Archive for the ‘Disruptive Behavior’ Category
Parents seek our neuro-educational services due to many and varied learning and behavioral issues. Some recognize learning delays or struggles. Other things are more subtle or sometimes not so subtle unique behaviors, such as a child’s continual encroachment of other people’s space, or attention-seeking behavior when a parent or teacher becomes occupied. It’s true, there are times that these behaviors are just a part of early development, but when these types of behaviors persist beyond three, then it may be time to have them checked out. Little Giant Step’s modality of working with the root causes through the neuro-educational assessment, deals with looking at the dysfunction or inappropriate function and deals with it by exploiting the part of the brain that is capable of “changing function”. This feature in the brain that lends itself to our type of intervention is called “neuroplasticity”. Through stimulating brain- based activities to address gaps in the natural development, the child, teen or even adult’s negative, odd, or disruptive behavior can changed or be left behind. It’s amazing how improving the lower levels of brain organization, increased auditory and visual processing, dealing with dominance issues can dramatically change an individual’s life-long interactions for the better! Time and time again we see behavior improving and levels of maturity becoming more appropriate. Here’s a note from a mother on this matter:
“Kaden has settled down a bit and here’s some really good news. We spent over three hours getting our cell phones changed out the other day and he didn’t do any of the personal body space invasion or intense attention getting activities he usually does. He was just your typical bored 9 year old boy. Woop woop! Thanks for everything LGS!!” Blessings, Sandi
Each of us is born with tremendous potential. A well functioning tactile system is imperative for receiving information and taking that potential to the next level, which will then be transmitted into producing intentional movement (crawling, walking, running, etc.). Movement makes “memories” which causes the circuitry that releases intelligence. There is tremendous brain growth in the early years and unless the brain cells are connected through neuropathways that are built early, they can be lost. It is a use it or lose it scenario. Early development is like building a house, you have to have a good foundation in order for everything else to function properly. The good news for an older individual is that even if these pathways are immature or incomplete, they can be rebuilt with proper stimulation.
In recent decades, our society has become very mobile; with most families having two cars and the convenience of air travel, society as a whole is living farther and farther away from extended family members. Neuro-educational specialists believe this separation from the extended family has caused many erroneous beliefs about child rearing to emerge.
MYTH #1: Babies should be on a blanket if placed on the floor.
TRUTH: As stated in an earlier newsletter, the tactile input to the brain would be limited by the blanket. In addition to that, have you ever seen an infant try to crawl (tummy on floor) while lying on top of a blanket? They just get all tangled up and frustrated because they can’t get anywhere.
MYTH #2: Infant seats are a necessity! When an infant is sitting in an infant seat, they somehow seem more human; i.e., it is easier to see their faces and for them to see you and they seem happier.
TRUTH: The best place for an infant is on their tummy on the floor. ON the floor in a prone position (on the tummy) is where they build the muscles for sitting alone and walking.
MYTH #3: Walkers are a great way to prepare the child for walking alone.
TRUTH: If a child does not go through the stages of tummy crawl and creeping on hands and knees for a long enough period of time, a ripple of adverse effects will occur. Gross motor coordination, organizational abilities and eye-hand coordination are just a few of the areas that could be adversely affected.
MYTH #4: The more gadgets, i.e. Johnny jump ups, fancy walkers, play pens, etc., I put my child in the better.
TRUTH: The more time a child spends in these gadgets, the less time the child spends on the floor, which means less opportunity for the brain to be organized at the lower levels. Lower level development is the foundation upon which all other development is built.
I encourage you to get your infants out of these gadgets and put them on the floor for lots of tummy time. www.littlegiantsteps.com
After having been exposed to the Neuro-Educational Programs for more than 25 years and witnessed some pretty amazing successes; I’ve not only been surprised in my own son’s life, but in the lives of children with labels ranging from ADD, ADHD, Autism, Dyslexia, PDD, Sensory Disorder, Dysgraphia, Cerebral Palsy, Mentally Challenged, Special Needs and others.
