Reading, comprehension, focus, concentration, learning and problem solving challenges
INTRODUCTION
Many parents, caregivers, and a large part of the public, regards brain, behavioral, and learning and reading challenges and disorders, as a rare occurrence which happens to an unfortunate few. However, what needs to be understood and appreciated, is that the fragility of the human development process from conception through birthing and beyond, makes us realize without judgements, that all of us have been medically challenged by a so called, disorder because of this natural process of becoming a human being. They range from easily dismissed personality quirks, and simple or even complicated, physical traits, behaviors, and learning conditions, to disorders that fall on the autism spectrum. All are varying degrees of the results of being born a human being. They are not rare, and they do not just happen to an unfortunate few of us. Whatever the progression, delays or occurrences in birthing, suckling, sleeping, feeding, crawling, walking, falling, talking, reading, being loved, not being loved, or anything in between, they all condition the brain to inform the development of our entire physical, cognitive, sensory, emotional, and psychological being. In understanding this, we begin to understand that the immense power, ability, and elasticity of our brains makes it possible for it to correct, to varying degrees, all conditions however slight, or even if they are regarded as disorders. It only remains for us to learn what brain retraining support is needed to bring out the very best in any of us.
You as parent or caregiver, might observe certain behaviors, physical, learning, reading or other issues that might seem either out of the ordinary, but not causing any apparent discomfort to you or your child; or they might seem more complex and causing obvious discomfort. In any Case you might wonder, what should I do. You might seek an evaluation or diagnosis. Or you might seek treatment or therapy intervention. Whatever the route you might consider taking, it is of extreme importance to be aware that while you rightly so, pursue these conventional approaches, there are drug-free, non-invasive, and scientifically proven steps and approaches that you can administer yourself, at home. These Use-at- home steps and approaches would not interfere with or obstruct any conventional treatment or therapy considered or practiced, and as a matter of fact, could only enhance the chances for successful outcomes. Such a Use-at- home approach is this Brain Retrain Learning Program, Parent / Caregivers Course.
RECIPE FOR SUCCESS IN LEARNING THROUGH A BRAIN RETRAINING PROGRAM
Having a successful outcome from a brain retraining program necessitates that the child needs to become a very good reader. Reading is one of the most misunderstood word and concept. Reading is not simply learning the words on a page or a way to pronounce and understand those words. That really is literacy. Literacy is a part. of reading. Literacy gives you the ability to read and understand the words on the page, or on things like street signs and addresses. Literacy, however, does not give you the ability to read the expressions on a person’s face, or to read if a person might be deceiving you, or to read whether you’re in a very dangerous situation or not. All these other reading abilities come from Learning. This is the learning that come to us through our senses being sharply synchronized with observations and experiences. Learning is a process we all begin at birth; it lasts throughout our lifetime, and it dictates how successful we are in our lives. Learning is a function of our brains and Literacy (or word reading), is the starting point for developing effective and successful learning abilities. These learning abilities are often delayed and underdeveloped because they are being forced to be developed in a rushed, rote learning manner with reading, writing, speech, sciences, math, and other subject, coupled with any behavioral issues, all competing to being processed by the brain almost at the same time. This is an unnatural method for effective learning by children.
For children of any age, whether typical intellectually or if they are challenged by such brain issues as dyslexia, autism spectrum or other learning and behavioral disorders, their outcomes for becoming the best student possible is by retraining their brain to operate in an AUTOMATIC LEARNING MODE. The development of excellent literacy or reading skills in children, is the first stage and launching pad for integrating natural non-invasive brain retraining techniques to guarantee genius level learning abilities for a lifetime of success. Any child experiencing reading and learning challenges should not be regarded as intellectually compromised, but rather should be seen as not having been exposed to a natural and effective manner of being taught.
What Is the Dreamweaver Brain Retrain Learning Program/Caregivers Course?
The Dreamweaver BRAIN RETRAIN LEARNING PROGRAM/CAREGIVERS COURSE is a comprehensive collection of synergistic therapeutic programs available for corrective care of Autism Spectrum and other brain, behavioral and learning disorders. It is especially designed for home use by families unable to visit with Dreamweaver House in New York. Through audio and visual entertainment, which is entertaining audio and movie based, and therefore child friendly encouragement to actively participate in the process, the program is initiated by focusing on Reading, Comprehension and Literacy skills, as the first step in an enjoyable journey towards Retraining the Brain to put itself into an Automatic Learning Mode.
