Posts Tagged ‘PPD’

                Article written by Faith Haley, Neuro-Educational Specialist

Did you know that diseases like cancer will thrive in an oxygen starved environment? That’s why some recommend taking antioxidants daily. However, we can take all the supplements we want but if we have a compromised immune system those expensive pills and potions will end up in the toilet. Our bodies cannot use them because of the cell membrane rigidity as a result of being worried, anxious, and stressed. Our supplements simply cannot be absorbed well. I will share this with you from my own experience; when I was in this state many years ago, stressed out all the time, my doctor showed me exactly what my cells looked like. He put them up on a big TV screen. Although it was fascinating, as I had never seen my cells before, it was not a pretty picture because they were not healthy looking. Although I diligently drank a lot of water every single day and took a ton of supplements, the doctor explained that my cells were unable to take in the nutrients because I was so stressed out all the time. That was the first time I heard the term “cell membrane rigidity”.Thankfully I’m not who I used to be nor am I who I’m going to be!

This is good news, Smart Moves , by Carla Hannaford, Ph.D., there is an amazing chapter on “Fight or Flight”. Dr. Hannaford has this to say about the brain and oxygen: “Balanced, aerobic activity, where we don’t go beyond our bodies’ messages and over secrete endorphins or diminish dopamine, increases oxygen intake, so important to learning ( and our health).

Carla Hannaford, Ph.D., Smart Moves  p193. She says that it is important to learning and our health to increase our oxygen; and there’s that statement again about not over doing the exercise. It’s just not good to over do anything whether it is good or bad. Physical activity is good for everyone as it increases our oxygen levels. It can help us to learn and think more efficiently. Stress, however, (fear and anxiety) can have big, bad consequences on our health. For one thing it increases cortisol levels, which in turn affects the following body systems:

          • Stress (which includes fear and anxiety) produces upper beta brain waves.

       •  Cellular potential decreases and the sensory system goes on hyper alert.

            •  The cortisol that is released supplies energy to muscles, depresses the immune system, breaks dendritic  connections and decreases learning and memory.

 Stress (fear & anxiety) activates the hypothalamus, which triggers the pituitary gland to release adrenocorticotrophic hormones (ACTH) through the blood stream to the adrenal glands. Adrenaline then causes these problems:

•  Eyes move laterally to see where the danger is. Pupils dilate.
•  Breathing becomes fast and shallow. 
• Heart rate increases. Incoherent heart rate variability pattern occurs.Digestion slows or stops.
• Tendon guard reflex at the back of the knee locks to protect the Achilles tendon, forcing body forward or backwards off balance. This can cause you to walk up on your toes.
• Tightened muscles decrease cerebral spinal fluid flow.
•  Blood pressure rises
•  Blood flow increases to big muscles, arms and legs. Muscles contract for fight or flight

      Carla Hannaford, Ph.D., Smart Moves,  p177.     More next time……. 

Today we were looking over last year’s statistics on our product sales.  One thing really surprised me, it was how many decks of Digit Span Cards people had purchased.  Then I got to thinking how powerful these simple cards can be in hands of a parent who sincerely desires to see their child achieve new levels of learning ease.  The other ingredient that will assure success in seeing your child leave behind these struggles is best described in a quote by Agassiz: “His power over his students might be measured by his own enthusiasm.”  There is so much truth in that statement. First, children learn best from their parents, and they will learn effectively if the instruction is given in a fun enthusiastic manner.  One day a mother was grumbling about having to work with her child every day. I suggested, ”Don’t you think you can hype yourself up to have fun with your child for two minutes twice a day if it meant relieving them from learning struggles for the rest of their life?”  The answer: “Yes, I’m an adult and I can change my attitude for the sake of my child twice a day for two minutes.”

You see, when short term memory is not at grade level, the child struggles significantly.  They get really frustrated because they keep experiencing windows of opportunity to learn being slammed shut before they’ve had a chance to receive and hold the information presented long enough to make sense of it. 

