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    Archived pages: 153 . Archive date: 2012-07.

  • Title: Brain & Behaviour Enhancement - Home
    Descriptive info: .. Main Menu.. Home.. UNDERSTANDING NDD.. SYMPTOMS.. REFLEXES.. WHY PARENTS BRING CHILDREN.. CAUSES.. ABOUT BRAIN BEHAVIOUR.. FAQs.. PARTICIPATING IN PROGRAMME.. CONTACT US.. PUB, RESEARCH LINKS.. REGULATED.. What is it?.. This is a drug free movement programme that offers help in addressing Child Development and Educational Challenges.. Examples include:.. Reading and Spelling Difficulties.. Poor Concentration.. Writing and  ...   on the play button to hear an interview with us as featured on '.. The Pat Kenny Show.. '.. We wish to inform you as a teacher, a parent, or a health professional that we have assisted children overcome these difficulties and problems in Ireland since 1994.. Symptoms >>.. Copyright 2004 - 2012 Brain & Behaviour Enhancement..

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  • Title: Brain & Behaviour Enhancement - Home
    Original link path: /en/home/index.php
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  • Title: Brain & Behaviour Enhancement - Understanding Neuro Developmental Delay
    Descriptive info: Understanding Neuro Developmental Delay.. Neuro Developmental delay may be described as an immaturity within the central nervous system.. In order for the central nervous system to work efficiently all of the other systems must work in harmony with it.. Sometimes this does not happen if immature responses still remain active in the system.. Babies move around in the uterus and it has long been established that infant reflexes are the dominant form of human movement before birth and in the first few months of life.. These reflexive movements are involuntary and are stimulated without involvement of the higher centres in the brain.. Some are important to help the baby come through the birth canal in a spontaneous vertex delivery and others help the baby to survive his/her early months of life.. Shortly after birth part of the paediatric examination includes testing for the presence of some of those primitive reflexes, in particular those that are necessary for survival.. Some of the reflexes tested at this time include the familiar infant suck, rooting and palmar grasp reflexes.. If those (and others) reflexes are absent or weak in a full term infant the baby is placed under close observation in the special care baby unit and a neural disorder may be suspected.. The developing brain gradually controls these primitive  ...   are still present above the age of one year or where there is under development of postnatal muscle control above the age of 3 years.. The reflexes develop in a sequence and should also be controlled in a sequential pattern.. Thelen (1979) researched the rhythmical and patterned movements of infants in early life and reached the conclusion that these stereotyped movements are developmentally very significant and are precursors of later more mature motor development.. By physically passing through the early stages of sucking, grabbing, crawling and creeping, the baby is playing an active role in stimulating the brain to cope with the challenges that life will present.. This is particularly relevant when we consider the goals and skills we expect children to gain in school.. When they enter primary school we presume that children have the ability to sit and listen attentively, learn to hold a pencil correctly and gradually over the following years learn to write, copy, read with fluency and spell accurately.. Quite often children who have difficulty with one or more of these tasks have not passed through the appropriate stages of early development to allow them make the most of their intelligence and reach their potential.. Therefore, the path to learning may be wrought with frustration, accusations of not trying and associated stress.. HOME..

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  • Title: Brain & Behaviour Enhancement - Symptoms
    Descriptive info: Symptoms.. Specific Learning Problems.. Reading difficulties.. Poor spelling.. Writing problems.. Dyslexia.. Short Attention Span.. Poor organisation and planning.. Dyscalculia.. Difficulty with rote learning.. OTHER SYMPTOMS.. School Symptoms.. Home Symptoms.. Less Obvious Symptoms.. Emotional/Social/Behavioural Problems.. Low self esteem.. Anxiety/panic attacks.. Travel sickness.. Concentration problem.. Difficulty establishing and retaining friends.. Messy eating or spilling when pouring.. Losing or forgetting books/sports gear.. Co-ordination Difficulties.. Poor at ball games.. Difficulty learning to ride a bicycle.. Dyspraxia.. Problem tying shoe laces.. Difficulty learning to blow nose.. Difficulty learning to swim.. Problem learning to skip.. Overcautious or difficulty climbing stairs.. Spilling at meals.. Back to Top..