By employing the use of cutting-edged SNAA™ (Sympathetic Neuro Acoustic Audio), Somatic Brainwave Entrainment™, Action Captions™, Reading Movies™, together with sensory and movement exercises through music and spoken word entertainment, the Brain Retrain Learning Program/Caregivers Course shows how to guide the natural elasticity of the young brain towards activating unresolved learning centers of the brain and initiating the opening of new neural pathways of cognition, which ultimately synchronizes both hemispheres of the brain. This Brain Retrain Learning protocol was developed, classroom tested and proven effective for over a decade within the A.L.L (Autism Learning Laboratory) of the Dreamweaver House Foundation.
BRAIN RETRAIN works for learning to read well, at any age.
In fact, current cognitive research and data categorically state that it is the only way to learn a language.
Here’s what’s important in the natural model from the point of view of language learning:
The brain produces sentences based on the sentences it has seen or heard (input). So the way to improve is to feed your brain with a lot of ‘input’ – correct and understandable sentences (written or spoken). Before you can start speaking and writing in any language , your brain must get enough correct sentences in that language.
‘Output’- (speaking and writing) will come naturally after intense exposure to ‘input’. Trying to write or speak language before experiencing ‘input’ is not the way to improve language skills. In fact, it should be noted that there is the possibility of damage to the learning of English through early and careless ‘output’.
Also, it is not necessary to force feed grammar rules. It also will come naturally after ‘input’ and during the subsequent ‘output’ stage. It is during the ‘output’ stage that you should begin learning the rules of grammar. You learned your first language without studying tenses or prepositions . You can learn any language in that way, too. You will be surprised, but English phrases will just come to you when you are writing or speaking! Things like the past simple tense and how to use the word “since” will become part of you. You will use them automatically, without thinking. Correct phrases will just appear in your head. How? Because with ‘input’, that is, “sentences that you read and listen to”, your brain will be repeating the things that it has seen and heard many times.
By repeated viewing of a BRAIN RETRAIN, READING MOVIE in English, the viewer would have given the brain thousands of English sentences. They will have become a part of that viewer’s experience of acquiring a language in a natural way. No longer can that viewer make the mistake and say “I feeled badly”, if they have seen and heard the correct phrase (“I felt badly”) 50 times in the last READING MOVIE viewed. The Action Captions™ Technology goes far beyond helping students develop literacy skills. It provides an important visual aid that promotes listening comprehension; reinforces the process of vocabulary acquisition, accelerates the mastery of grammatical structures and morphological forms; assists proper pronunciation of a given word in context with its written form; and lends itself as a made-to-order graphic tool for the creation of a BRAIN RETRAIN Phonics curriculum, both for teaching English speaking students and for teaching English as a second language.
This Brain Retrain™ Program /Parents / Caregivers Course, if followed as directed, will give you a systematic learning tool for instruction, over a 90 day period, to naturally and in an entertaining manner, direct your child’s brain into an auto- mode to better focus, concentrate, read more, and better, and to learn whatever is being taught easier and with complete comprehension.
PARENT/CAREGIVER RESPONSIBILITY
It is the responsibility of the parent or other caregiver to ensure that the student uses the programs. BE THE ADULT ! INSIST ON THEIR COMPLIANCE! Start with whatever level of attention or time span that they are capable of or willing to allow, be it one minute or five minutes, then gradually build upon that time span until reaching a minimum of thirty minutes per session. No matter what the age of the subject, the use of this protocol will begin to exhibit lasting and positive changes whatever the length of time each session. REPETITION IS THE KEY!!!!!!
DISCLAIMER: Nothing here presented is intended to diagnose, treat, prevent or cure any medical condition of whatever nature, and shall not be construed as medical advice, implied or otherwise. This material is being presented as information for educational edification and use only. The products are for research use only and are not intended for use in medical diagnosis and/or medical treatment. Extensive data and anecdotal testimonials and observations detailing positive results has been and continue to be collected, and reviewed continually by brain researchers, clinicians and medical doctors. However, all such data is reserved solely for energetic research and restoration analysis and have not been approved by the FDA. Before trying the use of any therapies described or alluded to here, please consult your doctor. Under no circumstance is the discontinuation of and medication being suggested. Any such action should absolutely be upon the advice and supervision of your doctor.
