive help as well as giving support to their families. In February 1993, our Learning Opportunity Centre opened at Hamilton and was entirely supported by volunteers and generous donations . Circ*mstances changed and we moved to The Junction in 1996 continuing with our work of Brain Gym, Auditory Integration Training and EEG Biofeedback. Approximately over a 100 families visited the Centre each year;. Weekly sessions were held for parents and children of which one third were able to help their children with a home programme. Others found it too difficult as they really wanted a `miracle' which we were unable to provide.

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Our wonderful volunteers not only learned the programmes but continued to raise funds to support the work as some parents were unable to give contributions . The LOC also allowed us to welcome some of the members of Group Homes for the Disabled They participated in exercises and learning programmes and become valuable members of our community.

The `Golden Oldies" met each Friday morning to learn gentle physical exercises and relaxation techniques from our Brain Gym/Kinesiology programmes . They enjoyed the group support which also helped such ailments as:

•

Arthritis

•

Stress release

•

Blood pressure

•

Co-ordination for stroke victims

In turn, some of these people also became volunteers to share their talents with the younger clients. When authorities reviewed our Centre, they found it difficult to evaluate because our clients ranged from 2 'h years to 85 '/2 years! All these groups were sad when our Centre had to close but we still meet frequently at our `Picnics in the Park ' where we do our exercises and play games.

It was a happy community group despite the lack of funds and dependence on others for everything including the use of buildings as a temporary measure.

During the last three years the grant from the Area Assistance Plan from the Department of Urban Affairs and Planning gave the LOC the funds to invest in more computers and EEG Neurofeedback equipment as well as training for the volunteers.

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Pam Atkins is a remarkable lady, devoid of selfishness, totally un-judgemental and dedicated in helping the less fortunate in our society to enjoy life more fully. Pam, despite knowing that her son Craig may not get better, realised that early intervention for young children and toddlers diagnosed with disabilities would have a much better prognosis if they had access to the programme which gave Craig a better quality of life. The story of the first of these little children, David, is recorded in this book. This saw Pam utilise her `exercise area ' used for Craig to be shared with other children facing such difficulties. There were some remarkable achievements due to her thoughtfulness and dedication.

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Allan's Story: To understand how we as the parents of an Autistic person first came to the learning Opportunity Centre it is necessary to understand the approach to Autism which existed in the 70's and 80's. Autism was not understood by the Professionals whom we were dealing with at that time. Andrew was born in December 1971 and developed normally as a young child without any warning signs of any problems, except for the lack of inquiring speech from the age of three and a half or so, a problem which was easily overlooked because of his phenomenal memory and the ability to retain stories and poems in this memory after hearing them once or twice. Other more worrying signs developed when the time came for Andrew to attend school, it became apparent that Andrew could not fit into a `normal ' school pattern. This lead to assessment from school psychologists and his return to pre-school for another year, after which he was given a placement in a special class at Charlestown school.

Andrew was also referred to the Child Development Unit (CDU) for assessment. At that time Autism was little understood and it took a considerable time with the CDU (Andrew was initially assessed with Early Onset childhood Psychosis) before he was declared Autistic and referred to The Autistic school at Wickham operated by what was then known as The Autistic Children 's Association of NSW. At this time i.e., late 70's, Autism was a rare occurrence being rated at one or two in a 100,000 births, not the figures quoted today being a vast increase to 1 in a 100 in some countries. In the late 70's the possibility of a genetic cause for Autism had not been investigated. The medical profession had a theory that it was due to parenting. The sessions which we as Andrew's parents were subjected to, followed this line. Andrew continued at the Autistic school until he was forced to leave at the age of seventeen, due to lack of funding being available for older persons. He then spent a year at the Cook's Hill Special school until he was forced to leave at eighteen years of age as a result of school policy not to continue access to special classes after that age.

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After leaving the school system, Andrew obtained a placement at Westlakes Activity Centre that is a centre for developmentally delayed people operated by the Department of Community Services.

While Andrew had learned some skills during his time with the Autistic School and the Special school, there was little hope of any effective help for Autistic people although there were a number of professions gaining an understanding of the affliction and work had commenced on an understanding of the genetic components.

In September 1993, we were at the stage where we had an Autistic son who had been through a school system, which, while it had given him some elements of living skills, had rejected him twice. While he had adjusted to his situation and enjoyed attending Activity Centre there was no known treatment, which would improve his quality of life.

In September 1993, the Learning Opportunity Centre (LOC) announced that they would be hosting a Public Lecture from Michael McCarthy on the benefits of Auditory Integration Training (AIT) for Autistic and ADD/ADHD affected persons. We attended this lecture and decided that the training would benefit Andrew as this was the first time we had been offered any reasonable explanation of one of the main causes of the Autistic person's withdrawal from the world i.e, sensory overload, particularly in the sense of hearing. We consequently enrolled him for the training which he received the following January, 1994.

Andrew gained in a number of areas following his session of AIT. These included normalisation of his hearing that had been diagnosed as super sensitive prior to the training, this enabled him to achieve higher levels of social activity and diminish his antisocial behaviour. He was further enabled to receive and act on instructions . From this introduction, Andrew continued with his involvement with the Centre and attended regularly for the Integrative Kinesiology activities.

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Our association with the LOC continued over the six years until its closure. The LOC under its founder, Sister Patricia Wilson, was always willing to introduce new methods for improving learning and also methods that were effective but not generally accepted by the mainstream educational establishment.

Sister Patricia had been willing to introduce IK-Edu-K as well as other methods that she had proven to be effective and had been using for many years to help children with learning difficulties and stroke persons. As a result of its innovative approach the Centre was one of, if not the first, to introduce AIT to New South Wales. AIT is now generally accepted as being an effective aid to Autistic people. Without the willingness of the LOC to explore new therapies, particularly AIT, we would have been left out of what proved to be one of the greatest advances in Andrew's ability to interact with his external environment.

Following the introduction of AIT there were a number of other learning therapies introduced by the LOC. Dr. Mary Lou Shiel introduced the SAMONAS sound therapy which used specially recorded CD's to achieve a similar result to AIT. Andrew was also involved in this therapy at the suggestion of Mike McCarthy and this aided his hearing normalisation.

We were also referred to one of the world's leading experts on Autism, Dr. Tony Atwood and we incorporated his suggestions into Andrew's programmes. All of these additional therapies and consultations further assisted in Andrew's progress. It is not possible to measure this progress quantitatively but all of the persons involved with Andrew commented on his greatly improved ability to interact with them and others and his external environment.

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Due to the vast increase in the incidence of Autism it is now recognised and treated at a much earlier age and with a vastly improved set of techniques than 25 years ago. These were still not generally available in this State until 8 years ago when the LOC pioneered their introduction. It is impossible to measure the contribution of this innovation as it is the improvement in Andrew and many others who participated in these early programmes.

Change is inevitable but it would have taken a lot longer without the influence of the LOC.

During 1994, Mike McCarthy demonstrated the EEG Neurofeedback system, which was under investigation by the LOC and which was later to become one of the LOC's main therapies in conjunction with Brain Gym exercises in the alleviation of symptoms of ADD/ADHD. From 1994 until 2000 the LOC was available to assist hundreds of families with Autistic and ADD/ADHD members by being able to provide the latest technologies in AIT (provided by Michael McCarthy on bi-annual visits to the LOC) and EEG Neurofeedback as well as the continuation of Brain Gym exercises which Sister Patricia had commenced many years before.

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Some References for Autism Anderson, E. & Emmons, P.(1996)."Unlocking the Mysteries of Sensory Dysfunction" A resource for anyone who works with, or lives with, a child with sensory issues. Published- by Future Horizons, Inc.Arlington,. 76012

Attwood, T. (1998). "Asperger's Syndrome. A Guide for parents and Professionals." Jessica Kingsley Publishers Ltd, London, England

Blackman, L. (1999). "Lucy's Story. Autism and Other Adventures". < book in hand> Brisbane, Australia

Delacato, C.H. (1974)."The Ultimate Stranger" Published by Doubleday & Co. Inc. Garden City. New York.

Gillingham, G. (1995). "Autism. Handle with Care. Understanding and Managing Behavior of Children and Adults with Autism". Future Horizons, Inc.,Arlington, Texas

Ratey, J. M.D.& Johnson, C.. Ph.D. (1997). "Shadow Syndromes". Published by Pantheon Books. New York.

Trott, M.C. with Laurel, M.K. &Windeck, M.S. (1993)."SenseAbilities. Understanding Sensory Integration". Therapy Skill Builders a division of The Psychological Corporation 555 Academic Court San Antonia, Texas A Resource Book on Autism. "Why Does Chris Do That?" A resource booklet for Teachers, Parents, Therapists and Care Staff. Division of Intellectual Disability Services. Department of Family Services and Aboriginal and Islander Affairs. Cnr George & Elizabeth Streets, Brisbane. Queensland < book in hand > A Selection of Books Relating to Autism Spectrum Disorders Ph.(07) 3279 6799 (A/H) (07) 3279 0678 . 16 Jumbuck St, Jindalee, Q. 4074

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Chapter 6 – Life Energy "LIFE ENERGYIS BREATH -LIFE ENERGY IS SPIRIT" John Diamond - claims that the vital principle of life itself is the spirit breathing life into us causing us to live, grow and love. On the other hand, Brother Steindl Rast claims

"....that you are not yet dead is no proof that you are alive.

ALIVENESS

is measured by degrees of AWARENESS...."

Is this Awareness or Life Energy really the spirit within, breathing life into our being, enabling us to live, grow and love? If so, then surely this is the place where God lives, continually replenishing and creating us anew and we should be joyous in our Aliveness.

Life energy according to John Diamond is the spirit, and through getting in touch with our whole self we shall find a new freedom. He claims that freedom is gained through understanding the incredible functioning of our mind and body, by learning the powers of thoughts to heal or to weaken. In doing so we will be on the path of creativity and health and the discovery of what it feels like to have our whole brain working.

Lucia Capacchinone says creativity and awareness is the ability to develop a new perception or understanding beyond what has been experienced before. To find this understanding one must expand one's awareness and shift to a new integrated way of seeing things by using both kinds of intelligence, logical and intuitive. At its highest, creativity allows us to have a vision and then apply the vision appropriately to everyday life. This is similar to what Walt Disney called Imagineering.

Happiness is `inside aliveness'. A sticker seen on a mirror carried the phrase, "You are looking at the face of the person who is responsible for your happiness ". Getting unhooked from our past and not living in anticipation of the future is far from simple or easy. The only real self - acceptance must focus on who we are at this moment. Self - accepting people are able to laugh at themselves, often and easily:

`Blessed are they who can laugh at themselves. They shall never cease to be entertained.' (an old Chinese beatitude)

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Our thoughts today are our tomorrows. We are now the result of all our thoughts. Where am I going? Where will I be in 5, 10 or 20 years? We have only one moment to make all our choices and have all our thoughts. That moment is the present - now.

Self accepting people accept themselves as they are right now.

'Yesterday's me is history. Tomorrow's me is mystery'

Well - being An imbalance of Life Energy leads ultimately to dis ease (disease). Life Energy enables us to heal. 4 The simple techniques of Integrative Kinesiology enable us to rebalance the flow of life through our bodies and thus overcome disease.

In 1989 at a seminar entitled `Will To Be Well', a visiting lecturer to the University of Newcastle, Dadi Janki, from a Yoga Meditation University in India, gave the audience a recipe for well-being. Dadi Janki had overcome several illnesses including typhoid fever, slipped disk and heart problems by meditation. At question time, she was asked if she believed in taking medicine? Her reply was, `5% medicine, 50% blessing from people and 45% communication with your Supreme Being".

In his book Life Energy, John Diamond claims that visualizing and thinking yourself well will help change your attitude and consequently enhance your wellbeing.

"The first step in being well is to picture yourself well, to have a goal and a purpose. If you don't see the purpose it is hard to activate the healing energies.

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A story that illustrates the power of changing one's attitude is that of an elderly man suffering from a very serious disease who visualised the following:

•

"Can you imagine yourself as being really, truly well? -

•

I don' t mean just free of the intravenous fluids or free of your symptoms; but truly well, with a spring in your step and a glimmer in your eye?

•

Can you visualize yourself in a state of positive health, upright, active, in touch with nature?"

This elderly man claimed to have saved his own life through a vital healing energy within his own body that mobilized him. By activating his life energy he began to get well from the inside, which is the only way to achieve positive health.

Stress Stress need not become DISTRESS. Some of the greatest damage in an earthquake is the collapse of buildings not strong enough to withstand the shaking. Buildings need a certain amount of stress (the process which adds stress to building components from the beginning reducing-the shock of future stresses) to withstand tremors and earthquakes. Therefore, engineers and architects try to design buildings rigid enough to withstand the shock but flexible enough to give a little under the stress.

The earthquake in Newcastle (NSW) is a good example of this. Some buildings survived undamaged but the shop awnings in Beaumont Street, which obviously did not have the correct level of `stress factors' to withstand the shaking, collapsed.

The `stress `was not only on the buildings. Decisions to repair or condemn the earthquake damaged buildings depended on the collaboration, skills, experience and ingenuity of structural engineers whose opinions differed, thus putting stress on the property owners, tenants and their respective families. Like the buildings, their survival depended largely on how their business had been structured, what insurance cover they had chosen and the integrated strength of their families to support each other.