So how can one program help so many different aspects of difficulty? It has to do with the breadth of the program and the fact all is geared to addressing root causal areas of the brain. We know from years of experience if the developmental steps were not completed during the early years of development, then the neurological inefficiencies are the unifying functional behavior that shows up with different accompanying symptoms. It is through symptoms that learning issues are diagnosed. The Neuro-Educational System addresses a broad spectrum of core functions. Those functional areas that present as lagging through the course of the evaluation are exposed and appropriate brain-based techniques are indicated. These activities bring wholeness to under-developed areas whether it be due to disease, trauma, or sensory deprivation as an infant or toddler. If vital developmental steps were not taken, such as receiving stimuli from being on the infant’s tummy, then the natural way of mapping the brain and growing connections between the mind and body are circumvented from occurring. Without gaining the ability to crawl and developing good cross patterning abilities leaves many children in a less than desireable state where learning is concerned. The good news is that children with learning disabilities can be effectively dealt with and the symptoms of the learning disability can be eliminated and re-mediated so the child can become successful and the shadow of low performance and struggle simply is no longer a component of their life.
Follow this link. Take the time to learn, first hand, how other parents and their children have succeeded in overcoming what seemed like a life sentence of always struggling academically. Discover the real key to educational success ~ neuro-efficiency!
This year, in the 5th grade, we have seen steady progress. Our son can now stay on task for hours a time and can remember much better what he has learned. He has not been to the principal’s office once! There have been some upsets during recess, but they are much milder and less frequent than before. He is carrying an E (for excellent) in conduct and all of the staff at school remarks about the change.
Sunday School and Children’s Church workers all have noticed the difference in his behavior. Even some of his classmates come up to his mother and tell her how much different our son is this year. We are not finished with our son’s neuro-educational program work but we have seen such a dramatic improvement. This neurodevelopment thing really works! Everyone is a lot happier at our house these days. The LGS Neuro-Educational Program is an answer to prayer. Grateful in Texas
One theme that I hear over and over from parents is, “Oh, if I’d only been able to do something sooner; my child (or I) would not have suffered all the anxiety, distress and feeling of failure because of dyslexia/learning disability.”
As a parent who kept looking for the educational professionals to help me discover the solution for his reading, writing, and various other symptoms disrupting his learning; I can tell you it is your choice right here, right now to stop that vicious cycle. The situation of seeing yourself or your child become overwhelmed daily because the inability to make things come out right does not have to continue. There is a remedy that addresses the most fundamental and basic entities at the root cause via brain-based techniques that are applied through theLGS Neuro-Educational Program. These problems can be fixed! Fixed for the rest of your or your child’s life! I’ve witnessed individuals overcoming dyslexiaand other learning issues for decades! Each evaluation provides individual insight as to the “gaps” that require intervention. It’s true that it’s an “inside job,” because this program works with the root causes of these issues in the brain. It’s a matter of stimulating the brain to change in configuration, connections and communication between the brain and body. Once neuro-efficiency is established, processing speeds brought up to grade level, these kids or even you can perform as God intended. The history of being dyslexic becomes a mere blip on the radar screen of ones life for a short time. Once these efficiency-factors are in place, our program is no longer needed. The normal course of development continues with the result of being more whole, confident and successful!
As one mother to another, please don’t procrastinate! Take care of this! Investigate by thoroughly going over our free articles. Read the testimonialsof other parents like myself. Study our research data. See how we can accommodate financial parameters. LGS has had laser focus in making as many programs as possible to meet needs of people with learning disabilities. We’ve kept our programs within reach of parents whether they be educating their children in public, private or home schools. Please, don’t allow the struggle to continue. Be pro-active and discover the true destiny when neuro-efficiency is present.
That was the cry of a young mother who has now experienced five years of caring and loving this wonderful gift from God, their adopted child, Kit. He is extremely bright and a very loving child when he’s not being a one-man destruction machine. What is even more confounding for this mother is that there is no history on her adopted son’s parents, whether he was exposed to drugs or suffered from fetal alcohol syndrome or what! The only thing she does know is that approximately 4-5 hours a day things are just not normal for Kit. If he were evaluated she states she’s sure his diagnosis would be somewhere between ADD, ADHD to Bi-Polar. It’s like riding a rollercoaster that you know will come off the track, but you’re never sure when, so you have no way to anticipate how to handle the situation. He is a natural manipulator (he’s extremely bright) and when that doesn’t work, then he becomes a run-a-way, out of control dynamo. So, what’s a mother with a child like this to do?