BRAIN RETRAIN™ LEARNING PROGRAM
PARENT / CAREGIVERS
COURSE OUTLINE
MODULE ONE : 20,000LEAGUES UNDER THE SEA
- LESSON 1. MOVIE 20,000 Leagues
- LESSON 2. Script by Dom DeLuise
- LESSON 3. 20,000 leagues Golden words
- LESSON 4. 20,000 leagues Word Play
- LESSON 5. Theme Music Video
- LESSON 6. SENSORY THERAPEUTICS
MODULE TWO: GULLIVER’S TRAVELS
- LESSON 1. MOVIE GULLIVERS TRAVELS
- LESSON 2. MOVIE SCRIPT – GULLIVER’S
- LESSON 3. GULLIVERS GOLDEN WORDS
- LESSON 4. GULLIVERS WORDPLAY
- LESSON 5. THEME MUSIC VIDEO
- LESSON 6. SENSORY THERAPEUTICS
- MODULE THREE: THE TROJAN HORSE
- LESSON 1. TROJAN HORSE MOVIE
- LESSON 2. MOVIE SCRIPT – TROJAN HORSE
- LESSON 3. TROJAN GOLDEN WORDS
- LESSON 4. TROJAN WORDPLAY
- LESSON 5. THEME MUSIC VIDEO
- LESSON 6. SENSORY THERAPEUTICS
BONUS MODULE FOUR : READING ADVENTURES IN WONDERLAND
- LESSON 1. CLASSIC BETTY BOOP – ANIMATION
- LESSON 2. DOWN THE RABBIT HOLE -AUDIO BOOK
- LESSON 3. ALICE IN WONDERLAND -MOVIE
THE THERAPEUTICS BEING UTILIZED WITHIN EACH LESSON
Every lessons utilizes a mixture of all of the brain retraining therapeutic protocols and tools explained and shown below.
No. 1. Therapeutic Protocol
Physical Movement/Motor Activity –
Motor activity is movement in of the human body. Motor control is the system of the brain that controls movement in humans, whether that movement is intentional or done subconsciously or by reflex. Successful motor control is crucial to interacting with the physical world and to move how we desire as well as for posture, balance, and stability. Modern brain scientists insist that motor control is the reason brains exist at all. This is mainly because motor activity, understanding, learning and generally cognition, are so interdependent that they could basically be regarded as one and the same, if one were to consider the following. There are certain movements of the newborn child called Primitive Reflexes These include among others, the Startle, and several very important neck reflexes. These are natural reflex actions built in at conception and recognizable at birth. They cause non deliberate motor activity by the baby, that drives the brain to direct the gradual development of sensory and other skills such as smell, touch, vision, hearing, balance, as well as reading, comprehension, mathematics, reasoning, information processing and retention, and even social and emotional understanding.
What parents and caregivers are not sufficiently informed or educated about is the very disturbing fact that in the newborn, these reflexes are easily and very frequently disturbed or altered from birthing, the handling of the head and neck or seemingly simple accidents involving the head. Be careful ! They are called babies for a reason. Such disturbances become life altering if these reflexes do not sufficiently emerge during early development and are also naturally suppressed, as they should do automatically during later stages of development, to allow for the natural emergence of voluntary motor development. The consequences of this cycle being compromised range from, clumsiness and physical discoordination, reading and learning difficulties, to symptoms of a range of spectrum disorders up to where an elevated Startle reflex in children and adolescents predicts the development of an anxiety disorder. ( The Startle reflex usually occurs when a baby is startled by a loud sound or movement. In response the baby throws back his or her head, extends the arms and legs, cries then pulls the arms and legs back in). Modern brain research now directs that considering any perceived brain, learning or behavioral challenges, a routine testing of these primitive reflexes in children up to late teens, should be done. As well also, they should access programs to facilitate normal integration of reflexes. These programs could include activities for auditory perceptual stimulation, vestibular stimulation (gaze and gait), and gross motor movement (walking, running, jumping etc.).
If there is one activity that seems to be the “magic bullet” against every disease or disorder, it is exercise, especially aerobic exercise. The fact is that it affects all systems but aerobic exercises most impact the efficient functioning of the central nervous system because of a primary effect on the brain. The autonomic, immune, endocrine, cognitive, emotional, and sensory systems are all distributed in the brain. Therefore, exercise has a generalized effect on all brain functions. As has been pointed out earlier, the primary source of activation of the brain is through the motor system (movement), therefore high frequency, low intensity, activity of the motor system will have powerful effects on the entire brain. We would expect, therefore, that exercise would be helpful in improving a child’ s ability to learn and control behavior and to focus attention. Lack of physical activity would be expected to cause the opposite effect.
The under-stimulated brain hemisphere needs stimulation. We get the kids and grown ups moving, get them physically active, get them to use the TV and computer in an interactive and stimulating manner. We improve any postural or structural imbalance. We stimulate the brain hemisphere. To do that we use brain hemisphere specific therapies related to, light, sound, smell, vibration and postural, balance and eye exercises. The two brain hemispheres must be balanced. The two halves of the brain – and the body – have to be trained to work together.