In people as in buildings, there can be recovery from small shocks, injuries and mishaps but when a person is shaken to the foundations and suffers repeated tremors, damage can manifest itself in stress in the structural, chemical or mental frame of that person. The person is not condemned; through the flow of life energy, the mysterious process of healing takes place and they set out on the road to recovery.

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A delightful story in a weekly magazine told of a mother trying to explain death to her little preschool son. His Grandfather had died and the little boy appeared to accept that he had gone to heaven. Then he found a dead bird and brought it to his mother seeking an answer to his question `why has this little bird not gone to heaven?' His mother began by explaining that only a part of us goes to heaven straightaway but before she could finish, the little boy exclaimed, "I know, it's the part that sings!"

Maybe it is that stress in our lives, which damages the `part that sings' which would especially apply to some people who suffer stroke damage, bereavement or any other serious loss. A member of a church choir lost her husband in a tragic accident. Consequently, the choir lost a valuable member as the widow felt she could no longer sing. However, as the grief of the loss subsided, the joy of singing returned and after several months, she returned to the fold of the church choir.

While we need some stress in our lives to challenge us to see the opportunity to change and grow, too much stress upsets the inner harmony and we become unbalanced and vulnerable to ill health.

It has been said most people who suffer stroke damage had also suffered from high blood pressure and were often the victims of stress.

Perhaps one of the greatest discoveries of our generation is that by changing our attitudes we can change our lives . The quality of our lives (our degree of awareness) depends ultimately upon the way our senses function. Our central nervous system (CNS), is like an electrical wiring system sending messages to and from the brain through vision, hearing, touching and moving.

When there is an imbalance or blockage in this system, a dysfunction occurs. Sometimes we need to be rewired!

It cost many thousands of dollars to re-wire the church and school buildings at Mayfield, NSW. In fact, the first adult group of Educational and Integrative Kinesiology was organized to raise funds towards the many thousands of dollars required for this task. This programme was called "SWITCH ON YOUR BRAIN." The side effects were good. A number of mothers and grandmothers later confessed that due to their participation in that programme, they had more self-confidence through having improved their levels of concentration, coordination and communication skills. Perhaps they felt `re-wired'! They had unlocked their mind's creative right side and learned how to Switch - On their Brains.

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Breathing How to change from dejected to joyful “More dynamic and more efficient breathing is the key to all personality improvements” Dr. Moshe Feldenkrais Releasing stress and changing our attitude can be greatly assisted by how well we breathe. There is an emphasis on breathing when engaging in all exercises just as there is with kinesiology, brain gym and any other form of movement routine to enhance our well-being. Every living cell needs oxygen. With every deep breath oxygen surges to each cell and muscle, stimulating and speeding up its function. The brain cells in particular, receive a dynamic charge, making us more alert and capable of greater concentration. As stated by Vicki Peterson

`More oxygen means more vitality, greater confidence and calmness, the biggest single improvement in your life'.

Thanks to the dynamic, highly personal science of kinesiology, it is possible literally to improve your brain power so that you feel brighter and perform better. According to Dr. Jerome Mittelman ' (past President, International Academy of Preventative Medicine) who claims:

"Kinesiology has profoundly changed my personal life. Its ultimate goal is the achievement of positive health - the raising of energy, the excitement and the power that comes with true wellness".

There are exercises as well as meditation or relaxation, both of which can assist us in maintaining our wellbeing.

Relaxation We certainly cannot relax when feeling stressed out, so do `we take a deep breath' or suddenly rush into exercise? Do we find a meditation or relaxation class? As we live in a clock conscious culture, we need to first of all take time out to review our lives.

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An Eastern Parable is a good illustration of the human condition and human interconnectedness. The carriage in this parable is the human body, the horse represents the human emotions and the driver is the mind.

If the system does not function well, the first thing to check out is the care and condition of the carriage. If it has not been oiled and exercised, it may mean that parts are rusty and rotting. Maintenance may be poor and lack of proper care and usage may have created further deterioration. This carriage has an in-built system of self-lubrication. The bumps on the road are supposed to help circulate these lubricants. However if the carriage has not been cared for or exercised, it may be that many of its joints have become frozen or corroded. Its appearance may be shabby or unattractive. Obviously for safe and efficient travel the carriage must be well maintained.

Consequently, many psychotherapists recommend a programme of relaxation, nourishment and exercise as a starting point. If the ride through life is proving uncomfortable, the first place to check out is the maintenance of the carriage (body). It may well be that the problem is here. If problems persist, a good psychotherapist/counsellor will check out the horse (emotions) and the driver (the mind). However, "seemingly deeper" problems often disappear after the body has been properly relaxed, nourished and exercised.

Beginning to carry out maintenance on ourselves we can follow a simple meditation or relaxation technique. The major contributors to conjure this state are:

•

Find a quiet room or place and sit or lie down comfortably

•

Close both eyes

•

Gently direct your attention to your breathing

•

Count to yourself each exhalation up to ten then begin again (it is not necessary to say aloud but just to think the number).

•

After 15-20 minutes conscious concentration on counting may disappear leaving the mind suspended in a state of nothingness

•

Breathing should now be regular and smooth without thinking about it.

Most times it is a wonderful way to loosen the stress and tension within as we let go of all cognitive thoughts and become aware of internal states. This practice is carried out in Yoga, Meditation and a Zen concept of `not doing'.

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When practiced regularly meditation often forces us to grow beyond our usual ways of thinking about the world and ourselves. It may lead to feelings of floating on air, timelessness, expanded awareness and even deep joy. It is during this relaxed state of mind a sense of healing can take place helping us to cope with the tension, or heal the gap between the way things are (reality) and how we think they ought to be (the ideal).

The benefits are:

•

Alternative ways of seeing and relating to reality Enhanced efficiency and enthusiasm in everyday living Reduction of stress

Regardless of what method of relaxation or meditation is used, all entail good breathing.

A popular relaxation technique is: •

Sit comfortably in a chair and if possible, listen to some classical music

•

Cup your writing hand slightly, place it on your forehead and flatten your hand so that the skin on your forehead is stretched very slightly. This stimulates the flow of blood to the brain.

•

Now cup your other hand and place it around the bump at the back of the head

•

As you inhale, breathe in thoughts of all the good things that have happened to you

•

As you exhale, let go of all the distressful things

Do this for two minutes Your arms may become tired so you may like to lie down to do this exercise. Alternatively, choose a partner to do this for you, changing places and returning the favour.

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At a workshop on relaxation, a stress-management therapist referred to this exercise as "The Strawberry and the Mango" You may find this a very exstrawberry experience! When an 11 yearold boy was asked how he felt after doing this exercise with a friend , "I feel new!" he replied.

With the advent of technology, relaxation can also be achieved by using biofeedback. Marvin Karlins and Lewis Andrews wrote on biofeedback in the 1970's. Several people had attended a session to increase their output of alpha brainwaves. This is a state of consciousness that some people find relaxing and pleasant. The major value appeared to be that participants felt good about having experienced this state. It was explained by one that, "Without drugs, it seems like an ecology trip because you don't spoil your internal environment with artificial ingredients. You only use what you already have." Another person gave a more simple but apt description, "It gave me a sense of dignity".

This sense of dignity is something which we seem to lose when we are ill. It is claimed that the hardest part of any sickness is the attitude of other people toward us. It is difficult to understand why some people who have ongoing disorders or illnesses are often subjected to accusations that they `do not accept the illness and all the disabilities which go with it'. Whilst others make hurtful implications about those who are incapacitated by illness `do nothing for themselves and do not wish to get better!". Those who generate such an environment are not aware of the damage that their thoughtless words create. For example, stroke victims need a tremendous amount of encouragement and support to overcome the fearfulness experienced and the damage to self that each person feels so keenly. However, the whole family needs care and support as discussed by Lorna Hewson in her book, `It Is A Family Affair - We Have Had a Stroke".

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The Alpha/Theta state can also be achieved when we become proficient in the art of meditation. Among the vast amount of literature, old and new, there are many methods and suggestions as to how one can acquire total relaxation. There are several commonalities once a meditative state is reached:

•

Reduction of oxygen consumption

•

Slowing down of one's metabolism

•

Awareness of internal states

•

Disciplining of the mind

•

Ability to block distractions

All of which suggest there would be a reduction in blood pressure and the work load of the heart, which should be beneficial to people who are suffering from hypertension. Other benefits of meditation according to Victor Wong10 are:

•

general improvement in health,

•

better sleep,

•

relief from asthma,

•

a reduction in dependence on drugs (both prescribed and otherwise)

•

faster reactions

•

improved mind-body co-ordination

•

fuller personality growth

•

enhanced creativity and intelligence

•

improved interpersonal relationships

It is often thought that meditation had its beginnings in the Eastern religions, where it developed into Yoga, basic for spiritual training whereby a person may come to realize his or her true nature and ultimately reality. However, Western religions also utilized meditation into the practice of prayer. Prayer is still a form of meditation but the mystical side has become subdued or suppressed over the years and gradually ceased to be a way of freeing the self from conscious thought. Instead it became a way for communicating with God, or Jesus or Mary.

In the colloquial sense, meditation implies thinking about a problem and letting the therapy bring the mind under control and focus it in such a way that a person may achieve integrity and wholeness of life.

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Breath counting, as discussed earlier, is a simple method of learning the art of meditation by which the interrelatedness of breathing, relaxation and well-being is bringing the concept of holism into our lives. We are not simply a physical vessel but we are body, mind, emotion and spirit. Relaxing or meditating helps us to regenerate our awareness of each of these aspects and bring them back into balance.

Another popular and simple method is using an affirmation (or mandala). This method was publicised by Emile Coue.

He believes that we should choose the time when our conscious mind is still awake The ideal time for this is just before the onset of sleep or on first waking in the morning. Suggestion can be fed into the subconscious in a repetitive manner without effort or concentration. Cod's instructions were:

“Every night when you have settled in bed and are on the point of dropping off to sleep, murmur in a low but clear voice this little formula,

“Everyday in every way I AM better, better, better”.

Recite the sentence like a litany, 20 times or more."

Coue recommended using a piece of string with 20 knots tied in it to avoid the distraction of counting. Fingers could also be used to assist in counting. There is no significance in 20, it is to ensure that sufficient repetitions are made and the number can be increased if so desired.

However, it is important to remember, avoid effort and do not concentrate. Keep your eyes closed.

It has since been found that this can be done at any time during the day in a place where you are not going to be disturbed and with no distractions. Close your eyes and relax as though going to sleep. Then commence your suggestions. The general formula given above can be replaced by more specific suggestions in which the words are all positive and the cure has already begun. Visualise the end results. Remember the golden rule, ‘no effort’ just repeat the words as rapidly as possible leaving no room for any other thoughts.

Repetition is a very important factor in giving suggestions. Television advertisers are well aware of this. Repetitive suggestions have swayed whole nations to the extent of war. Indeed, Frederikson claims most of what we do and much of what we suffer is a result of suggestions and advises us to use Emile Coin's auto-suggestion technique to create a pathway to health and happiness.

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Therefore we must conclude that well-being is how we deal with stress, our ability to relax, our skill to meditate and by changing our negative attitudes toward life we can reap the benefits of life's energy and enjoy health and happiness.

Reason faces up to life, and sees things as they are. Hope sees things as they ought to be, and wishes on a star. Faith dreams of miracles to come, that only God can do; Love goes to work with patient hands, To make those dreams come true. (Author Unknown)

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Exercise The LIFE ENERGY Group for adults began in the late 1980s. The programme consisted of gentle physical exercises and relaxation techniques from the research in brain science of both Integrative and Educational Kinesiology.

These groups for adults were held on Monday nights in various venues around Newcastle for over seven years. During these years the kinesiology/brain gym exercises were introduced to the Stroke Recovery Support Groups in the Hunter area.

Another LIFE ENERGY Group began in 1990 on Friday mornings and continued until the LOC closed at the end of 2000. The Friday morning group began originally to support Maria B., who has written her story for this book. The clientele ranged from 18 years to 80+ years and the numbers attending varied from 3 to 33.

Exercise does more than maintain physical fitness, it appears exercise also helps stave off some major diseases, notably:

1. 2. 3. 4. 5.

Coronary heart disease Hypertension (high blood pressure) Stroke Lung disease Osteoporosis (thinning of the bones)

There is also evidence that exercise may provide some protection against brain deterioration. Loss of mobility is usual in later years but the rate and degree of deficiency can be controlled. It would appear that loss of fitness among the senior persons is mostly due to disuse. If you don't use it - you lose it! We all know that eventually we are less active but perhaps not so much as it matters if we keep ourselves active.

Osteoporosis is the loss of bone matter and occurs in both sexes starting in women when they are in their thirties (a little later in men). By 70 years of age, a woman can lose up to 50% of her original bone mass and a man up to 25%. Women start off with 30% smaller bone mass than men.

People over 65 sustain falls due to frailty, many of which result in fractures of the hips due to osteoporosis. It is claimed that falls are the main cause of accidental death in older women. So keeping fit later in life has many benefits.

It is claimed that exercise

1. 2. 3. 4.

Controls weight Protects against diabetes Keeps the heart strong Encourages the productions of ostoid (substance that makes bones hard) And may prevent the bones from declining in bulk and becoming fragile.