Imagine being a child who was going on a field trip with your classmates.  Everyone waits for the bus.  Everyone gets on the bus when the door opens, except when you step up, the bus door slams shut and the bus drives off  leaving you there – alone.  That’s what it’s like on a daily basis for someone with low auditory processing skills.  They know and understand about the event, their expectations for a fun trip are set, they share the excitement with their friends, but they never are able to fulfill the promise of the trip!  They are just left there.  Ask any child with a learning disability about how they feel about trying as hard as they can, and never succeeding.  It gets so discouraging. It can destroy all internal hope for that child.

Luckily, fixing this problem with the auditory system is easy.  The easiest are the Digit Span Cards!  Digit Span Decks are used to improve auditory and visual processing (short-term memory) in just 2 two-minute sessions, twice a day! 

The benefits from your effort will be improved comprehension, staying on task, ability to use phonics and much more!

A 3 year-old should be able to hold together 3 pieces of information (digits, words or objects), a 4 year-old should be able to hold 4, a 5 year-old -5… and so on. Whether you are 7 years old or an adult, you should be able to hold 7 digits, or, pieces of sequential information in short-term memory.   We provide free auditory test kits so you can check your child’s functional ability to see if they are processing at the appropriate level.  Order it! 

Each deck has 125 cards (with a unique sequence on each card). Decks are available in 5,6,7,8,9,10,11 &12 digit sequences.

The A and B decks are a different 125 sequences. In case your child starts to memorize the sequences in the deck you have you can switch to the other deck to offer more variety.  Do something about changing the playing field for your child if they are struggling.  Do it today!

Welcome another one of our associates an a guest author:

By Marcia B. Blackwood, Certified ND

An Approach to Remediation

Several times over the last year, I have been asked to explain the general approach that I use as a Neurodevelopmentalist. I have written several articles on different aspects of my approach but have not given an overall picture of it. With this article, I will attempt to do so.

The very foundation of the neurodevelopmental approach is an understanding of the brain structure and capacity. The newborn child possesses all the brain cells he will ever have. These brain cells are not replaced if they are injured or die. The brain has approximately 100 billion cells (accounting for approximately 3% of the brain mass), and 100 trillion connections (97% of the brain mass).

God has perfectly designed the container here—the more you put in, the more the brain will hold. There is generally more than one area of the brain that can assume the same function. The brain is able to modify its structure and its performance in response to the environment.

Increase in the weight and size of the brain of a maturing child is due to the production of connective tissue. Stimulation increases the number of connections within the brain, and, as these increase, so does the efficiency and organization of the system. The endless variety of specific stimulation accounts for the great differences among individuals in the development of the sensory pathways, motor pathways, and function.

Function, then, is a reflection of how well the brain is organized or how efficient it is in taking in information and using it. Function can be greatly reduced if the brain does not receive the stimulation and opportunities that enhance its production of connective tissue. At any time in the life of a child, the process of neurological organization can be stopped or at least slowed by injury or environmental deprivation. But the process can be greatly increased and enhanced by carefully planned activities that stimulate connective tissue production.  More next time, or if you wish to read the entire article right now by following this link.

Intellectual/Cognitive Delays – continued..      

Once the sensory systems and processing abilities are evaluated, neurodevelopmentalists evaluate how the individual thinks, either visually or linearly. An individual needs both abilities but often, due to developmental issues, lopsided development takes place and we often see individuals with great visual abilities and no logic, or the contrary, great linear thinking but no ability to think globally. Balancing these thinking abilities is important in helping the individual function normally and eliminates some “strange” behavior. 

More of our associate Kay Ness’ article, so sit back and learn about what assessments cover and why these issues are important:

EVALUATING DEVELOPMENTAL DELAYS

Motor Function

A mom wrote: “Reading was something I thought I’d never see my son do, as it was always such a struggle. He’d get so frustrated because as hard as he tried, he just couldn’t “get it”. I am so blessed that a friend told me about Little Giant Steps Neuro-Educational Programs.  Now, following his program, I have the pleasure of walking through my living room and seeing him draped over the couch reading with so much interest, he doesn’t even know I’m in the room!