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  • Title: Brain & Behaviour Enhancement - Primitive Reflexes and How They Affect Performance
    Descriptive info: Primitive Reflexes and How They Affect Performance.. There are in excess of 27 known primitive reflexes.. The following are samples of reflexes which, when not fully controlled by the maturing central nervous system, are associated with specific learning, co-ordination and balance problems.. Scientific Evidence suggests that when a cluster of primitive reflexes is still present beyond the normal age of inhibition they may interfere with academic performance and prevent a child from reaching his/her potential in the educational and sporting field.. 1.. Asymmetrical Tonic Neck Reflex (ATNR).. Head movement elicits this reflex, which is very strongly present at birth.. It is thought to play an active role in a spontaneous vertex delivery of the baby and in its survival in the first few months of life.. This reflex is present before birth and should not be present after about 1 year of age.. Symptoms of the presence of Asymmetrical Tonic Neck Reflex (ATNR) in school going children:.. Poor handwriting and sometimes an awkward grip.. Written ideas not reflecting intelligence.. Poor hand eye coordination.. Dislike of sports or clumsiness at ball games.. Losing place on the page when reading unless finger or pencil is placed under the words.. Difficulty distinguishing left from right.. An example of a child's handwriting BEFORE and AFTER treatment:.. 2.. Tonic Labyrinthine Reflex (TLR).. This reflex is strongly present in a healthy infant at birth and should be  ...   year, maths tables, or remember a sequence of instructions.. Postural problems resulting in the child with floppy or tight muscle who may have a tendency to walk on his/her toes.. Orientation and spatial difficulties with a direct impact on his/her concept of time, understanding and giving directions, or maths ability.. 3.. Symmetrical Tonic Neck Reflex.. This reflex is noticeable in a child just prior to the creeping phase of development.. Every time the child raises its head there is a tendency to move the bottom back onto the ankles, and each time the child bends its head the arms tend to bend and the upper body goes towards the floor.. While this reflex is present the baby will not he able to creep forwards in a proper synchronised movement.. S/he may creep backwards or shuffle along on the bottom.. If the Symmetrical Tonic Neck Reflex still persists in the older child its influence may cause the child to:.. Lean down over the page when writing.. Squirm on the chair when sitting -e.. g.. may frequently swing on the chair or may sit watching T.. V.. with Legs hanging over the side or back of couch.. Appear awkward at some sports or avoid sports.. Have difficulty copying from the blackboard.. Have messy eating or spillages at meal times.. Spend a long time doing homework.. Have poor concentration and poor attention to task..

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  • Title: Brain & Behaviour Enhancement - Why Parents Bring Their Children
    Descriptive info: Why Parents Bring Their Children.. Parents/guardians sometimes do not know where to turn for help if their child has a problem.. Frequently they have been to many other specialists with their child.. On occasions parents have been to the doctor and are relieved to hear that nothing has shown up on any of the tests.. On the other hand they wished that something minor had shown up to explain why their child is bumping into the furniture or perhaps spilling the milk over himself at breakfast rather than pouring it onto the breakfast cereal.. Many parents/guardians are at the end of their tether by the time they get around to making an appointment and coming to the clinic, for treatment.. Stories from parents/guardians are as varied as the children presenting for treatment.. The following are a few samples.. The names have been changed to protect the identities of the children.. John - age 9.. John s mother describes him as being scattered even though he is considered by his teacher to be very bright.. He did not walk as soon as his older brother and was late with all his developmental milestones.. His handwriting is very poor and his drawing is immature for his age.. He still forgets to flush the toilet despite frequent reminders.. He dislikes washing his hair, as he does not like the feeling of the water flowing over his head.. He does not like having his finger or toenails trimmed.. He does not enjoy school swimming classes, and has stayed at the same level for the past two years.. He still uses stabilisers when cycling.. He likes to read facts and is not interested in reading stories.. His general knowledge is very good especially when it relates to the Solar System or the different species of sharks.. He does not have any one friend in particular and is frequently not invited to children s parties.. He dislikes playing sport.. He prefers to play his computer games and is now designing web sites.. Kate - age 10.. Reading is Kate s worst problem.. She skips over words and sometimes loses her place on the page.. She can write beautifully  ...   left to pick the teams for the playground game Brian is often last to be picked and may end up playing in goals or left on the substitutes benches.. He is beginning to lose interest and his self-esteem is affected.. His mother spends a long time every night helping Brian with his small amount of homework.. He will find any excuse to leave the table rather than sticking to his task and finishing it.. His concentration is poor and according to his class teacher he daydreams in school.. He does not like reading and is behind his peers in everything except math.. He still wets the bed on occasions but his mother does not make an issue of this.. Brian does not want to go on a sleepover with his friend in case of an accident.. Susan - age 15.. Susan is an intelligent girl but has difficulty following a sequence of instructions.. She has a fear of heights and suffers from panic attacks at school exams.. She also suffers with migraine headaches and is on medication for this.. Maths is her worst school subject as she has great difficulty understanding the concepts.. She works hard and gets tired very easily during school time.. She is doing her first state examination this summer and already she is working herself into a state of heightened anxiety.. Her parents are concerned about her labile emotions.. Seán - aged 6.. Seán is in the senior infants class.. His teacher cannot understand why he will not play with the other children in school.. He will go straight to the swing in the playground and will stay there swinging back and forth as long as he is allowed.. Teacher feels that Seán should play with the other children for his social development but he gets upset when she asks him to come off the swing and give someone else a turn.. He has difficulty sitting still in class and is inclined to kneel up on the chair or else lie on the desk when writing.. Sometimes he will come up beside her and will unconsciously rub her blouse or even stroke her hair while asking her a question..