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Overweight is also related to the risk of diabetes and the launch of a comprehensive book, "Diabetes Improvement Program' addresses not only diabetes but high cholesterol , heart attacks, kidney damage, short term memory, alertness and total well being . Written by a nutrition specialist, it claims the principals, medically tested, can normalize blood sugar naturally and greatly improve the complications associated with diabetes.

Being active does not only entail walking. Energetic activities such as dancing, swimming, golf or tennis use a large number of muscles and joints keeping them supple and the muscles strong. This also helps prevent the early onset of osteoarthritis. Group activities are not only good for the physical health but encourage those living on their own to enjoy interaction of other people, which stimulates ideas, and keeps the mind active also.

The traditional formula for tension , according to John Powell author of, "Happiness is an Inside Job"' is:

"An over-active mind in an under-active body"

It is also John Powell's belief that exercise restores the balance, releases the buildup of tension and indeed clears the brain and blood stream of the chemicals of tension leaving us relaxed and peaceful. It is difficult to feel depressed after vigorous exercise. Physically it is the neuro-chemical change in the body brought about by exercise.

Exercises are recommended for mid-life `crisis', a period when the effect of psychological and spiritual needs demand attention. Hormonal changes are present and its often a time when children leave home. The result is not only the intrusion of stress but an awareness of the vicious circle that apparently traps many of us. Our needs produce stress and the stress magnifies the needs; result - more stress. John Powell's quick fix is: " vigorous exercise, jog, swim, walk briskly – do something"!

It has been found that people who exercise regularly tend to have a healthy perspective of life. They see a peaceful and proportioned world. They appear to think more clearly, have better memory retention, are more cheerful, pleasant and optimistic.

Substantiating this theory is the story of a farmer's wife who in 1981 had been diagnosed as `manic depressive' and was in and out of hospital for the following five years. Prescribed drugs did not seem to be the answer as she remained depressed most of the time. Her weight also ballooned to 270 pounds and high blood pressure added to the problems. Then her daughter persuaded her to go and watch some Brain Gym classes. The simple exercises impressed her enough to encourage her to join the class.

The simple exercise routine was carried out every day and for the first time this lady felt that the `fog had lifted' in her head, she looked forward to each day and that her life was turning around in a positive direction.

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A weight loss of 70 pounds and reduction in blood pressure problems encouraged this lady to maintain her daily exercise routine and enabled her to do all the activities she had not done for the past 10 years. She could function, she had regained `life's energy'.

Looking at total well-being we cannot look at any one area alone but must take into consideration such as nutrition, sleep, relationships and unresolved matters that may contribute to some health issues. Exercise may not increase the length of your life but it will certainly improve the quality of your life.

The programme developed by the Learning Opportunity Centre had among other methods, a regime of exercise and relaxation techniques. These exercises were not only to help children with learning difficulties but also benefit the whole family by their participation. The aims of these modalities were to develop concentration, coordination and communication skills. However, as now well documented, exercise and relaxation has been found to be the catalyst for stress release.

Families who regularly performed the exercise and relaxation regime at home as well as at the Centre benefited greatly; some siblings improved at school, other parents lost weight and in general there was less stress in the family making it a happier environment.

Some References for Exercises Dr. Martin edited "Body Clock: The Effects of Time on Human Health" RD Press Reader's Digest Australia. 1990

Teutchs, D (2001) ' Consider taking the stairs before taking a pill' The Sun-Herald, Nov.18, 2001.

Powell, J.S. (1989) 'Happiness is an Inside Job' 25111 Avenue Stanford,, Suite 130, Valencia,California 91335: Tabor Publishing

Flavell, M; Read, M "Well Being" magazine. No 67 pp 24-27

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Maria's Story My world stopped dramatically at 33 years of age when I dropped dead due to cardiac arrest. Unbelievable, shattered, confused, these and a lot of other emotions were spinning around in my head.

Before Sister's exercises I was a shell-shocked pathetic little person, cowering in this fast moving world that I had woken up in. Sure, I showered, dressed and ate as I used to - but I was a blank page. All my defining experiences, my years of maturing, my life's lessons were lost, never to be returned. I think the words desperation, confusion and deep regret describe the feelings I had for what I was told 1 had lost.

Talk about a lesson in humility! I chose to go back to basic education, try and figure out how to work these computers, mix master, the TV remote control and so on.

Then I was at my daughter's school meeting one night and a nun, called Sister Patricia Wilson was giving a talk on `Flip Flops". At the end of her talk I put my hand up and in broken English I said: "Sister, I have a brain injury . Will this programme help me?" Then my friend, Sister Eucharia told her I was Sister Patricia's Swadling's niece. Sister then told me that she had been praying for me. I thought "Wow!". A lot of people had also told me that.

Sister Patricia showed me all was not lost . With her exercise regime (her beloved Flip-flops) I began to feel not so lost - maybe there might be hope . Sister Patricia was so enthusiastic about her exercises it tends to become contagious.

I felt Sister and Mrs Southward and my mother had spent what seemed like a hundred years teaching me `flipflops' turning , rolling, cross-crawling and `meditation '. I then began to think! I knew that medically they had done all they could, it was now up to me. My problem! ..and I had to fix it! I could not have `fixed it' without the extraordinary support of my husband and daughters and my parents, also, who were always there when I needed them in the early days in particular, providing transport to all the different therapies.

I was also going to technical college to re-learn basics, and combined with Sister's help I am OK. So, after about 100 million Flip-Flops , I am now doing volunteer work, running my house, having a good social life, enjoying my life with my family and friends and BREATHING. It felt like the whole world knew that I was not an idiot!

I will never be as I was but with Flip Flops, a positive outlook and a lot of stubbornness not to give up, others should do well.

Always remember we are breathing so I think that is a major plus - Don't you ?

Yours in Recovery and Breathing, Maria

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Margaret's Story My first contact with Sister Patricia was when she was a teacher at St Joseph's Primary School, Merewether, where our second son had been one of her pupils there. Many years later when I was struggling through a period of depression (the result of stress and worry over family problems) I again met Sister Patricia who, on learning of my difficulties, invited me to attend her Friday morning Life Energy exercise sessions.

At that time I could not relax. I was experiencing difficulty in breathing, my blood pressure was too high and my self-esteem was pretty low. However, I did attend the Friday morning classes. The exercises were done to music that acted as a background to Pam's helpful guidance. Gradually I relaxed, my hypertension lessened and I began to regain my confidence. The social atmosphere added to the enjoyment of the mornings and from my observations, I feel sure that the other ladies felt the same way.

Since the closure of the Learning Opportunity Centre (LOC) in late 2000, I have been plagued with severe arthritis in my knees, back, neck and shoulders. One of my knees became so affected by this affliction that a knee reconstruction operation was necessary. The specialist was so pleased with my regaining 125 degrees bend in the joint (one is only expected to reach 90 degrees bend to leave hospital) that he put it down to his own skill. However, as I continued to carry out the gentle exercises taught to me at the LOC, I put this achievement down not only to his skill but also to my exercise programme helping me to keep mobile.

In putting pen to paper to write about my experiences at the LOC, I have nothing but high praise and deep gratitude for the wonderful work done at the Centre by Sister Patricia and her dedicated team of volunteers headed by Pam Atkins. They give of themselves, their time and talents so generously. In my opinion, they deserve the title 'Newcastle's Citizens of the Year' for their efforts to help others.

Telling my story is a wonderful way to express my appreciation to Sister Patricia and Pam for the way they have helped me. I will be ever grateful for their loving care and concern. May God give them His abundant blessings.

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Ardis Emmerton - the benefits of using a Vitalizer Rebound Unit I met Ardis Emmerton in 1985 and she introduced me to Touch for Health and Kinesiology. Her life had been changed dramatically by using a mini trampoline. Ardis had been unwell for a long time. Below in her own words is her story. When I saw a Vitalizer in 1980, at the cost of $260, I was appalled! It didn't seem worth that much for a `minitrampoline'. After a super-salesman talked me into giving it a trial for one week, I felt embarrassed. I took it home and bounced on it for just one minute, felt dizzy and sick. So I rang him immediately to come and get it as it was `making me ill.' My husband Peter gave it a run, thought it was a bit of a toy, and bounced happily on it for 20 minutes. Next day he was so stiff and sore he could barely move! The salesman carefully explained that the Vitalizer exercised every cell in your body, all 73 trillion of them, through gravity. This type of exercise also moves lymphatic fluid around the whole body (lymph is designed to transport nutrients to all the cells, and pick up the wastes and toxins). Obviously my lymphatic system was clogged with toxins; hence the dizzy turn and sick feeling when I started to move it around. The short story is that we persevered, started to feel fit and well, lost a lot of weight, developed muscle tone like never before, we looked different, felt different, and after spending most of my life as a `sick' person, started to lose the annoying health problems I used to have. No longer was I troubled with migraine headaches, stuffy nose, runny eyes, persistent cough, overwhelming tiredness, low immune system that let me catch every cough and flu that swept the neighbourhood, plus the women's problems every month. Of course, I started off slowly; just a few minutes a day, gradually working up to 20 minutes of aerobic exercise. I always started with a warm up and finished with a cool down session . In all it took about 30 minutes a day. Soon I became `addicted', feeling great on the exercise high! My immune system improved and I was no longer plagued with sickness. What a blessing! Like anything you enjoy, and brings benefit, I started telling all my friends and soon was busy running exercise classes sometimes two and three a day. We read books on the benefits of using a Vitalizer, attended conferences and held seminars to spread the good word. We were totally amazed by the response. People like myself who had become sick and tired, were starting to get well. The great thing about Vitalising is its gentle action on the body. No problems of jolting and jarring such as joggers experience. No problems with people with physical limitations such as bad backs, hips, knees and ankles. The unique feature of the Vitalizer Rebound Exercise Unit was the secret. (Ordinary mini-tramps allowed sagging springs to jolt through the body, making it totally unsafe to use, except as a dog bed, or for drying woollen clothes.) At first sight, rebounding seems almost too good to be true. How can anything so simple and so easy to use have such far-reaching health benefits? The human body is a remarkable machine; give it the right ingredients, the best nutrients, plenty of pure water, fresh air, sleep and rest, plus an efficient exercise programme, and you will be astounded by the results. Unfortunately, this product is no longer manufactured in Australia, but there seem to be plenty of unused ones lying around. Look around, find one, and give yourself the gift of good health! Happy Rebounding!

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Some References for Life Energy Diamond, J. (1985) "Life Energy" PO Box 226 Artarmon, NSW, Australia: Harper & Row(Australia)

Brother David Steindl-Rast, ( 1984) "Gratefullness, The Heart of Prayer" . 545 Island Road, Ramesey, N.J. 07446 USA : Paulist Press

Savage, T. (1987) "Basic Integrative Kinesiology - Learning to Learn - The Switched On Way ".Brisbane, Queensland. Australia.

Capacchione, L . "The Power of Your Other Hand. Diamond, J. (1985) "Life Energy" PO Box 226 Artarmon, NSW, Australia. Harper & Row, Australia

Feldenkrais, M.Dr. (1977) "Awareness through Movement - Health exercises For Personal Growth".Harper & Row, Publishers, New York

Feldenkrais, M. Dr. (1977) "The Case of Nora - Body Awareness as Healing Therapy". Harper & Row, Publishers, Publishers, New York

Peterson, V.(1988) "Strategies of the Champions" 63-71 Balfour Street, Chippendale, Sydney: Pan MacMillan Publishers, Australia

Fried, R. & Grimaldi, J. (1993) "The Psychology and Physiology of Breathing: in Behavioural Medicine, Clinical Psychology and Psychiatry". New York: Plenum Press, Norris cited in pp 304-306.

Mittelman, J. cited in Peterson V. (1988) " Strategies of the Champions" 63-71 Balflour Street, Chippendale, Sydney: Pan MacMillan Publishers, Austral

Powell, J. (1989) "Happiness is an Inside Job" 25115 Avenue Standford, Suite 130, Valencia, California 91335: Tabor Publishing

Crabtree-Morton, J. (1990) "Improve Your Memory" PO Box 257, Ringwood, Victoria 3134: Australia Penguin Books Australia Ltd. Pp 14-15 Wong, V. (1989) "Australian Wellbeing" No.32 pp.16-18 Fredrickson, R. (1989) "Australian Wellbeing" No. 32 pp.45-46 Karlins, M. & Andrews, L (1975) “Biofeedback - Turning on the Power of Your Mind” Warner Paperback Library Edition USA

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STROKE The technical term for stroke is C.V.A.(cerebral vascular accident) cerebral referring to the brain, and vascular to the blood vessels. A stroke is caused by a blockage or interference to the blood supply to the brain, and as a result, part of the brain is damaged. A stroke can be fatal . More often the patient recovers but is left with varying degrees of damage. When LEFT is RIGHT and RIGHT is LEFT Some effects that can be found in all strokes: visual problems; slurred speech; sensory losses; memory lapses; depression; lack of emotional control; paralysis or weakness on one side of the body (hemiplegia) Rarely do strokes occur on both sides at the same time. However, what many people find confusing is that when one side of the brain is damaged, it is the other side of the body that is affected.

LEFT C.V.A. Left Brain Injury Right Hemiplegia

RIGHT C.V.A. Right Brain Injury Left Hemiplegia

With left C.V.A. there is likely to be aphasia, which is disruption of the communication skills e.g. speaking, reading, . understanding words, writing or calculating.