The Brain Retrain Physical Movement/ Motor Activity Therapeutic: – Music Video
No. 2. Therapeutic Protocol:
Visual Stimulus ( including light color and imagination )
Various forms of visual imagery have been found to help improve intelligence, motor performance, and behavior. Guided imagery is one form of visualization. Guided imagery has the subject create internal scenarios and mental pictures that evoke positive physical responses. Additionally, imagery is reported to improve the immune system reduce stress. Modern brain research has noted that several studies of ideation or mental imaging show significant blood flow changes to the cerebellum and frontal lobe. If individuals imagine a motor act like playing tennis or a cognitive act like mental calculation, both show significant increases in different areas of the brain. It has been shown that those who imagine shooting a basketball display as much improvement in that skill after a week as those who physically practice shooting a basketball. This has led to the conclusion that whether imagined or done, motor acts must activate similar areas of the brain that create functional improvement in motor control. It has also been shown that visually, light, color, action and the appeal to the imagination, such as what is experienced by viewing a movie, naturally engages several brain retraining therapeutic strategies.
The Brain Retrain Visual Stimulus (including light, color and imagination) Therapeutic: – Reading Movies™,
No. 3. Therapeutic Protocol:
Eye Movements
Our eyes usually move in brief motions called saccades. Between the saccades, they focus on objects that we see. Although our eyes move several more times per second, we perceive the world only during the brief moments of fixation. In essence, we can think of our visual experience as a rapid sequence of still photographs. However, the fixations occur too rapidly for us to notice the interval between the snapshots. It is known that autistic children demonstrate abnormal gaze behavior toward human faces as observed in daily-life situations, where the fixations are less rapid. Therefore, intervention strategies employing eye movements as a therapeutic vehicle are useful for gaze correction.
Additionally, the ability to follow another individual’ s gaze direction is affected in individuals with autism and other neurobehavioral disorders. Research shows that gaze following is “hard- wired” in the brain. This being the case, intervention strategies employing eye gaze as a vehicle should clearly be employed in children with neurobehavioral disorders.
Research speculates that the hippocampus and amygdala are involved in using eye movements as a rehabilitation tool. It is thought that these two structures are involved in much of the brain’s learning and remembering. Therefore, where the amygdala ‘ retains the emotional flavor of memory, the hippocampus retains their dry facts. It has been suggested that eye gaze interventions resynchronize the activity of the two hemispheres, by way of alternating stimulus which may mimic the activity of the heart pacemaker function, within the brain hemisphere that may be suppressed.
Eye movement training can be powerful but difficult to perform for many children with learning or behavioral problems. However, eye movement training that is more specific to resembling rapid visual graphics on a screen, such as captions is easiest, and has been clinically found to be most effective. As children become more coordinated with their eye movements, there usually is improvement in learning and behavior.
The Brain Retrain Eye Movement Therapeutic: – Action Captions™
No. 4. Therapeutic Protocol
Sound / Brainwave Entrainment
Normally hearing involves sound waves pushing air pulses against the eardrum moving the mechanical joints of the middle air bones which amplify these vibrations to the inner ear which pushes the fluid into wave pulses which move tiny nerve endings which fire signals through the eighth cranial nerve directly into the temporal lobe of the brain which interpret these impulses as sound.
There is an obvious interconnectivity of the visual and hearing pathways of the brain, along with those of the other senses. Sound and music, especially when integrated neuro scientifically within child appropriate entertaining content, increases arousal of the brain through primary hearing pathways. It is now proven that this will improve intelligence and frontal lobe function in neurobehavioral disorders of childhood. Many treatment disciplines use sound and music as their primary mode of therapy, these techniques have been effective for children with learning disabilities and behavioral problems. Modern brain scientists agree that sound and music can affect dysfunction in the nervous system through both its calming, and energizing effects on the brain and Central Nervous System. As a clinical therapy sound as music and dance movement is used in hospitals, schools, and psychological treatment programs to reduce stress or lower blood pressure, alleviate pain, overcome various learning disabilities, improve movement and balance, and even promote endurance and strength.
Modern brain scientists have recently developed even more cutting edged techniques that using modified music to stimulate the rich interconnections between the ear and the nervous system to integrate aspects of development and behavior in children. Such a technique is Brainwave Entrainment.