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  • Title: Brain & Behaviour Enhancement - Possible Causes of NDD
    Descriptive info: Possible Causes of NDD.. There are many other factors apart from those outlined below which may contribute to Neuro Developmental Delay to varying degrees.. Genetic disposition plays a major part as does lack of environmental stimulation in the first few years of life.. Pregnancy.. Threatened miscarriage.. Influenza or infection at specific stages.. Toxaemia..  ...   amniotic fluid.. Poor nutrition.. Birth.. Prolonged or precipitate labour.. Foetal distress.. Prematurity.. Breech presentation.. Caesarean Section/high forceps delivery.. Newborn disorders.. Low birth weight.. Inborn errors of metabolism.. Low Apgar score.. Early childhood.. Illnesses in early childhood.. Febrile convulsion.. Restricted movement in the first few months.. History of recurrent ear, nose and throat infections..

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  • Title: Brain & Behaviour Enhancement - About Brain & Behaviour
    Descriptive info: About Brain & Behaviour.. Brain and Behaviour Enhancement Ireland.. is a body of registered Neuro Developmental Treatment Specialists who:.. Have successfully completed a two year Course in Neuro Developmental Treatment.. Have successfully passed Practical Examinations/Tests and two yearly update Examinations/Tests.. Have been Licensed by the Board of Practice Excellence of The Brain and Behaviour Institute.. Brain and Behaviour Enhancement Ireland ensures greater protection of the public by ensuring that all its members practise to high standards (see.. Regulated.. ).. The Public can avail of the services of a member of Brain and Behaviour Enhancement Ireland by contacting our centralised enquiry system in any of the following ways:.. - email ( see.. Contact us.. Page).. - write.. - telephone 1850 200 321.. The Emergence of Brain and Behaviour Enhancement.. Mary F O'Connor has been using Neuro Developmental Treatment, a drug free movement programme, in Ireland since 1994.. This Programme addresses child development and Educational Challenges.. Mary was the first full time Neuro-Developmental Treatment Specialist in Ireland.. In the early 90s she qualified as a Neuro-Developmental Practitioner at the Institute of Neuro-Physiological Psychology (INPP) in Chester U.. K.. and has since taken over 1000 children successfully through an exercise based Remediation Programme designed to help them reach their potential in academic and sports areas.. Prior to training as a Neuro Developmental Practitioner Mary worked as a nurse and a midwife.. Having trained as a  ...   includes regular Seminars for different organisations and support groups.. Training Courses for teachers in the implementation of a school based programme for children are carried out on a regular basis.. Brain and Behaviour.. In 2002 the Dept.. of Health and Children in Ireland set up an advisory committee for the Regulation of Complimentary Therapies.. Mary F.. O'Connor has been involved in meetings with staff from the Dept.. at regular intervals since that time.. From early on it became clear that if Neuro Developmental Treatment was to be effectively regulated it was of paramount importance that new structures and standards were put in place.. Ms.. O'Connor assembled a panel of Educational Specialists, Health Specialists, and Management Consultants to put in place world class Training and Professional Practice structures and standards for Ireland.. This pioneering approach in the field of Neuro Developmental Treatment was and is unique and so necessitated the founding of Brain and Behaviour Institute.. In the Spring of 2005 Brain and Behaviour Institute began to implement structures and standards in order to comply fully with the suggestioned methodologies of The National Body for The Regulation of Complimentary Therapies under the Department of Health Children.. In line with this the first of the Ongoing Practical Assessments of Neuro Developmental Treatment Specialists while they worked with children was held in Ireland.. The Assessment Team included external examiners.. Click.. here.. to view our privacy policy..