For Little Giant Steps, this kind of dilemma is not surprising as we have seen and heard much the same from parents with adopted children whose history’s are unknown, but problematic symptoms in their behavior indicates something in their early development wasn’t quite normal. And, from our perspective, it really doesn’t make a whole lot of difference if the child is healthy and growing. From our perspective, we are concerned about establishing, or re-establishing developmental steps through the use of brain stimulating activities that will cause the plasticity of the brain to change, create new neuro-pathways, repair connections that may have been damaged, or in the case of a child who was neglected, to develop those areas left without proper stimulation and therefore undeveloped. As a scientist said following his research on a study of imaging the brains of children who were suffering from cognitive developmental delay, “As we began to see the changes occurring in the brains of these deprived children and areas in the imaging lighting up an array of colors demonstrating neural activity and growth occurring, it was as though all of these undeveloped brain bits of circuity were just waiting there for the proper activity to stimulate it and start it functioning.”
Essentially, we are the “activators” of the brain-body connections. Our programs have been used successfully since the 1950′s, and we have been providing services since 1992. Thousands of children with problems just like Kit have become whole, the way God intended and have gone on to reach their full potential. Our program only lasts as long as the symptoms are unresolved. Typically, programs range from 8 to 24 months. After that, children graduate and go on to become their parent’s greatest joy, rather than their worse nightmare.
Having a child with symptoms like Kit displays is not a life sentence…. if you decide to get the root cause fixed through a neuro-educational developmental program. It’s so much fun to hear from parents as they tell us about their success stories, because this all-natural developmental program works!
A year ago, our 12 year old son was using 1 or 2 word sentences and motions to communicate. He also had behavior issues and lack of attentiveness that kept him from being part of a regular classroom. After using our Little Giant Steps Neuro-Educational program since June, we are seeing amazing progress with our son. He is talking in details and wants to read the ingredient lists of his favorite foods and record them in my recipe file. We can hardly keep up with his flood of words now.
He is a lot more interested in people and has eye contact now. We are more likely to get an answer when we ask him about his day at school. He wants to play with his 9 year old brother and neighborhood kids now. We see a look of understanding in his eyes that we’ve never seen before. This sounds just too good to be true, but it’s not.
When we finish the dominance trial in a few weeks, we are planning on taking him out of school to home school him using Little Giant Steps program as a base for learning. Hopefully after a period of time he will have progressed so much that he can return to school and attend regular classes.
We have found Jan Bedell’s program helpful where others were not. For that we are so grateful. Thanks, C.C. Lubbock, TX
Children with learning issues can benefit in many ways from the LGS Neuro-Educational Programs. Not only does the lower levels of the brain become organized, and they gain the ability to process information, but their furstration levels are reduced and is reflected in behaviors that are more positive. Here’s a comment from a mother of one of LGS’ clients:
“Sarah is doing incredibly well. We noticed a change in her emotional state immediately. I could hardly believe it. I asked her ten year old brother, Michael, if he noticed a change in her and he said, “Oh yes, she still teases me, but now when she does it, she isn’t being mean!! Thank you so much for your help.” Blessings, CP
From a parent after a short time of his son being on the Little Giant Steps (LGS) Neuro-Educational Program:
Our son, CK, just started Little Giant Steps. We have been working his program as diligently as possible. I wanted to tell you about a “little giant step” I experienced last night. I have never seen him cry because he was genuinely sad. I have only seed him cry when he was angry, had been disciplined, or did not get his way. Last night I saw him cry a different “cry”. It was not the out of control hysterical cry I am used to, but a quiet, sad cry because he was upset about something.
His little brother let our dog have one of CK’s stuffed animals (a monkey). The dog bit off the hands and ears. Instead of first getting furious and mad at his brother (normal reaction), CK came to me crying about what had happened to his monkey. He was upset and very sad for his poor monkey (it was not a human, but at least he showed compassion for something) and CK wanted to be held and consoled by me. Besides when he has been ill, it is the first time I can ever remember him acting or feeling “tender”. I felt like crying myself. God Bless LGS and the work you all are doing. What a motivation I experienced to keep moving onward! ~ CK’s Dad