With right C.V.A there is likely to be loss of perception of space and one-sided neglect. Although onesided neglect may be present in any stroke, it is more prevalent with-left herniplegia.

is not a heart attack is not a nervous breakdown ....it is natural to feel depressed frustrated and angry if you suddenly lose your mobility and independence can occur at any age often leaves people with a disability effects the whole family stroke people need assistance in regaining simple skills and confidence they need companionship and their families often need relief

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These people are RIGHT Handed. They suffered Stroke damage in the LEFT Hemisphere of the BRAIN and are paralysed on the right side of the body. Ordinarily they would have lost speech/language functions but that didn't happen. Muscle response testing showed that RTL pattern : Right sided , transposed hemispheres, Logic/Language in the same side as the handedness

This person Is RIGHT Handed. She suffered Stroke damage in the RIGHT Hemisphere of the BRAIN and is paralysed on the LEFT side of the body. Ordinarily she should not have lost speech/language functions but she did for some time. Muscle response testing showed the RTG pattern: Right sided, Transposed hemispheres, Gestalt/Creative dominant in the Left Hemisphere. She is now developing her creative giftedness.

This person is LEFT Handed. He suffered Stroke Damage in the RIGHT Hemisphere of the BRAIN. For a short time was paralysed in the Left side of the body but did not lose his speech/language functions. Muscle testing showed the LTG pattern: Left sided, Transposed hemispheres, Gestalt/Creative dominant on the Right hemisphere.

This person is RIGHT handed. He suffered severe Stroke damage in the RIGHT Hemisphere of the BRAIN and is paralysed on the Left side of the body. He did not lose his speech/language functions .... I only lost my mind!' This included his balance , spatial awareness and directionality in general . He suffers many falls and warns his fellow Strokees, never to reverse.

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DIRECTIONALITY ----- STROKE Functional integration determines: How we act How we move How we direct ourselves in general

In other words, to function well, we need to interact with the environment, that is the objects, space, time, gravity, society and culture in a purposeful way, as we perceive it by the nervous system through the senses. This could be seen as nature's biofeedback system that assists us to keep our direction in life.

Moshe Feldenkrais explains this well in his book, "The Case of Nora".. Nora could still speak different languages quite fluently after she had suffered a stroke, but she could no longer read or write or even recognize her own name in print.

In therapy sessions, she was told to lie on her back on the couch. Even this instruction was too difficult for her to follow and she needed assistance. After some weeks she seemed to know her left and right directions. When the instruction was changed to lie on her front on the couch, she no longer knew her left and right as she had related her directions to the wall on her left side and now everything seemed different. We relate our directions to the environment around us.

Lorna Hewson writes of similar experiences in her book, "When Half is Whole". Lorna tells of returning to a familiar therapy room, feeling lost and unable to perform her exercises. There had been a major clean-up and the furniture had been re-arranged. She had become dependent on the environment for her directions and now it was all changed.

In "The Case of Nora", Feldenkrais tells that, after the therapy session, he asked Nora to put on her shoes. He had placed the shoes so the heels were farthest away from her feet. She tried to push her feet into the shoes as they stood on the floor and of course she could not. She was unable to fit her shoes correctly, that is to put her left foot into the left shoe and the right foot into the right shoe. She just could not find which way which shoe went on which foot. `Here was a handsome lady with an intelligent sparkle in her eyes, obviously a dominant yet benevolent person, unable to put on her shoes.'

When Nora was asked to put her glasses on, her actions amazed the therapist. `She had her glasses in her bag, took them out and tried for ten minutes to put them on -attempting the most unthinkable approaches, none of them accomplishing the object of putting the bows behind her ears. There are four possible positions for glasses in space; only one allows us to fix them on our faces. If you do not recognise the unique positions as the one you seek, you may fumble and even turn back to the wrong position and finally give up in despair as Nora did.'

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If we can improve our orientation and awareness, then we can achieve a fundamental change which can better any of the actions making up our life. Orientation in space and time gives direction to whatever we do.

Cure vs Improvement To be cured means return to a past mode of functioning. But life is a process, and an irreversible process at that. Improvement is a gradual bettering which has no limit. Cure is a return to the previous state of activity which need not have been excellent or even good.

Feldenkrais goes on to state that a very significant step in awareness is distinguishing between right and left and claims that it is difficult to learn the difference.

How marvellous and elaborate is the way in which we normally function! How much of its beauty, utility, complexity, and simplicity we owe to learning.

Children experiencing developmental disorders often find difficulty not only with tying shoelaces but in putting their shoes on the correct feet. One 10 year old girl used ask the teacher to check for her as she didn't want the other kids to laugh at her! She could not even feel the difference. In the same group was a little 7 year old who began to see the difference. She excitedly announced one day, "when I was waiting at the bus stop this morning, I looked down and guess what? ....my shoes were on the wrong feet! So I just did that (demonstrating how she crossed her feet) and nobody knew! ! !" Some boys can work out strategies to cover up their embarrassment about confusion with left and right. When asked which is their writing hand, they remember that it is the one opposite their "watch" hand. But sometimes they are not wearing their watch!

Some children have a blockage or an electrical fault in the Central Nervous System (CNS) preventing them from receiving messages - processing them and communicating them. The system is not co-ordinated or synchronised so clear messages are not received or expressed.

Many stroke recovery persons struggle with similar problems of directionality. These dysfunctions of the brain seem to be common to the learning-disabled as well as to those who have suffered a brain-attack.

I believe that no child wants to fail. I also believe that learning disabilities are not for the most part due to poor teaching but rather to a physical blockage in the communication system. Children who cannot communicate their knowledge are frustrated, and experience similar distress to that of stroke patients who have all the words in their heads but cannot express them.

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Recent Research ---Right side of brain learns language skills after Stroke ( St Louis, Sept.25, 2002)

"When a stroke affects the language areas in the left side of the brain, the right side takes over and learns how to perform language tasks, according to research at Washington University School of Medicine in St Louis. The study found that the patient's right side of the brain is more active than normal during a verbal language task, and that the right side's activity decreases with practice, similar to what happens on the left side of the brain in healthy individuals."

"This is the first demonstration that learning and, by extension, speech therapy changes the way compensatory pathways in the brain work," says Maurizio Corbetta,M.D., head of stroke and brain injury rehabilitation. "This study supports the hypothesis that brain pathways in the right hemisphere are directly involved in the recovery of language after stroke."

The Delacato Neurological Organisation exercises for opening up new pathways have been integrated into some Stroke Recovery Groups in the Hunter area and beyond for more than 12 years. The "Buttercup" exercise is adapted from the Flip-flop "patterning" exercise - lying on the floor in a position similar to the coma position and then moving arms and legs and head in rhythm from side to side with eyes focussed on the fingers of the hand in front of the face. Raising the arm and leg on the left side of the body stimulates the opening up of new pathways in the right brain while the movement of the limbs of the right side of the body stimulates the opening up of new pathways in the left brain.

The majority of stroke people, of course, are unable to do this lying on the floor so they sit in their wheelchairs lifting arm and leg at the same time on one side and then arm and leg together on the other side. They chant "buttock up" on this side and "buttock up" on that side. They learn to visualize the movement on the paralysed side of the body. This was suggested by one carer who found that encouraging her husband to do this would make it easier to dress him. Soon it became a favourite with the Groups and was called the "Buttercup" exercise.

The next stage was to lift the opposite arm and leg at the same time, similar to crawling or marching. This stimulates the crossing of the midline to coordinate both sides of the brain to work together. This exercise is far more difficult. There was much fun and laughter when we did the Countdown exercise. We used to count up to 5 doing the one-sided march (buttercup version) and the count backwards from 5 doing cross-marching. The Countdown exercise was always challenging for the Adult Life Energy Groups! Other exercises can be found at the end of the chapters on Kinesiology and Life Energy.

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Some References for Stroke Feldenkrais, M. (1977) "Awareness Through Movement " Harper & Row, Publishers, New York. N.Y.

Feldenkrais, M. (1977) "The Case of Nora . Body-Awareness as Healing Therapy." Harper & Row, Publishers , New York. N.Y.

Hewson, L. (1982) "When Half Is Whole - My Recovery from Stroke." Dove Communications,60-64 Railway Road, Blackburn, Victoria 3130 . Australia

Hewson, L. (1988) "STROKE - A Family Affair." Collins Dove, Melbourne, Australia Hewson, L. & England, R.(1996) "The Stroke Jigsaw: Lorna's Story" Published by The University of Newcastle.

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Antonia & Alf's Story My husband, Alf, suffered four strokes between 14th December, 1989 and 19th March, 1990. The last one was massive. He spent three months in hospital. I insisted that he come home while his doctor's opinion was that Alf was a nursing home patient. Against doctor' s advice I took him home.

Immediately I saw the enormity of the task ahead of me . I needed to be nurse, wife, speech therapist, physiotherapist, hairdresser, gardener and general problem solver . I was to some degree prepared as I read everything available while he was still in hospital.

I used to do fasting and meditation to prepare me to understand the step-by-step learning which Alf would have to do. I prayed to God, "please give me shoulders strong enough to carry this burden". I was not prepared for how little help was available for us. Alf was depressed, could walk only 10-15 steps and was able to say only a few words. He could not control his emotions. He was often crying and his whole inside was crying.

I started with a massage as this improved his blood circulation . My arms soon got tired from doing the massage so I decided to get some help . When I looked up the Yellow Pages, I was happy to find the `phone number of a massage parlour in our own area - but after a short telephone conversation I found out .very quickly that this was not the kind of massage I was making a booking for ! ( I have learned so much from mistakes like this in learning our Australian language . I am from Croatia.)

I brushed his face with a soft brush and rubbed it with ice to improve feeling in his cheeks and lips. This helped with speech. Every day we did some kind of speech exercises. After a short time I was running out of ideas. A friendly speech therapist helped us once a month by providing material and guidance.

As I worked with Alf every day he became less fidgety and restless and his speech improved enormously as he became more settled . At this stage he started losing fear of people-It helped when I put on some classical music. It relaxed him so that he did not concentrate too hard on the task in front of him. If he did concentrate too hard, his mind just went blank.

Sometime at that stage we came in contact with Sister Patricia . She gave us a list of exercises which were very helpful . Sister also came frequently to show us how to do the exercises. Some of them Alf was not able to do, but the ones he did helped him regain coordination in his good hand which had been lost due to stroke.

He gained some of his confidence and some strength. He was now able to walk longer and it started to be easier to shower him. He would now dry the dishes and fold the towels. He also started to shave himself.

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The one-sided marching exercise was learning to lift the left arm and the left leg at the same time and then the right arm and the right leg together at the same same. This was done sitting down of course As he couldn't lift his right arm and right leg I taught him to imagine that he could and to say "buttock-up on this side" and then "buttock-up on that side." This helped when dressing him. This exercise became a favourite at the Stroke Club and was soon named the "buttercup exercise". Other stroke people learned to visualise that they could move their damaged limbs.

In the speech area, his vocabulary increased. He would count out loudly and count everything around him over and over again but he couldn't get past 5. One night he shouted out number 6 and from then on he overcame that hurdle .(He can now correct his little granddaughter 's maths homework.)Saying our daily Rosary on our beads also kept the counting rhythm going.

Then we started to concentrate more on learning to read. This was a problem as Alf could not remember the individual letters but he learned to read by word recognition. We started by reading books that have matching audio tapes. This gave me some free time to do housework that kept me out of his sight. Previously Alf would not let me do that. I had tried before to get him to watch television but he didn't like it. He told me later, when he was able to speak, that he hated the flickering and that the pictures were going too fast.

From the time he came home from hospital neither of us had separate identities. What he wanted to do he told me to do. I was only an extension of himself. Also, when given an object (comb, washer or toothbrush ) in front of a mirror he reached out for the one in the mirror. When given a washer to wash around his mouth after eating, he would reach out to wash the face in the mirror.

Sometimes he did not know me or the children. This was now changing. He was more and more his own self. We joined the Stroke Club. He is now walking better and is not so dependent on me. He walks up and down the steps.

I used to get him to write his name over and over again so that he would be able to sign forms. Also I gave him pieces of pine to sand down. He needed to keep doing things.

We persisted with exercises. as that at first provided a starting point and an anchor for each day. The exercises became habit forming . I was always seeking new methods for helping him . Some exercises he would not do while others were too hard. Acupuncture was too scary. We learned about biofeedback but could not find anyone who could do it for us.

In all the attempts made, we are together and this made us very close as a married couple . More than 12 years later we are not completely satisfied with Alfs progress but we look forward to a little more improvement and independence every day. (English is Antonia's second language.)

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Chapter 7 - Nutrition & Water A multitude of books and journal articles have been written on nutrition . However, the general agreement appears to be:

plenty of fresh fruit and vegetable and legumes fish and chicken with small amounts of red meat wholegrain bread, cereals sensible amounts of dairy products minimal amounts of sugar copious amounts of water

Many proponents of good nutrition adopt the food guide pyramid developed by the Department of Agriculture in the USA. It helps one learn about the different food groups needed for a balanced healthy diet and the amount of food you should eat from each group.

However, it would appear that although some nutrients are good and others are not so good, it is the balance and variety in diet that is more important. Some foods perceived as `bad' perform vital functions in the body and others considered `good' can be harmful if consumed in large quantities.

Like the hemispheres of the brain, nutrients to work at their very best have to be in balance with one another. However, the body has a remarkable ability to cope with poor diets until it is overtaxed and the balance thrown off, then something malfunctions!

