![]() ![]() Goals involving vision required checks for tracking, looking in all directions, and far/near pursuits. ![]() At home Danny greeted his father saying, “Dad! I used to hate to read! Now I love to read.” Goals Afterwards he picked up his book again and began reading with obvious pleasure, never stopping until it was time to leave. To integrate his hearing, Danny needed “Temporal Tapping,” firm tapping on the skull all around the outline of his ears. “Oh,” said his mom, “that’s the year I was sick.” She had, in fact, been critically ill, so ill that a little boy could very well have wanted to block his ears against bad news. Pre-checks showed ease for vision, but significant stress for auditory integration, particularly for the right ear, which feeds primarily into the brain’s language hemisphere.ĭanny was able to identify his feelings when he read as “confused” and “frustrated.” To see if this might be an echo of past stress, we explored, through muscle checking, and found age three and four. He read haltingly, nearly breathless with effort. A Balance for Auditory Integrationĭanny, also age seven, experienced dramatic progress in reading through a similar process. Lisa then practiced bike riding and chose Brain Gym or other home activities to reinforce her new skills. The last step was to revisit the pre-checks, noticing the absence of stress, changes in MCs, and new ease with the goal activity.
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