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  • Title: Brain & Behaviour Enhancement - Frequently Asked Questions
    Descriptive info: Frequently Asked Questions.. What qualifications have the team specialists?.. What age is best to start the programme?.. What does the programme involve?.. What decides the type of exercises used in the Brain and Behaviour Enhancement Programme?.. Are there any side effects to the programme?.. What improvements might first be noticed?.. Can the problems we are trying to correct recur when we stop the exercises?.. How long does the Brain and Behaviour Enhancement Programme last?.. Every member of the team must have a background with at least 5 years experience in a related area such as nursing, teaching, physiotherapy, occupational therapy, psychology, etc.. All must have undertaken the Full Training Programme which includes a theoretical and practical examination followed by Certification.. All attend regular updates and undertake a bi annual practical and theory assessment  ...   The child performs daily exercises with the help/encouragement of parent/guardian.. This may take 10 15 minutes.. The type of exercises used depends on the level of nervous system maturity/immaturity.. They vary depending on the child s individual profile.. The exercises are designed to replicate movement patterns of early development.. When the child starts the programme there may be a short period of regression.. This may initially exaggerate the existing problems and is short term.. If it occurs it may last 2-4 weeks.. The first things parents usually notice is that the self-esteem of the child improves.. Generally balance and coordination are also mentioned among the initial improvements.. No the benefits of the exercise programme continue even after the exercises have stopped.. On average the programme lasts for about 1 year.. Back to top..

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  • Title: Brain & Behaviour Enhancement - How a Child May Enter a Movement Programme
    Descriptive info: How a Child May Enter a Movement Programme.. STAGE 1 - CHECKLIST OF SYMPTOMS.. The child s parents/guardians complete a.. Check List of Symptoms and Contact Form.. and post or email to Brain and Behaviour Enhancement.. A treatment specialist will, by telephone and/or email, further clarify the information received on the Check List and Contact Form.. The information provided regarding the child s history and present behaviour is generally a very useful indicator as to whether or not physical factors may be contributing to his/her difficulties.. Based on the information received the treatment specialist will be in a position to decide whether it would benefit the child to participate in Stage 2 - the Initial Evaluation.. STAGE 2 - INITIAL EVALUATION.. The child attends the clinic with his/her parent/guardian.. This initial evaluation lasts about 1 hour.. A detailed history of the child s early development is discussed.. During the interview the child may wish to listen, or may prefer to play with toys/jigsaws, or do pencil/crayon work.. Following the interview, and depending on the responses, some non-invasive physical tests are carried out on the child.. The tests are not uncomfortable.. Observation of the child s demeanor, behaviour, patterns of attachment, actions, interactions and participation are useful in the diagnostic process at this point.. It will be fairly clear at the end of this evaluation whether or not the Movement Programme would be of benefit to the child.. If it becomes evident that the Programme would benefit the child details of what is involved are outlined to the parents/guardians and we suggest that the parents/guardians and child take a few days to decide whether they wish to embark on the Programme.. This Programme does not suit every child seen at the Centre.. Occasionally the treatment specialist may be in a position to direct the parent to another more appropriate service to suit an  ...   detailed written report by the specialist, based on the findings of the child s assessment, will be forwarded to the parents/guardians.. This report may be of assistance to the Child s Teacher,and other professionals involved.. The child and Parents/Guardians return to the Centre once every 6-8 weeks for approximately one year.. At the review appointments the child s progress is assessed and the Programme is then adjusted according to the child s individual changing reflex profile.. The treatment specialist is available to take telephone queries at a specified time each day between the visits to the Centre and, if considered appropriate or beneficial to the child, with the parent's/guardian's permission, will also liase with other professionals involved with the child.. STAGE 4 - REVIEW APPOINTMENTS.. The first review may take up to 1½ hours.. Subsequent reviews last about 1 hour.. After each review the new programme, tailored to suit the child s changing reflex profile is demonstrated by the treatment specialist and practised by the child.. The Movement Programme is a team effort with commitment and dedication required from the three main players: (a) the parent/guardian, (b) the child (c) the Brain and Behaviour Enhancement team.. Brain and Behaviour s input in the Initial Evaluation, Complete Assessment and First Review takes 6 hours face to face work with parents/guardians and child.. There is an additional 6 hours completing, updating and reviewing child s file and writing up Diagnostic Assessment Written Report.. Each review takes an extra ½ hour without child or parents/guardians present.. Ideally the parents/guardians who would join the Programme would have an intense desire to improve their child s performance so that the child can reach his/her potential.. Parents/Guardians attend with child and stay for duration of appointments.. If possible the child will wear shorts and t-shirt for the assessment and reviews and, if relevant, have long hair tied back..

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  • Title: Brain & Behaviour Enhancement
    Descriptive info: Contact Form.. From the following.. checklist.. please select any of the symptoms you feel might be affecting your child:.. Writing problems.. Dyslexia.. Difficulty learning to ride a bicycle.. Dyspraxia.. Problem tying shoe laces.. Difficulty learning to blow nose.. Difficulty learning to swim.. Problem learning to skip.. Poor organisation and  ...   Enter your name:.. Email address:.. Enter your postal address.. Enter your Telephone Number:.. Name of child:.. Age of child?.. In school what class is the child in?.. Has the child been diagnosed with any condition?.. Yes.. No.. (If yes, please specify).. Message subject:.. Enter further relevant details regarding your child:..

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  • Archived pages: 153