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Added to good nutrition there should be plenty of fresh air and exercise . This is well documented by many medical /health professionals.

Children need to be healthy to be able to concentrate on learning language. Good hearing and vision are essential for listening and understanding . Cognitive development of thinking and organising the brain is a constant process . The brain and all the muscles in the body need the right foods, in the correct quantities, to promote good motor skills so that the ability to read and write are not stifled due to lack of physiological development.

Good nutrition provided by the food in our diet is the fuel that gives us the energy that allows our bodies to breathe , to move, to work, to think, indeed to live . By eating the right nutrients we can assist our bodies to function at their best.

Food is probably less nutritious because of an increase in preservatives and additives which may be contributing factors in food sensitivities.

A study which began in 1985 , in which 76 children took part in a trial of a special diet to test reactions to certain foods that the highest sensitivity was found in 79% of the children with adverse reactions to food which contained artificial colouring and/or preservatives. Other common foods that caused reactions were Soy 72%, milk64%,chocolate58%, wheat 49% and sugar 16% (T. Uhlig).

Results of a similar study carried out in 1993 found that of the 78 children taking part, 76% improved when artificially coloured food/drink, chocolate, milk, oranges and cheese were removed from their diet. These foods were found to have considerable influence on their behaviour.

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Another test in 1994 again gave similar results . A further trial in 1997 similar to those mentioned previously, was also carried out but with the addition of an electrocephalogram (EEG mapping the brainwave activity) to track any brainwave changes when the foods the children had found provoked adverse reactions were reintroduced. All those trials show that in some children diagnosed with ADHD, certain foods may not only influence clinical symptoms but also alter brain electrical activity, Uhlig, T

Statistics are showing an increase in obesity and diabetes. High fat diets as well as sugar are contributing factors. The CDC claim much of the chronic disease burden is preventable as physical inactivity and unhealthy eating contribute to obesity, cancer, cardiovascular and kidney diseases and diabetes.

Many health professionals advise a good breakfast. The results of a recent study showed that the children who ate breakfast regularly demonstrated significantly higher reading and math scores, lower report of depression and anxiety, and lower levels of hyperactivity. Their school attendance was more regular, they showed less tardiness, fewer behaviour problems and their attention span was greater.

The children who did not eat breakfast had greater inattention problems and poorer scores on tests of cognitive tasks involving memory. In other words children who are hungry have more problems paying attention, behaving and learning.

It is recommended that a breakfast which is high in protein and very low in simple carbohydrates (sugars) will help the brain function better. It is recommended that breakfast contribute one third of the day's calories and nutrients.

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Some points to check when considering the connection with nutrition and learning/behavioural problems are:

Is it due to poor diet? Sensitivity to food and food additives ( close correlation to ADD/ADHD) Essential fatty acid deficiency (signs - excessive thirst, frequent urination, dry skin, dry hair, dandruff and/or brittle nails) Yeast allergy (does your child take a lot of anti-biotics?) Inhalant allergies and chemical sensitivities Vitamin and mineral supplements

So why pick on fast food? It has been carefully designed to taste good and has an appetising aroma. However, it is not the type of potatoes sold in fast food outlets but the oil in which the chips are cooked. Man-made additives are used to give most processed food its taste. Enormous factories specialise in producing flavours or additives to make processed food more attractive. A complex aroma such as coffee or roasted meal may be composed of volatile gases from nearly a thousand chemicals.

The aroma of food can be responsible for as much as 90% of its flavour. A person's food preferences, like his personality, are formed during the first few years of life through a process of socialisation.

On a food's list of ingredients the flavour additive of the processed food usually comes last. Soft drinks contain larger proportion of flavour additives than most products i.e., the flavour in a 12 oz can of co*ke costs about half a cent.

Yet, in an article in CSPI Newsletter of November 1998 it stated that 12-19 year old American males consumed 1 3/4 cans of soft drink per day, making 868 cans annually. It also states that Americans spend US$54 billion per year on soft drinks, twice as much as they spend on books.

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Michael Jacobson (executive director of CSPI) claims that many teens are drowning in soft drinks as it has become their main beverage. It provides many with 15-20% of all their calories and is squeezing out more nutritious foods and beverages from their diets. This increase could also be due to the manufacturers of soft drink ever increasing the size of the bottles.

There is also growing concern that girls may suffer osteoporosis when they are older as soft drinks consumption appears to have replaced milk in their diet. Many of the soft drinks are now sold as diet drinks with sugar replaced by artificial sweeteners such as acesulfame-K used in Pepsi One and saccharin which may promote cancer according to the CSPI article.

Colour additives are usually in smaller amounts than flavour compounds and are used to make food look fresh and appealing. It would appear that as long as the chemicals are considered `generally regarded as safe', they may hide a multitude of ingredients to arrive at the desired colour. Many of the well known fast food outlets use colouring agents in soft drinks, salad dressings, condiments and sandwich buns.

From all the information available it seems that we as a nation are getter fatter. A few well chosen summaries are given by Bridget Murray3 which are aimed at the American population but are just as relevant to the Australian population:

Un-nutritious foods reign. High fat, high sugar foods are widely available, taste good and cost less than healthier foods.

Serving sizes keep increasing Buffets abound and food outlets offer ` value meals' providing more food e.g double hamburgers, super size, half pounder for less cost. L-

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The food industry is heavily promoting fast foods. Advertising for pre-packaged and fast foods saturate the airwaves, newspapers and magazines. Colourfully packaged single-person serving make processed foods appealing.

Physical activity has declined Less walking more driving. Gadgets make life easier but less active. DVD's and larger TV's with ever increasing option of programmes encourage more sedentary relaxation.

Just as it is now being touted that additives and colouring in food are partially responsible for some children having learning/behaviour disorders, the ramifications of poor eating habits and lack of exercise are also recipes for cardiovascular disease, diabetes , high blood pressure, arthritis-related disabilities as well as psychological aspects of low self-esteem and other disorders.

We have come a long way in the last quarter of the 20th century but we in the west have also thickened our waist lines , increased our size, and become more sedentary and more importantly, children appear to suffer obesity and increased allergies . It would appear that from having fish and chip outlets and hot dog stands as the fast food of the early 70s, we now have fast food companies that are global . We are bombarded with burger , chicken and other fast food advertisem*nts and cajoled with promises of buying one brand will assist your child's school to get equipment . The irony of this is a claim that Americans now spend more money on fast food, (US 110 billion last year ) than they do on higher education, books, magazines, newspapers, videos, recorded music and movies combined.

Mothers or carers are becoming more aware of what constitutes good nutrition. They must be educated to use as many natural and unprocessed foods as possible so that the child can develop a ` taste' for good nutritious food. School canteens are being directed to have `healthy' food and snacks so once more the message of `good nutrition ' is given. Establishing the habit of five or more servings of fruits and vegetables per day must become as attractive as the junk food.

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There are at this time, no `fast food outlets for pets'. Unlike many of the television advertisem*nts for human fast food' where quantity above quality is often emphasised, those for pet food talk of `good nutrition', spell out the ingredients for puppies/kittens or what your `senior dog or cat' may require. Magazines emphasise the `nutritional value' of the product they are promoting and advertise with eye catching photographs of animals abounding with good health. Many of the advertisem*nts for pet foods are designed around a competition for the customer to win a `prize' in an effort to attract more selective customers to their brand. How wonderful it would be if these pet food advertisem*nts were matched by equally attractive nutritious food advertisem*nts for children with the same incentives for parents to buy the product with no artificial colouring or flavour?

An equally important part of nutrition is amino acids which are considered to be the building blocks of life and healing. Dr.Gersten5 suggests that, "Medicine and society at large have not as yet grasped their importance or power:

The human body (without water) is 75% amino acids All neurotransmitters with the exception of one, are amino acids 95% of hormones are amino acids 100% of all protein in amino acids Every chemical reaction in the body is governed by amino acids "

Dr. Gersten, through special testing, has found that 35-55% of patients suffering with chronic illnesses had amino acid deficiencies and claims that around half their dry body weight was metabolically out of balance. After treatment Dr. Gersten claims 80% have a very positive clinical response.

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However, one does not have to be sick for this approach to benefit your well-being. Those feeling tired at the end of the day or lacking in energy can regain wellness by having a proper test carried out and the amino acid deficiency rectified so that the body can rectify itself. Research at Newcastle University for chronic fatigue syndrome involves the study of amino acids.

Twenty major amino acids and hundreds of minor aminos are the `building blocks of life' to which Dr. Gersten refers to as the `building blocks of healing'. If a more scientific approach to supplements will improve our energy, vitality and wellness it can be worth the effort have a proper test carried out. For those who already suffer a chronic illness, it is suggested that they may be helped by ensuring their amino acids level is in balance.

Having looked at many aspects of nutrition there is still the need to have regular exercise. Enjoy activities as a family by encouraging more walking, bike riding and outdoor activities as much as possible.

Schools should also encourage more physical exercises as pupils are geared to `surf the web' at lunch hours and breaks. In the US young people in grades 9-12 do not regularly engage in vigorous physical activity. Statistics show that daily participation in high school physical education classes dropped from 42% in 1991 to 29% in 1999.

Governments must get serious in modifying current programmes , policies and practices to support healthy lifestyles by expanding health communications to promote physical activity and good nutrition in work sites , schools and health care settings.

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WATER Only oxygen is more important than water in sustaining life. We can live for several weeks without food, but only a few days without water as it composes more than half of the human body. Experts advise we drink 8-10 glasses of water per day.

Water or H2O is made up of two gases, Hydrogen and Oxygen. These two gases combine to form a clear, clean liquid. Water is obtained from two main sources: rain, rivers, dams and springs, finally coming to us via our town or city water supply, and from the vegetables and fruits which we consume in our diet.

Our body is made up of about 70% water. Muscles are about 76%, blood 83%, bones 22% and the brain about 75% water. You can see from this, that water is a very important part of everyone's life and necessary for good health and well-being. It is very necessary for the cooling and functioning of our brain . During stressful times, such as exams, our brain can use up to 200% more water than usual. So it is necessary to drink a LOT of WATER. When we are playing sport, working under the hot sun or working in an air-conditioned office , we also use a lot more water. We should always remember that we are also sweating and passing water.

Water has many functions in the maintenance of a healthy body. It helps to carry food in the form of nutrients and oxygen to every cell. It controls body temperature through sweat and evaporation. When you do not drink enough water your body loses its ability to cool (when it get too hot either through exercise or climatic conditions). In a dehydrated state the body is unable to cool itself, leading to heat exhaustion and possibly heat stroke. Furthermore, without an adequate supply of water the body will lack energy and muscles may develop cramps.

Oxygen is carried in the blood , attached to the iron of the haemoglobin in the red blood cells. If we have a low water level, the blood becomes thicker, making it harder to pump- around the body and especially through the brain. This means that the cells in the brain are deficient in Oxygen. The cells cannot work as efficiently and, to conserve energy, the brain slows down. As a result we can be in a half tired , often hypnotic state of mental functioning and awareness. This may appear as daydreaming or laziness. To prevent this from happening, drinking a glass of pure, and if possible filtered, water every hour is recommended.

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When we run short of water in our body , all the chemical changes start to slow down and our body becomes sluggish and tired . We should drink water before we begin to feel thirsty. Being thirsty is an alarm bell ringing, letting us know that things are not running as well as they should be . Remember that milk, fruit juice and co*ke are not water !!!

It is becoming more evident that school children are encouraged to bring water into the classroom now that `leak safe ' bottles are available and this is an encouraging start. Flouridation of water over 30 years ago, significantly reduced the instance of dental decay in the teeth of younger Australians , until recently. It was found that dental decay is on the rise amongst Australian children because they are not drinking enough water and consequently their teeth are not getting enough flouride . This is even more important when the increase in sugar laden soft drinks and processed food is concerned. Encouraging a child to drink water is good not only for their general health but also for their teeth.

Surely this is one of nature ' s most precious gifts to mankind - let us begin to really value its role in our wellbeing by drinking more water each day.

Some References for Nutrition & Water T.Uhlig. "Topographical mapping of brain electrical activity in children with food-induced attention deficit hyperkinetic disorder . European Journal of Paediatrics 156, 1997,pp.557-561

Centre for Chronic Disease prevention and Health Promotion -'Physical Activity and Good Nutrition'

HYPERLINK "http//www.cdc.gov/needphp/dnpa/dnpaaag www.cdc.gov/needphp/dnpa/dnpaaag- 4/08/02

Murray,B (2001) "Fast-food culture serves up super size Americans' 'Monitor on Psychology' Vol.32, No. 11 Decenber 2001

"The Bitter Truth About Fast Food' Guardian Newspapers Limited 2002. http/books.guardian. co.uk. -30.07.02

Gersten, D.J. (2002) 'Amino Acids Building Blocks of Life, Building Block of Healing' cited on The Gersten Institute for Integrative Medicine at www.AminoAcidPower.com

Batmanghelidj, F.MD "Your Body's Many Cries for Water' - shown on web site HYPERLINK "http://www.curezone.com/" www.curezone.com 16.06.02

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Appendix 1 CASE STUDIES A: Female 8 years

ARTG = Ambidextrous right transposed gestalt R-L (handed) R(eye) L(ear) R(foot) (L) Gestalt

Presented:

Poor communication , lack of co-ordination and short concentration span causing lack of self-confidence.

Programme:

Auditory Integration Training (AIT)- 20 sessions with an audiogram at the beginning, mid-way and conclusion (duration of 2 weeks).