It was just like Miss Jan said, “When the neuro-pathways are strong and connected you will see a new boy emerge with all the potential he was destined to demonstrate.”  It’s true.  Today he’s reading and comprehending, and most importantly a whole new world has opened up to him through reading. Thanks Little Giant Steps, my son now is succeeding in ways I couldn’t imagine.  B.S., TX

It is so good to hear what a difference the neuro-educational programs of Little Giant Steps can make:

We never cease to be amazed at the blessing Little Giants has been to our family.  Nate constantly amazes us.  Three years ago we were looking at a child who could not communicate, had no coping skills and whose doctor said he needed to be admitted to a psych hospital for evaluation and meds.  Now, because of the Lord’s leading to Little Giant Steps, our son has still kept his wonderful uniqueness, but has learned how to become apart of a group.  He has friends, hobbies, giftedness and understanding of the remarkable things God has done for him. We truly thank God for the wonderful miracle of Little Giant Steps.

Sometimes the holiday season is so full of “busyness” we can easily overlook those within our family who are silently struggling and feeling alone.  We, at LGS, are very aware of those who try to communicate, solve problems, remember information and daily suffer minor failure of trying and never able to make things come out right. We have observed children, teens and adults who have struggled daily, and also know that when taken into account over a sustained period of time, has silenced them.  Many feel isolated and alone.

Little Giant Steps offers a promise of a better life experience when it comes to improving academics, short term memory, processing and comprehension of information. We’ve worked with thousands of children and families over the past two decades. We know that with intervention through our Neuro-Educational Programs and Professional Evaluations a new world of success and self-confidence can develop right before your eyes, regardless of age or I.Q. 

If you desire to see a change in your, your child’s or even your parent’s future, and want to know what it is like to no longer be alone in the forest of life, then please read our free articles  on our website. Investigate how those who made the decision to make their lives better have achieved greater success than they dreamed possible.

If you need information on specific areas, please click on these links:    Testing / Evaluations

1. Dyslexia    2. Pre-School School Readiness or Special Needs (Home Program)  

3.  Children Who Are Smart But Struggling (Home Program)

4.  Adult Memory & Brain Training (Home Program

We hope for a very Merry Christmas Season for you and those you love.

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

As we close our week long annual meeting and re-certifying conference, we are so thankful for our leadership in Jan Bedell, (also known as The Brain Coach). She is the President and founder of Little Giant Steps (LGS).  Jan has had 20 successful years as a neuro-educational specialist. Her success has changed the lives of thousands.  She and her team of neuro-educational specialists intervene daily in the lives of children, teens and adults with learning disabilities.  This week of professional education made all of us recognize how blessed and grateful we are to work in the field of  Neuro-development and at LGS with Jan.   Jan also is a certified and experienced teacher who has created products and curriculum to help set those with learning disabilities free. As we, the team, have witnessed in our own children’s lives, and in the lives of our clients, “Learning Disabilities (ADD, ADHD, Autism, Dyslexia, PDD, Down syndrom, and other labels) are not life sentences.”   See our testimonies.

Currently LGS is providing a “Dyslexia Workshop”  for $14.97 that you can download or receive a DVD. This is an hour-long training session for parents, teachers, day-care, and after-school providers.  You will get knowledge on “how to” fix dyslexia and how you can make a significant difference in your child’s life. The symptoms of dyslexia can be eliminated, and without symptoms, then dyslexia no longer exists. The statements, “You must accept your Dyslexia,” or “Concentrate on improving your coping & compensating skills, instead of “curing” Dyslexia” are no longer true.  There are new modalities, the brain can change!

Two other “at-home-programs” she has created are:  # 1.  For pre-school typical children (ages 2-5) or for older children who are mentally challenged, the ”Early Learning Foundations “. This program provides readiness for school in math, reading, writing, but most importantly it will assure your child is neurologically efficient and functioning efficiently, as well.

      # 2.  For 6 yr. olds to college age the “Developmental Foundations” has been successful in helping individuals eliminate learning gaps. Academic scores go up, behavior can improve and their ability to organize themselves is much improved.

We’re thankful for parents who recognize there is something  “not the way it should be” or “quirky in the learning area” and choose to seek answers where the root causes (in the brain) can be changed so the function & development is completed and normal.  See the our test results of what happened to these struggling individuals.  The door for success was opened and they are on their way to functioning in the range of their true, God-given potential.