Neuro Reorganization

Brain Development

2013 : Akhil’s Neuro Reorg program

Neurological Reorganization is a non-invasive rehabilitation technique, developed in the 1950’s, to address non-progressive neurological dysfunction. It literally reorganizes the brain (neurological) function back to normal. This is big news for anyone who has been injured or is affected in a way that limits the brain’s ability to communicate with the body, and do what it is supposed to do.

Neurological Reorganization uses the reflexes that we all have programmed into our brain (like an instruction manual that we are all born with) to allow it to relearn how to do what it needs to do, by going back and retracing the normal developmental steps that healthy infants and children take as their brain and body develops.

One of the first to map out these normal developmental steps was Dr. Temple Fay, who held the chair of neurosurgery at Temple University Hospital in Philadelphia. Through studies that he conducted, he was able to draw connections between particular parts of the brain and specific activities and abilities. Fay’s work showed how the brains of healthy infants and children develop as they do specific sequenced activities, and it was hypothesized that these same developmental sequences could help reorganize impaired or damaged brains.

A team in Philadelphia including Glen Doman, Carl Delacato, and Florence Scott (Susan’s mother) pioneered the work, developing a program repeating these activities with individuals who had lost ability due to brain trauma or injury (injuries other than degenerative diseases such as multiple sclerosis or Alzheimer’s).

Working first with adults who had experienced traumatic injuries such as car accidents or strokes, and later with children who had been severely injured at birth (oxygen deprivation, cerebral palsy), the team developed exercises and activities that repeat or replicate the normal developmental activities of infants and children, and found that their clients regained lost abilities as their brains reorganized according to their own built-in instruction manual. All of this can be accomplished without medicines, surgery or any application in or to the body (braces or prosthetics).

Who can benefit?

Neurological Reorganization can benefit anyone with non-progressive neurological dysfunction (that is all of us to one degree or another). Much of what is diagnosed as behavioral or chemical, is really mismanagement within the brain, which oversees ALL bodily regulation. We have seen progress with: Dyslexia, ADD, ADHD, bipolar, OCD, schizophrenia, anxiety, attachment disorders, PTSD, learning disabilities, developmental delay, autism spectrum disorders…

Issues relating to central nervous system communication can also be addressed. Victims of stroke, cerebral palsy, or nerve damage, can often regain a significant amount of function by retraining other nerves to pick up the slack. We have seen progress with: Stroke, cerebral palsy, severed or damaged nerves, traumatic brain injury.

 The BellyCrawl

  • A “Double Click” on the Brain  By: Bette Lamont, MA/DMT
  • • Stimulates horizontal eye tracking early head movement helps the skull to round out.
  • • Stimulates the nerves that go to the muscles that pull the eyes into correct alignment (in the
  • case of crossed eyes or over convergence).
  • • Helps with heel to coccyx alignment strengthens the arches in the feet.
  • • Promotes cervical and lumbar spine stability, and neck strength, so helps the development of
  • the mature s curve from the infant c curve.
  • • Makes the child aware of the genital area through ventral stimulation, and helps with on time
  • toilet training.
  • • Stabilizes the hip sockets.
  • • Helps with the supination and pronation of the lower arm.
  • • Helps the hands to open out from the grasp reflex to eventual cortical control.
  • • Creates a feeling of vertical thoroughness which helps the child to feel grounded
  • • Is the first self-determined movement.
  • • Seems to be connected with brain stem development, and functions that ensure survival:
  • accurate perception of pain, heat, cold and hunger.
  • • Builds a sense of self, and is the basis for development of empathy and compassion.

Creeping on Hands and Knees

By: Bette

Stimulates vertical eye tracking, visual convergence, promotes eye hand coordination,teaches the eyes to cross the midline and practice near and far point vision.

  • • Shoulders and hips are further rotated into alignment. the hands are more fully opened out.
  • • Balance away from the floor is explored through much trial and error, and mastered
  • gradually. This forms the basis of balance throughout life.
  • • Goes through a number of stages which the child must practice and play with before
  • arriving at the cross pattern crawl, and these are homologous, homolateral and
  • contralateral as in the belly crawl.
  • • Supports the development of the corpus callosum which is the major inter- hemispheric
  • communicator and as such it mediates between the hemispheres to synchronise their
  • particular specialisations (Field 1995).
  • • The connections between the two hemispheres of the brain support retrieval, filtering, sorting and sifting, and sequencing, and without the connections we may see difficulties  knowing right from left, letter, word and number reversals, eg b/d, p/q, on/ no, patterns of learning and forgetting the same thing several times. In short, difficulties with learning
  • and memory.
  • • Seems to be connected to development of the mid brain, building a bridge between oneself
  • and the world and making relationships.
  • • Enables the vestibular, proprioceptive and visual systems to connect and operate together

for the first time. Without this integration there can be a poorly developed sense of balance and poor space and depth perception.

http://www.wisechoiceeducationalservices.com/articles/article5.html

MONTHLY REPORT

 

 

 

Name             : Akhil Lad                                        Age :  12 yrs

Report date   : 26th October 2013                          Nos. days present:  90 days

 

 

 

 

Timings        : Full time                                          Teacher – in – Charge : Mr Shankar

Report period: June 2013 –  24th October 2013

Akhil          Neurological        assessment:         Shows          abnormalities        at         the

Brainstem/Midbrain/Limbic/Cortex area. Thus four to five functions are compromised.

– Injury  is between 21% to 60%.