NFB 20-39 sessions over period of 8 months.

Outcome:

Six months after initial tests , client had retained all gains made during training periods.

AIT tests:

Recorded steady improvement.

T.O.V.A

Practice test: (2 minute duration) was given which gave a no score Result due to lack of ability to concentrate for this short period of time. Therefore no full TOVA test (22 minute duration) was given at this time.

First test: Was completed successfully toward end of training and showed the ability to process information with each quarter gave a satisfying result.

Summary:

Father' s report (see copy on following page) gives details of pre training problems and post training success .' This child has now Managed to utilise the creative side of her brain (being gestalt dominant) to enjoy drama, playing guitar team and individual sport as well as participating in debating . Furthermore this has brought about a remarkable change in her attitude toward school and consequently her behaviour therein.

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1 - 4 EYES OPEN

5 – 8 EYES CLOSED

THETA (4-7 HZ) + Delta (0.5 -3.5 HZ) -- Slow, creative brainwaves .... ......long -term memory ALPHA (8-11 HZ) --Relaxation ...but an extra amount with eyes open . may indicate anxiousness or sensitivity. SMR (12-15HZ) -- Sensory-Motor-Rhythm -Low Beta--Co-ordination (a new brainwave discovered by Prof Barry Sterman) BETA (16 + HZ) -- Fast brainwaves needed for short-term memory, for following directions and step-by-step learning. A Brainwave Pattern indicated an excessive amount of Theta/Delta waves - (slow, creative brainwaves) - twice the average of the Beta waves. The Beta and SMR together averaged about 30%- not unusual for an 8 year old - and sufficient for short-term memory and sequential learning. The Alpha waves (with eyes open) are a little above average and may indicate some anxiousness or sensitivity.

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Auditory Integration Training Copy of Father's Report - Case G Female 8 years: As an Infant Alexandra had middle ear Infections every time she got a new tooth. This resulted in some hearing loss unknown to us but there were no obvious problems.

At pre school her teacher observed some speech problems and recommended speech therapy that was carried out.

When Alexandra started school she began to be noticed for the wrong reasons including daydreaming and not staying on task in the classroom and some minor behavioural problems in the play ground.

A family friend, an expert in early childhood, observed Alexandra and felt that she had Auditory Processing difficulties.

In 1997 she participated in Auditory Integration Training with Michael McCarthy. Initially after the training she showed some improvement In her behaviour and in her levels of concentration and focus.

Since the initial stages there has been continuous Improvement and she is now able to apply herself to(asks and generally complete these.

The Improvement In Alexandra's behaviour and attitude is remarkable, and since the treatment has been spoken to only once or twice at school for any sort of misdemeanour.

Her academic achievements in the Basic Skills. area have her achieving at an average level for a child of her age. She is keenly Interested In creative pursuits, playing guitar, craft, drama etc as well as social science and science areas. Alexandra is nearly always well behaved at home but like most kids occasionally does some things she shouldn't.

in terms of results we would consider that the-changes In Alexandra that happened -as a result of her treatment are remarkable and we have recommended this treatment to other parents with children In similar situations, le ADD.

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B: Female 8 years

RTG = right transposed - gestalt R (hand) R(eye) R(ear) R(foot) (L) Gestalt

Presenting:

Repeating year two at school. Under achieving especially in reading. Very shy child lacking in self confidence.

Programme:

BG + NBF Beginning with 20 sessions this child had 90 sessions over a period of two years. NB: Brain wave patterns indicate presence of excessive Delta + Theta.

Outcome:

Six months after initial tests , client had retained all gains made during training periods.

AIT tests:

Steady improvement.

T.O.V.A

First test: Results show scores in three quarters to be less than average with only one quarter slightly above average. c

Second test: Although three of the quarters still under average, the scores were higher than first test.

Third test: Similar results as above with one quarter above average. The other 3 quarters had improved but not as yet above the average.

Summary:

After two years this child's personality had changed and showed a more confident little girl. Teacher's report very satisfying - no further class repeats. Now a happy child enjoying year six.

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1 – 4 EYES OPEN

5 – 8 EYES CLOSED

THETA (4-7 HZ) + Delta (0.5 -3.5 HZ) -- Slow, creative brainwaves .... ......long -term memory ALPHA (8-11 HZ) -- Relaxation ...but an extra amount with eyes open may indicate anxiousness or sensitivity. SMR (12-15HZ) -- Sensory-Motor-Rhythm -Low Beta-Co-ordination (a new brainwave discovered by Prof Barry Sterman) BETA (16 + HZ) -- Fast brainwaves needed for short-term memory, for following directions and step-by-step learning. B Brainwave Pattern showed an excessive amount of Theta/ Delta waves which together with the Alpha waves, averaged 70%.This would indicate slow, creative waves, good for long-term memory. The average amount of Theta waves is more than twice the amount of Beta waves (with eyes open) causing a struggle for shortterm memory and step-by-step, sequential learning in the classroom . This may also have contributed to her shyness and lack of self-confidence.

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C: Male 9 years

ARG = ambidextrous right gestalt R/L(hand) L(eye) L(ear) R(foot) (R) Gestalt

Presented with:

Poor concentration, co-ordination and communication.

Programme:

BG (Brain Gym) - One afternoon per week with daily exercise programme to be followed at home. Motivation was achieved by parent participating in the exercises of the home programme.

Participation:

Beginning October for seven (7) weeks.

Outcome:

Boy much happier with himself.

Following year:

Mother had ensured continuity of exercise programme and also stayed in contact with Learning Opportunity Centre. The result of which showed vast improvement at school in Term I i.e., stickers for improved concentration, attempting to write stories, bringing school work home to complete.

T.O.V.A tests:

First test - Several areas were invalid (no score achieved).

Follow up - Each quarter displaying a result was evidence of a vast improvement ( scores achieved in each area).

Summary:

Now in year 8 - Maths are still good however requires some assistance with English for which he is in a class of 16 pupils to ensure support of learning. Parents disappointed in child's potential as he is still ambidextrous however the child is happy in himself due to the quality of his life having improved greatly. Gained confidence, communicates with more readily and has improved coordination.

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1 – 4 EYES OPEN

5 – 8 EYES CLOSED

THETA (4-7 HZ) + Delta (0.5 -3.5 HZ) - Slow, creative brainwaves ..........long -term memory ALPHA ( 8-11 HZ) - Relaxation ...but an extra amount with eyes open may indicate anxiousness or sensitivity. SMR (12-15HZ) - Sensory-Motor-Rhythm -Low Beta--- Co-ordination (a new brainwave discovered by Prof Barry Sterman) BETA (16 + HZ) - Fast brainwaves needed for short-term memory, for following directions and step-by-step learning.

1st Brain Pattern gives reading of approx. 75% taken up with Theta+Delta+Alpha which can be an indication of slow creative brainwaves and good long term memory. The amount of SMR and Hibeta in the pattern could also inhibit his sequential learning all of which would contribute to poor concentration and inattentiveness. The first TOVA test results were invalid (no scores achieved). However, after the training sessions the 2nd TOVA test indicates remarkable improvement in every quarter.

2nd Brain Pattern (after training sessions) shows the reduction in Theta+Delta+Alpha and marked increase in SMR and Hibeta which could account for the improvement in co-ordination and concentration ability.

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1 – 4 EYES OPEN

5 – 8 EYES CLOSED

D Brainwave Pattern gives a reading of approximately 71% in the Theta/Delta/Alpha area indicating creativeness and long-term memory. The high average of Alpha waves (with eyes open) suggest anxiousness and sensitivity accounting for his lack of self confidence, low self-esteem and poor communication skills. Low average Beta waves (with eyes open) indicate difficulties with short-term memory and sequential , step-by-step learning skills.

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E: Male 12 years

RTG = Right Transposed - Gestalt R(hand) R (eye) R(ear) R(foot) (L) Gestalt

Presented:

Short concentration spans, clumsy - co-ordination, poor communication. Under achiever.

Programme:

NFB - August - sessions were spasmodic due to distance and family factors interfering with attendance.

Outcome:

Showed improvement in results of TOVA

Following year:

12 months from commencement and only 16 sessions having been achieved - concentration had greatly improved.

T.O.V.A tests:

First test - All quarters invalid (no scores).

Second test: Improvement with scores in most quarters. Significant area of improvement shown in inattention. Third test: 12 months later (with infrequent sessions), further improvement was evident especially in concentration. Summary:

Distance and other outside factors were inhibiting this child's programme. However this case is evidence of how NFB can improve concentration even if sessions are scattered and inconsistent..

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1 – 4 EYES OPEN

5 – 8 EYES CLOSED

THETA (4-7 HZ) + Delta (0.5 -3.5 HZ) -- Slow, creative brainwaves .... ......long -term memory ALPHA (8-11 HZ) -Relaxation ...but an extra amount with eyes open may indicate anxiousness or sensitivity. SMR (12-15HZ) -- Sensory-Motor-Rhythm -Low Beta-Co-ordination (a new brainwave discovered by Prof Barry Sterman) BETA (16 + HZ) -- Fast brainwaves needed for short-term memory, for following directions and step-by-step learning. E Brainwave Pattern gives a reading of quite an average amount in each area. However the high average of Alpha waves (with eyes open) indicates anxiousness or sensitivity which may account for his lack of self-confidence and poor self-esteem.

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F: Male 12 years

RTG = Right transposed – Gestalt R(hand) L(eye) R(ear) R-L(feet) (L) Gestalt

Presented:

Under achiever, poor co-ordination, lacked confidence.

Programme:

NFB - 20 sessions scheduled and carried out.

Outcome:

Boy much happier with himself.

Follow up:

Received a further 9 session in April following year with new NFB programme

T.O.V.A tests:

First test: Registered impulsivity. Third quarter was invalid as no scores were achieved.

Second test : Carried out after total of 29 sessions - Impressive improvement over all, especially in third quarter score was high.

Summary:

Child gained confidence and lost impulsivity tendency resulting in better concentration, improved learning ability and happier outlook.

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1 – 4 EYES OPEN

5 – 8 EYES CLOSED

F Brainwave Pattern indicates above average percentage of Theta/Delta waves - slow, creative waves twice the average of the fast Beta waves. An above average of Alpha waves ( with eyes open) may indicate anxiousness of sensitivity.

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G: Male 13 years

RTG = Right transposed gestalt R (hand) L(eye) R(ear) R(foot) (L) Gestalt

Presented:

Had run away from two High Schools and was under threat of being enrolled in school for `behavioural problem' children. Great difficulty controlling impulsivity.

Programme:

NFB - (Nuerofeedback) One of first clients to be trained with NFB at which stage it was recommended a minimum requirement of 10 sessions.

Participation:

November 1995 - Ten sessions were completed but at uneven intervals due to outside factors.

Outcome:

Tests showed that the impulsivity had reduced remarkably as a result the boy had been accepted back at his last school.

T.O.V.A tests:

First test: Poor results with some quarters with invalid results (no score).

Second test: Improvement especially in Impulsivity and Response time

Summary:

Further sessions were given but very inconsistently however it would appear that as a result of the NFB training he and his teachers survived and enabled him to complete Year 10 successfully.

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1 – 4 EYES OPEN

5 – 8 EYES CLOSED

G Brainwave Pattern gives a reading of 70% in the Theta/Delta/Alpha area indicating slow, creative waves for long-term memory . The excessive amount of Alpha waves (with both eyes open and eyes closed) indicates anxiousness and sensitivity and may have contributed to his difficulty in controlling impulsivity . A low average of Beta waves may effect his short-term memory and sequential learning skills.

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Case H: Male 13 years

ARTG - Ambidextrous right transposed gestalt R-L (handed) R (eye) L (ear) R(foot) (L) Gestalt

Presented:

Behavioural problems in Junior High School caused by lack of motivation, poor concentration and communication Skills.

Programme:

Commenced both AIT and NFB simultaneously. AlT training is of two weeks duration and this client had 20 sessions NFB.

Outcome:

Improved enormously. More settled and motivated to participate in class sessions and applying self to learning.

T.O.V.A tests:

First tests were carried out before attending Learning Opportunity Centre.

First: Results show a mixture of deviant and borderline scores.

Second: Enormous improvement in all areas gaining more than average scores

Summary:

Copy of school report on following page shows the marked improvement from Semester 1 to Semester 2 especially in attitude and behaviour – it appears he was `a pleasure to teach'. This portrays the client to be a person happier with himself therefore feeling motivated to learn and participate in class activities.

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1 – 4 EYES OPEN

5 – 8 EYES CLOSED

H Brainwave Pattern indicates a rather average amount of brainwaves in each area except for the high amount of Alpha (with eyes open as well as eyes closed). This can indicate anxiousness or sensitivity, which along with a hearing/listening difficulty may have contributed to his behavioural problems.

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Case H - Male 13 years - Copy of School Report Subject

Semester – 1

Semester – 2

English

65% 24/25 Org Skills – 4 ....needs to match his skills with enthusiasm, confidence and motivation.

Science

63% 11/26 Org Skills – 3 .....not working to potential. ..behaviour,effort and attitude are unacceptable. Org Skills - 4 39% 19/19 Org Skills – 5 ..no desire to participate and consequently completes very little work. All efforts to explain work are to no avail. History 61% 5/25 Org Skills – 4 ....More consistent all round effort needed. 45% 27/29 Org Skills – 3 …needs to be more diligent…. more persistent

71% 8/27 Org Skills – 2 ....he is much more focused. He is listening more deliberately and is settling to class work more quickly. 57% 18/27 Org Skills – 3 .....enjoying ...working hard. ...valued member of class... matured greatly. Org Skills – 2 69% 16/19 Org Skills – 3 ....needs to display a more mature attitude.