BRAINWAVE ENTRAINMENT is a very effective sound therapeutic for brain retraining. If we are fully awake, daydreaming or in deep sleep or anywhere in between any of these, we are in a specific mental state or more specifically, a state of consciousness regulated by the brain. The brain’s activity at these times are rhythmic pulses of electrical discharges from the neurons of the brain. It is a brain dance of electricity that sweeps across the brain in rhythmic waves, or pulses, a certain amount of times per second. We call these rhythmic electrical waves of the brain, Brain Waves, and the frequency or amount of times they sweep across the brain per second are measured in Hertz (Hz). These pulses or waves of electrical activity fall into the general categories of, Beta (30 – 13 Hz), Alpha (13 -8 Hz), Theta (8-3.5 Hz, Delta (3.5-0.5 Hz), and Gamma (40 Hz and above).
Normally, with waking consciousness, the eyes are open and the brain is attending to external information processing, dealing with ordinary world events, talking, thinking, figuring, walking, driving, and generally doing things. Beta brainwaves are associated with linear thinking mental activity. The mind is focused on one thing, and productive concentration is possible.
Alpha brainwaves are associated with a quiet, inner, reflective daydreaming mental state. In this state the mind has an open focus – looking at the forest, not the trees. Alpha sleep is that twilight, or pondering, state of mind and in waking life it corresponds with a meditative state.
Theta Brainwaves accompany dreaming sleep, and in waking life, they appear during moments of creativity, imagination, and visualization, during the “aha” state, and while problem-solving. This expensive state of emotional insight can change some of our core self-defeating behaviors.
Delta Brainwaves are associated with the deepest possible relaxation. Delta sleep is deep sleep, with the lowest metabolic rate, the lowest red blood pressure and body temperature, and the slowest heart rate. In meditation at the interstate is associated with the experience of being totally immersed in the void
Brainwave states above the highest recognized brainwave frequencies of the normal awake state of Delta which is 30 Hz are called Gamma brain waves. These Gamma brain waves resonate at around 40 Hz and seem to be associated with the function of the brain which all holographically synthesizers all the bits of individual data from various areas of the brain and fuses them all together – kind of making sense of everything.
The brain tends to allow its current natural brainwave to be influenced by a deliberate exterior sound which mimics any of the brain’s natural brainwaves, a phenomenon known as “acoustic brainwave entrainment”. If for example, the brain is currently in an alpha daydreaming mental state, it can be led into a focused and alert beta mental state simply by playing a sound with the same hertz frequency as delta. In a brain retraining program, music can be played that contains inaudible pulses of sound scored into each piece of music. When the brain hears these hidden pulses, it tends to align with them inducing the appropriate state of brainwave activity.
Using sound, for brainwave entrainment it is possible to make profound changes in brainwave patterns and therefore, states of consciousness, observable on brainwave mapping equipment such as EEG, as well as positive changes in the body, measurable with blood tests, biofeedback equipment and other sophisticated procedures.We are thereby able to influence the core balance and functioning of the brain and central nervous system as a whole.
The Brain Retrain Sound Therapeutic: Somatic Brainwave Entrainment™,
No. 5. Therapeutic Protocol:
Metronome Timing
Metronome therapy is based on the principle that attention, coordination and timing difficulties are linked to developmental, behavioral and learning problems. The Metronome helps improve motor planning, timing, rhythmic and sequencing capabilities through a structured training program of repetitive movements. The metronome enhances academic & learning achievement, ability to stay on task, problem solve, optimize already existing cognitive abilities as well as acquire & master new ones more easily.
The Brain Retrain Integrated Metronome Timing therapeutic is an entertainment media-based approach to help children and adults *with autism spectrum, * attention deficit hyperactive disorder * dyspraxi *language delays * motor challenges.
Metronome activity produces a variety of fixed rate beat (like the classic music metronome). The trainee starts clapping/tapping to this beat with hands, feet, or a combination of hands and feet, in time with a tone or sound (such as a hand clap) while listening to the Audio CD. The goal is to hit the beat at the same time as the beat of the tone or sound. Within four to six weeks, major permanent changes in brain function, motor coordination and cognitive function can be achieved. Almost immediate benefits include: * Increased Attention and Focus * Improved Motor Skills of: Timing, Planning, Control, Sequencing, Coordination, Rhythm & Reduced Clumsiness * Improved Reading Fluency * Increased Language Processing * Enhanced Ability to Self Regulate Aggression & Impulsivity * Reduced Auditory Hypersensitivity. There are more than 1000 hospitals, clinics and schools nationwide offering a version of Metronome training.
The Brain Retrain Metronome Timing Therapeutic: – Integrated Metronome Timing™
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