Creeping and Crawling

 

Average   Distance per Day Average   Distance per Week
880

 

Meters

4400

 

Meters

 

Average   Distance per Day Average   Distance per Week
462

 

Meters

2310

 

meters

 

 

 

Pattern

 

Count / Time

Repetitions per day
 

lateral

5

mins

 

2

Recommended 5

Mins

3-4 times a

day

 

Patterning:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reflexes:

 

 

Reflex

 

Times

       
Asymmetrical Tonic 4 NI Perez  Spinal 4 NI
Hand Support 4 NI Bonding 4 NI
Babinski 4 NI Foot Tendon Guard 4   NI
Gasp Reflex 4 NI Galant Spinal 4   NI

*I : integrated,  NI : Not Integrated

 

Please get evaluated by a reflex expert

 

Brachiation

PURPOSE OF BRACHIATION

The most important purpose of brachiation is to expand the size of the chest. Thus the chest can

deliver more oxygen to the brain.  Secondarily, brachiation requires convergence and improved manual function.

 

Average  per day Average  per week
 

10 times

    

     50 times

Recommended

 

      Recommended

 

 

20 times

 

100 times

 

 

 

Tactile Stimulation

 

Give the child  visual, auditory and tactile stimulation with  increased frequency, intensity and duration in recognition of the superbly organized and orderly way in which the brain grows and develops.

 

 

Textures

 

Hard,soft,rough,smooth (5 bags)

 

Frequency

 

Each bag 5-10 times per day (average)

 

 

Olfactory Stimulation

 

 

Smells smelt

Oregano, dry fish, red chilli, hing, garlic, black pepper, coriander, coffee, caradamom, bay leaf, tea, nutmeg, orange, basil, curry  leaves
 

Frequency

 

5-10 times per day (average)

 

 

Gustatory Stimulation

 

 

Tastes  tasted

Salt,sugar,honey,fennel,coriander,vinegar,
 

Frequency

 

5-10 times per day (average)

 

 

 

 

Math – numbers:

 

 

Numbers flashed

 

1-100  (in random order)

 

Frequency

 

  5 times in a day

 

Recommended

 

10-15 times in a day

Numbers dots flashed  

1-10  (in random order)

 

Frequency

 

             5 times in a day

 

Recommended

 

           10-15 times in a day

Numbers tactile stimulation  

           1-5 (in random  order)

 

Frequency

 

 5 times in a day

 

Recommended

 

10-15  times in a day

 

 

 

Math – counting and addition:

 

 

counting

Numbers flashed

 

 1-10  (in random order)

 

Frequency

 

5  times in a day

 

Recommended

 

           10-15     times in a day

 

 

 

 

 

 

 

 

 

 

 

 

 

Brain Gym:

 

Brain Buttons

 

Cross Crawl

 

Ear Muffs

 

 

 

 

Average  per week

 

25 times

 

Thinking caps

 

Neck Rolls

 

Hook ups

 

Positive points

 

 

Reading:

Resource How Level
 

Letter sets

 

Aloud / Flash

 

1

 

Word card sets

 

Aloud / Flash

 

1

 

Frequency

 

   5 sets per day : 5 times every set.

 

 

Read  letters with tactile and  writing  (different surfaces black   board, chalk, finger paint on wall)

 

 

Letter b

 

Writing 50-100 times

 

Letter i

 

Writing 50-100 times

 

Letter c

 

Writing 50-100 times

 

Letter u

 

Writing 50-100 times

 

Letter o

 

   Writing 50-100 times

 

Read Words / Aloud

 

 

at family

 

cat, mat, sat, pat, fat, hat,

 

ap family

ap,map,sap,cap,nap,tap,lap,

gap

 

ad family

 

ad,bad,sad,dad,mad,lad

 

ar family

 

ar,car,bar,jar,far,war

 

aw family

 

aw, raw, jaw, saw, law

 

am family

 

am, cam, ham, sam, jam, yam, mam

 

an family

 

an, van, fan, pan, can,

 

ab family

 

ab, nab, tab, cab, lab,

 

Phonics

 

a,e,i,o,u

 

O

Tom, log, shop, rock, on, not, got, hop, mom, dog, hot, lot
 

I

wish, is, sing, did, sit, hill, him, will, with, Tim, Jill,
 

E

Ben, Ted, let, bed, red, get, tell, then, left

fell, yells, pet

 

U

bus, under, pup, us, jump, run

Fun, duck, bug, fuss, up, bump

 

A

Dan, Sam, had, man, cat, hat, at, sat, and, that, sad, mad

 

Read simple sentences/Aloud

 

In my hat 5 times
Hap can see 5 times
I am in the Jam 5 times

 

 

Geometry Patterns 2-3 times a day, introduced using compass to draw circle

 

 

Life Skills

 

Mobility Management

 

using skates

 

Self Management

Eating with his own hand,dressing himself,cleaning after eating

 

 

Group Activities

Book reading, acting

 

 

 

Art and Craft

Connecting dots, painting, play dough activities,

 

 

 

 

Recommendations

  • Body awareness
  • intense sensory stimulation required: smell and taste
  • Integrated session for teaching with 5 senses
  • body balance activities
  • integration and rhythm

 

 

 

 

 

 

 

 

 

 Mr. Shekar Ms Betty Abraham Ms Arti Deo
(Teacher)  (Head Teacher)  (Director)

 

MNRI Method

Finally at age 13 Akhil started the  treatment with Dr SvetlanaMasgutovaNeurosensorimotor reflex integration method(MNRI) after attending each 5 days camp twice a year with home program 1 hr every 5 days in the home he is now able to independent type and connect his mind to his body at a faster speed.   Akhil now learns all grade level academics in his school and is becoming more independent. He has a decision and view in every part of family friends and society.

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