D&T P.E.

VIS/Art

Maths

Japanese Org Skills – 4 ... has troubling settling....

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Geography 60% 12/27 Org Skills - 3 .....pleasure to teach. 78% 12/27 Org Skills – 1 ...excellent result.

Music Org Skills – 4 ... more application.

I: Female17 years

RTG = Right transposed - Gestalt R (hand) L(eye) R(ear) R(foot) (L) Gestalt

Presented:

Lacking in confidence, under achieving, compared self with siblings who were high achievers. Parents teachers had witnessed improvement in pupil who had attended the Learning Opportunity Centre and brought daughter to participate in programme in the hope of improving her potential.

Programme:

NFB - Brain pattern showed excessive amount of ALPHA which can be indicative of high anxiety. Was scheduled for 10 sessions of NFB.

Outcome:

After only 7 sessions girl's. father wanted more information as: "My daughter came home from school today to announce that for the very first time she has asked a question in class! Don't forget she is 17 years old and in year 11."

Follow Up:

Increased performance was reported by parents.

T.O.V.A tests:

First test - Scores were indicative of short attention and inhibitions Second test - After a total of 18 sessions - improved in all 4 quarters as Form 5 indicates. .

Summary:

After 25 sessions carried out between April and November of the following year, outstanding improvement was observed in confidence and learning ability. The HSC results reflect the benefit of her NFB training as she achieved a score which permitted her to have access to the University of her choice and embark on study toward a teaching degree. This client also passed her driving test at her first attempt.

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1 – 4 EYES OPEN

5 – 8 EYES CLOSED

I Brainwave Pattern shows an excessive amount of Alpha waves (approximately 40%) with eyes open as well as eyes closed, overpowering the Theta (creative) waves and causing the under development of her giftedness. As high Alpha can also be an indication of anxiousness and sensitivity, it could be the underlying factor causing the lack of confidence and communication skills which were first displayed by this client.

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Appendix 2 - Research

Effect of Neurofeedback and Brain Gym training: A review of clinical findings using the T.O.V.A. as a measure

Neurofeedback Neuro - or EEG Biofeedback is a new rapidly growing therapy for the enhancement of brain functioning and neuronal regulation. It is based on 25 years of scientific research by Prof. M B Sterman, UCLA School of Medicine, and Joel Lubar, University of Tennessee. Following these years of research in university laboratories, neurofeedback has become widely available. This is a pleasing development, because neurofeedback has no negative side effects. Instead of using chemicals to alter brain activity, neurofeedback training uses the latest computer technology to teach people to regulate their own brain wave activities. Dr Frank Duffy, who directs the Clinical Neurophysiology Laboratory and Developmental Neurophysiology, a research laboratory at the Children's Hospital, Boston, which is affiliated with the Harvard Medical School, and the Neurology editor of the Journal of Clinical Electroencephalography, states: "The literature which lacks any negative study of substance, suggests that Neurofeedback should play a major therapeutic role in many difficult areas. In my opinion if any medication had demonstrated such a wide spectrum of efficacy it would be universally accepted and widely used." (Duffy, 2000)

The overall goal of neurofeedback is to improve mental flexibility so that a person can produce a mental state appropriate to the situational requirements. It empowers a person to shift the way they function and pay attention. Thus, neurofeedback is like an exercise gym for the brain. "Furthermore, once the skill is learned it generally sustains itself. Training is painless and non-invasive: nothing penetrates the skin. Sensors are placed on the scalp and ear with a special gel. Brainwaves are monitored by means of an amplifier. A computerised instrument processes the electrical signal and feedback is provided to the trainee. The feedback is presented on a screen usually as a visual display, a video game or colourful images such as a rising sun, and paired with sounds. The person's attentiveness controls what happens on the screen. The feedback the brain receives, when the trainee watches and pays attention to the screen, acts as a cue for the brain to produce the desired brain wave activity corresponding to, for example, attention. Thus, the better the person sustains attention, the better the outcomes on the screen. Neurotherapy allows the therapist to address the physiological basis of behavioural problems without medication. This therapy may also be used in conjunction with medication. With training, however, the need for medication will be gradually reduced and finally eliminated. Based on well-established principles of neuro - and psychophysiology, neurotherapy is now being used clinically in the treatment of many disorders. This therapy is one of several preferred treatments for certain patients with epilepsy or attention deficit disorder.

Neurofeedback has been used as a therapeutic tool to help children who come to the Learning Opportunity Centre suffering from attentional and behavioural problems as well as learning difficulties for the last 5 years.

Educational Kinesiology : Brain Gym Educational Kinesiology asserts that movement is necessary for the brain to learn. In the words of Paul Dennison (1986) "Movement is the door to learning". This notion, of course, is not universally accepted. However, if this is indeed the case then various stages of the child's development, such as crawling, are necessary for the development of the corpus callosum (Hannaford, 1995). Learning difficulties can develop when there is a blocked access to various lead functions, or a lack of brain function integration (Krebs & Brown, 1998). The educational kinesiology model proposes that remediation of blockages in brain integration, which result in various learning difficulties can be achieved by a specific exercise program. This exercise program aims to restore more normal communication between various brain functions by influencing the appropriate neural pathways through movement. Brain Gym activities. (see Appendix) are simple physical movements designed to activate whole brain functioning, especially areas of the frontal lobes. These activities, originated by Delacato (1974) and modified by Dennison ( 1986) appear to contribute to achieving minor adjustments required for the learning process : they achieve the required brain integration and reverse the expectation of failure in an individual.

Test of Variables of Attention (TOVA) With the introduction of the Test of Variables of Attention (TOVA), an independent and objective diagnostic tool for assessing clients with ADHD and Learning difficulties was provided. This instrument facilitated the assessment process and could be used to objectively measure the progress made by the clients. The Test of Variables of Attention (T.O.V.A.) (Greenberg, 1987), which is administered using a PC computer and a single switch for the subject's response is a continuous performance task. During this test the subject is required to discriminate between a geometric target and a non-target. This test represents a Go/No-Go task, which presumably is associated with frontal lobe function (Levin et al, 1991). The test measures four variables: Attentiveness, Impulse control, Response Time (speed of information processing), and response time variability (consistency of response). The test provides normative age based data for males and females for each age group (Greenberg & Walman, 1993). The test software records subjects' responses and calculates raw scores and percentages.

Methodology Neurofeedback or EEG Biofeedback training was conducted using a Neurodata and a Flexyx light therapy system (Len Ochs). A Neurocybernetics 2-channel EEG systems donated by EEG Spectrum International , Inc (Encino, CA, USA) was employed in the later stages of the project.

Using this assessment tool, 341 clients were tested for attentional and learning difficulties. Of the 341 children assessed using the TOVA, 82% (281) performed outside normal limits compared to those in the same age group in the population . The remainder 18% (60) was within normal range. Thus, 82% of the children who were assessed using the TOVA measures would be classified as being ADHD with or without learning difficulties.

As this instrument became the standard assessment tool we were able to compare the results of data obtained before and after treatment . Three treatment groups of clients were assessed. The three groups received Educational Kinesiology training (Brain Gym), Neurofeedback and both Brain Gym and Neurofeedback training, respectively . Subjects in the Brain Gym group were trained using educational kinesiology exercises as described by Delacato ( 1974) and Dennison & Dennison (1986). Briefly, students were expected to perform a series of exercises described by these authors (Appendix).

The training protocol for the Neurofeedback group consisted of the operant conditioning of the EEG amplitudes ( 12-18 Hz). These amplitudes in the 15-18 Hz regime were for increased arousal , whilst augmentation in the 12-15Hz frequency range was used for reduced arousal . At the same time the excessive low frequency (4-7Hz) band was suppressed. Electrode placement followed the standard 10/20 system and involved the placement of one electrode on the sensorimotor strip , either at C3 (increasing arousal) or C4 (reducing arousal) for referential montage. When a bipolar montage was used, a second electrode was placed either frontally or parietally , C3FPz or C4Pz. These two protocols were used in succession during a single training session . The choice of electrode site and the frequency band is largely empirical and is based on the work of Prof Sterman (1982 ). The first 15 clients received 10 minutes of autogenic training followed by 20 minutes of EEG biofeedback . Subsequent clients received 30 minutes of neurofeedback training which also included , in most cases, 5-10 minutes of interactive light therapy according to Len Ochs.

The visual and auditory feedback was provided by a computer monitor and audio speakers controlled by the computer software. Audio (tones or beeps) and visual (progression of games) feedback was provided whenever the following conditions were met simultaneously: beta amplitude above threshold, and theta amplitude below threshold. Thresholds were set to shape the electrical activities of the brain towards increased or decreased arousal . Thus, the EEG brainwaves were shaped to decrease the theta/beta ratio as demonstrated by the client 's performance. Thresholds for beta and theta were gradually increased and reduced to achieve these results.

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Results The results clearly demonstrate the benefits of the training in these three groups. The three groups showed improvements in four variables of attention. That is, they all improved in Attentiveness, Impulse control Response Time and Variability of Response Time. This result is reported in table 1, which shows the mean pre and post treatment scores of the TOVA variables.

For the sake of clarity these data are also represented in Figures 1 to 4. These graphs illustrate the changes that occur following the treatment of the three groups in the four TOVA scores of Attentiveness, Impulse control, Response Time, and Variability of Response Time.

Multivariate analysis of variance (MANOVA) was conducted on the dependent variables of attention. The results showed a significant overall treatment effect (F(4,113)= 4.17, p = 0.003), which suggests an overall difference between pre and post TOVA measures. Univariate analysis showed that despite an overall treatment effect, the main differences in the TOVA scores after neurofeedback treatment were demonstrated between preand post- measures of inattention (F(1,116) = 4.23, p = 0.042), impulsivity (F(1,116) = 8.44, p = 0.004), and variability in response time F (1,116) = 8.18, p = 0.005). Response time scores just failed to reach statistical significance (F(l,116) = 3.75, p = 0.055), when pre and post scores were compared. However, when Bonferroni adjustment inattention also just misses out on statistical significance.

Overall, the results indicate a robust change in the impulsivity and variability in reaction time scores. The changes in impulsivity and reaction time scores, whilst they show an effect, just miss out the strict statistical significance level.

Results of the Brain Gym group are remarkable in that there was a great variability in client compliance with this training. Some clients attended group sessions at the Centre, whilst others were encouraged to follow a home program. Some clients attended l5 to 20 weekly sessions over a period of 3 to 6 months, while others came regularly for 1 or 2 years. Some discontinued training when they started to improve.

An interesting observation is that all clients showed improvement in one or more TOVA measure.

In some cases decreases were observed in TOVA measures during the course of training. The degree of decrease in these measures was too large to be attributable to random variations or drift. These changes may reflect individual' s responses to the choice of protocol in a specific instance driven by considerations given to the treatment of comorbities (e.g., sleep disorders, tic behaviour)

TABLE 1 Mean standard scores for measures of TOVA variables for three groups of clients pre and post training . The three groups received Educational Kinesiology, Neurofeedback, and both Educational Kinesiology and Neurofeedback, respectively. Educational Kinesiology

Inattention Impulsivity Reaction Time Variability N

Pre 79.9 94.4 84.1 80.4 6

Post 87.8 100.5 81.0 83.7

Neruofeedback

Change 11.5 10.2 0.2 6.7

Pre 87.5 96.4 81.1 78.5 32

Post 92.7 102.6 83.9 86.6

Change 7.0 8.3 4.5 9.8

Educational Kinesiology And Neurofeedback Pre Post Change 87.1 92.3 7.8 97.4 103.1 8.6 82.3 81.7 1.7 82.3 86.8 7.0 20

Figures 1 – 4.

Pre and post training TOVA variables scores. Scores were obtained before and after educational kinesiology (Brain gym), 20 sessions of neurofeedback training, and both educational kinesiology and neurofeedback training. 1. Attentiveness, 2. Impulse control, 3. Response Time, and 4. Response Time Variability

Figure 1

Figure 2

Figure 3

Figure 4

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Discussion The data, derived from assessments of clients who came to the Learning Opportunity Centre for treatment, appears to be relatively robust in demonstrating changes following training with EEG biofeedback and Brain Gym. Results of this clinical study have demonstrated positive outcomes using both Neurofeedback and Brain Gym training in treating children and adolescents with attentional and learning difficulties.

Improvements were statistically significant in all TOVA measures in the clients receiving Brain Gym training. After Neurofeedback training these improvements were also statistically significant for TOVA measures of inattention, impulsivity, reaction time and consistency of response time. These results are remarkable since subjects received not more than 20 sessions of EEG biofeedback. All subjects with demonstrated deficits showed improvements in one or more TOVA measures. Improvements in impulse control and response consistency appeared to be more systematic than gains in inattention. This result may simply reflect that the training protocol may be driven more to the normalization of this behaviour over inattention.

The subjects in the present study were not randomly assigned, nor treated with a single neurofeedback protocol. The aim of the Learning Opportunity Centre is to provide treatment in a clinical setting, rather than perform rigidly controlled scientific studies. Nonetheless, the results proved to be significant in demonstrating positive outcomes in all clients following treatment. Further, treatment protocols were not tailored to accommodate comorbidities, such as Tourette's disorder, tics, sleep disorders and specific learning difficulties. The results suggest that protocols tailored more precisely for clients with a more precise diagnosis with respect to their disability would prove more effective in treating clients.

The results of this study replicate and support earlier findings of the effect of neurofeedback training by other researchers and clinicians (Kaiser & Othmer, 2000; Lubar et al, 1995; Rossiter & LaVaque, 1995; and Tansey, 1990).

The results also appear to support the kinesiology model that suggests that the brain learns through movement, and that a block in brain integration results in attentional and learning difficulties (Krebs & Brown, 1998). Thus, the aim of Educational Kinesiology or Brain Gym is to integrate brain functioning by facilitating interhemispheric communication through movement, that is, through the use of specific exercises. The importance of movement to learning, and the fact that neuronal pathways appear to be influenced by specific exercise programs, such as Brain Gym, led Dr Hallowell (1998) to assert that the most effective treatment for ADD was daily aerobic exercise.

In addition, Dr Carla Hannaford (1998) has proposed that children with ADHD and learning difficulties have transposed hemispheric dominance. Dominance profiles give information about a person's preferred learning style.

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Transposed brain patterns mean that the logic and gestalt hemispheres are "switched", that is, in some right handers the logic hemisphere is on the right and the gestalt on the left. Some left handers have logic on the left hemisphere and the gestalt on the right. This means that the logic hemisphere is on the same side as the person's handedness. This is contrary to the common belief that the logic/language hemisphere is always on the left hemisphere. In ambidextrous people the handedness refers to the writing hand. Further to this, a person can be logic or gestalt dominant.

Clients that are logic dominant on the same side as the writing hand try very hard at achieving tasks/outcomes and become frustrated with learning blocks . They often exhibit signs of anxiety, sensitivity or depression. They are sometimes diagnosed as ADD. Their TOVA profiles often reveals slow Reaction Times, compared to normal, indicating that they are afraid to make mistakes. In a small number of cases the computerised TOVA report makes the suggestion to "consider also depression in this case".

On the other hand, clients who are gestalt /creative dominant in the opposite hemisphere to the writing hand often experience some difficulty with concentration or coordination. These people are often gifted in art, music, science or sport. They often possess good, sometimes extraordinary, long-term memory, but have difficulty with short-term memory, following directions , and sequential step-by-step learning. They are generally diagnosed as ADHD. Their TOVA profiles show a large number of commission errors, which is a reflection of impulsivity or disinhibition.

References Duffy, F (2000). The state of EEG Biofeedback Therapy (EEG operant conditioning) in 2000: an editor's opinion. Clinical Electroencephalography, 31, v-viii.

Delacato, CH (1970). A new start for the child with reading problems: A manual for parents. David McKay Company, Inc, New York.

Dennison, PE & Dennison GE (1986). Brain Gym. Edu-Kinesthetics, Inc, Ventura, CA, pp 1-40.

Greenberg, LM (1987). An objective measure of methyl phenidate response: Clinical use of the MCA. Psychopharmacology Bulletin, 23, 279-282.

Greenberg LM & Waldman ID ( 1993). Developmental normative data on the Test of Variables of Attention (T.O.V.A.). Journal of child and Adolescent Psychiatry, 34, 1019-1030.

Hannaford C (1995). Smart moves. Great Ocean Publishers, Arlington, Virginia. Hallowell (1998). Driven to distraction. Kaiser DA & Othmer S (2000). Effect of Neurofeedback on variables of attention in a large multi-center trial. Journal of Neurotherapy, 4, 5-15.

Krebs C & Brown J (1998). A revolutionary way of thinking. Melbourne: Hill of Content. Linden M, Habib, T & Radojevic, V (1996). A controlled study of the effect of EEG biofeedback on cognition and behaviour of children with attention deficit disorder and learning disabilities. Biofeedback & Self-Regulation, 21, 35-49.

Lubar JF, Swartwood, MO, Swartwood, JN & O'Donnell PH (1995). Evaluation of the effectiveness of EEG neurofeedback training for ADHD in a clinical setting as measured by changes in T.O.V.A. scores, behavioural ratings, and WISC-R performance. Biofeedback and Self-Regulation, 9, 1-23.

Rossiter TR & La Vaque TJ (1995). A comparison of EEG Biofeedback and psychostimulants in treating attention deficit/hyperactivity disorders. Journal of Neurotherapy, 1, 48-59. Sterman MB (1982). EEG Biofeedback in the treatment of epilepsy: an overview circa 1980. In L White and B Tursky (Eds), Clinical Biofeedback: Efficacy and mechanisms. New York: Guilford Press.

Tansey MA (1990). Righting the rhythms of reason: EEG biofeedback training as a therapeutic modality in a clinical setting. Medical Psychotherapy, 3, 57-69.

Appendix 3 - Research

Coordination of the central nervous system: Clinical observations using Educational Kinesiology It has been suggested that Educational Kinesiology or Brain Gym (Dennison & Dennison, 1986) and the Delacato (1974) physical coordination programme help children overcome learning blockages caused by poor attention, coordination and communications skills (Hannaford, 1995; Krebs & Brown, 1998). It is suggested that the Brain Gym training programmes help people to process information in a more organised manner. The Learning Opportunity Centre followed on these suggestions to help children with learning difficulties referred to the Centre.

In order to explain how learning difficulties impact on children 's performance, Dennison & Dennison ( 1986) introduced the concept of cerebral dominance . This dominance can be assessed using kinesiology muscle response testing.

Clients of the Centre were routinely tested for cerebral dominance using Kinesiology muscle response. As a result of this testing, a pattern of transposed or switched hemispheres of the brain among these clients began to emerge . Thus, the results of this technique , over a long period from 1986, appeared to be confirming the phenomenon that all children coming for help for attention and learning blockages had transposed hemispheres i.e. the Logic and Creative (Gestalt) hemispheres were reversed . In other words , by and large, the logic hemispheres was not opposite the dominant hand . Note that in ambidextrous people the writing hand is taken as the dominant one in these tests.

Since the 1980s , an increasing number of children are being diagnosed with ADHD/ADD and treated by drug therapy e.g. Ritalin & Dexamphetamines . While some clients seemed to be helped with improved attention and more controlled hyperactivity, the medication caused some side effects such as, weight loss, sleep disturbance in others. Thus, some parents prefer to search for an alternative natural therapy, rather than medication.

After attending a seminar on the Tests of Variables of Attention (TOVA) conducted by Lawrence Greenburg in Sydney in 1995 , Sister Wilson discovered the TOVA as a valuable tool for assessment of the training programmes used at the Centre. The TOVA is used by some psychologists to diagnose ADHD/ADD and to determine the variety and dosage for drug therapy. At the Centre it became a useful tool for screening clients who came for help with attention problems and/or behaviour difficulties . Following this screening procedure, clients were then directed to other clinics for further assessment and treatment . In addition, the TOVA became an assessment tool to measure the progress of the training programs implemented at the Centre. Thus, a

comparison of the TOVA test before and after training and follow-up six to twelve months later, depending on the amount of time the client stayed on programme, indicated whether there was an improvement or not.

In 1976 Arch McKinnon, the co-founder of AA (Alcoholics Anonymous) in Australia, claimed in his book, Castle of Shadows, that alcoholics are born with a damaged or inferior central nervous system. He encouraged the continuation of the Delacato co-ordination therapy to prevent children from becoming the alcoholics/drugs addicts of the future. In accordance with this suggestion, the intention of the Centre's staff was to implement a programme that would improve academic skills, self confidence and self esteem, and which would help teenagers turn away from drugs.

Results and Discussion Kinesiological categories among the client group and their family members

Records at the Learning Opportunity Centre were kept for pragmatic rather than research purposes. However, quite complete records have been kept on over 1500 cases (n=1584) (Table 1). There were 857 males, and 717 females (Table 2). These case records comprise two main groups. The first is the group of subjects (SUB) actually treated at the Centre for various learning disorders and conditions (n=958). There were 663 male and 295 female subjects in this group. The second is the group subjects' relatives and family members (FAM) who were also tested, but not treated (n=606). There were 194 male and 422 female relatives and family members. This group is a composite of siblings (SIB), parents (PAR), an d grandparents (GPAR). There are also records of a small number of twins (n=12), but they are not an exclusive category, i.e., they were included as subjects and/or siblings. These have been omitted from parts of the analysis.

Although the FAM group is not a totally independent control group, it constitutes a comparison group. Including this data in the analysis may hint at mechanisms at play in laterality in general, and kinesiological categorisation in particular.

There are 16 kinesiological categories in the model used at the Centre (see Appendix 1- for a full description ). The categories pertain to co-ordination of the central nervous system:

“O” indicates ordinary patterns ROL, ROG, LOL and LOG. “T” indicates transposed hemispheres RTG, RTL, LTG and LTL. “A” indicates the ambidextrous patterns ARL, ARG, ALL, ALG, and includes transposed hemispheric patterns ARTG, ARTL, ALTG and ALTL.

More complex data sets are available on cases, refining the sixteen categories even further, concerning differentiation between dominance of the eye, hand, foot and ear. These have been omitted from this analysis.

For the total number of cases, TRG (n = 432) was the most common pattern , as shown in Fig. 1 followed by ROL (n = 409), ROG (n = 171), RTL (n = 148), and ARTG (n = 85).

Because the SUB and FAM groups are unequal , figures have been presented as percentages (see Figs 2 & 3 and Tables 3 & 4).

Nearly half of those treated at the Centre were diagnosed as right-handed, gestalt hemisphere dominant, with transposed hemispheres (RTG = 42.28%). Over half of the subjects' relatives and family members were similarly right handed, but logic hemisphere dominant (ROL = 60.71%). Only a very small percentage of subjects (SUB) had this pattern (ROL = 3.44%), while subjects' relatives and family members (FAM) had only a small percentage of RTG (4.22%), as shown in Table 3 and Figure 2 and 3A.

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SUB FAM Totals

ROL 33 384 417

ROG 57 113 170 Table 1

RTG RTL LTG LTL LOL LOG ALL ARG ARL ALG 405 154 35 49 5 16 12 21 10 19 26 13 4 3 19 10 7 10 13 4 431 167 39 52 24 26 19 31 23 23 Numbers of subjects and their family members and relatives in each category

ALTL 15 3 18

ARTG 77 8 85

ARTL 31 8 39

Totals 958 624 1584

MSUB FSUB MFAM FFAM MALE FEMALE

ROL 13 20 80 294 93 314

ROG 37 20 50 63 87 83 Table 2

RTG RTL LTG LTL LOL LOG ALL ARG ARL ALG ALTG ALTL 287 105 23 36 2 11 6 14 6 17 15 13 118 49 12 13 3 5 6 7 4 2 4 2 15 6 3 2 13 5 2 5 3 1 1 2 11 7 1 1 6 5 5 5 10 3 0 1 302 111 26 38 15 16 8 19 9 18 16 15 129 56 13 14 9 10 11 12 14 5 4 3 Numbers of male and female subjects and their family members and relatives in each category

ARTG 60 17 3 5 63 22

ARTL 18 13 3 5 21 18

Totals 663 295 194 422 857 717

SUB FAM

ROL 3.44 61.44

ROG 5.95 18.11 Table 3

RTG RTL LTG LTL LOL LOG 42.28 18.08 3.65 5.11 0.52 1.67 4.17 2.08 0.64 0.48 3.04 1.60 Comparative percentages of each category

ALL 1.25 1.12

ARG 2.19 1.60

ARL 1.04 2.08

ALG 1.98 0.64

ALTG 1.98 0.16

ALTL 1.57 0.46

ARTG 8.04 1.18

ARTL 3.24 1.18

Totals 100.00 100.00

ROL 1.96 MSUB 6.78 FSUB 41.24 MFAM 69.87 FFAM 10.85 MALE FEMALE 43.79 Table 4

ROG 5.58 6.78 25.75 14.83 10.15 11.58

RTG RTL LTG LTL LOL LOG 43.29 15.84 3.47 5.43 0.30 1.66 40.00 16.61 4.07 4.41 1.02 1.69 7.73 3.09 1.55 1.03 6.70 2.58 2.61 1.60 0.24 0.24 1.42 1.18 35.25 12.95 3.03 4.43 1.75 1.87 17.99 7.82 1.81 1.95 1.26 1.39 Comparative percentages in each category

ALL 0.90 2.03 1.03 1.18 0.93 1.53

ARG 2.11 2.37 2.58 1.18 2.22 1.67

ARL 0.90 1.36 1.55 2.34 1.05 1.95

ALG 2.56 0.68 0.52 0.71 2.10 0.70

ALTG 2.26 1.36 0.52 0.00 1.87 0.56

ALTL 1.96 0.68 1.03 0.24 1.75 0.42

ARTG 9.05 5.76 1.55 1.18 7.35 3.07

ARTL 2.71 4.41 1.55 1.18 2.45 2.51

Totals 100.00 100.00 100.00 100.00 100.00 100.00

ALTG 19 1 20

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The next most common categories for the subjects were RTL (16.08%), and ARTG (8.04%). For the comparison group, the next most common categories were ROG (18.34%), and RTG (4.22%).

As shown in Table 5 and Figure 4, there is a notable gender difference (X2 = 78.91, df = 6, p