Developmental Delays
Updated @2022
Developmental delay, also known as global delays, intellectual delays/challenged and mentally retarded, comes in various degrees of severity and is a common cause of parental worry. If a child has a visible disability such as CP, Moebius Syndrome or Down Syndrome the parent is quickly guided into early intervention programs. However, on the other side, if the disability is hidden like the effects of prenatal exposure to alcohol or drugs, or maybe the child experienced undetected ear infections or hasn’t learned to use their vision (not sight) efficiently the child will struggle and far too often parents are told, "He will outgrow it", "He is just a little immature", "He'll catch up” or “.Just give him a lot of love". Parents know in their hearts that “something” isn’t right and the child’s development isn’t going well… that the problem is real.
Developmental delay can have many causes but one of the most common is a slow-developing nervous system. It is important to realize that if the delay of the nervous system occurs early in life it usually impedes the rate of development. This means the gap between such a child and his or her chronological peers will widen with age. For this reason, parents need to act early to provide appropriate programs for their children that can help minimize this gap.
Older children with developmental delay usually have additional problems. They are often the “product” of a system that is quick to give up. They are exposed to limits placed on them that then become the reality even though there were no bases for these limits other than the fact that no one knew what to do. Expectations and dreams are lowered by family and/or schools; emotionally they can become stagnant, unmotivated, or suffer from poor quality of life below their potential.
The important thing to remember is that developmentally delayed individuals can be helped. Their situation is not hopeless and parents can become empowered and enabled to offer effective productive help that can contribute significantly to the quality of life of the delayed child. This means not only the quality of the child's life; but, the quality of life for all the family members as well. Can Learn Christian Academy has had experience working with developmentally delayed children and their families since 1998. It is our belief that through organized stimulation programs, you can:
1. Speed up the maturing process of a developing nervous system,
2. Influence the direction of that development so that it occurs in more correct ways and
3. Retrain the incorrect areas of function so that the child can demonstrate their real potential.
Families who utilize our programs and services often see changes within the first few weeks that go far beyond their expected rates of improvement.
Children on our program generally become more alert, social, and physically more capable. They even improve in general health, sleep, learning and behavior so that others notice change within the first few months of program.
How does it work?
Neurodevelopment Theory
According to the information processing theory, there are two components necessary for learning. One is the brain's ability to Receive, Process, Store, and Utilize information taken in by the sensory system. The second is the frequency, intensity, and duration of the input. Depending on how efficiently the sensory system is received, processed, stored is a direct reflection of how efficiently the brain can utilize that information. If there are any problems with the information coming into our brain, it will stop or decrease our ability to learn.
Stimulation
Our brains learn from Frequency, Intensity, and Duration. Frequency is providing many, many exposures or ‘input’ to concepts. Most curricula give a few exposures or ‘inputs’ to information rather than many, many. Input IS NOT testing. Once you ask the question…can you, show me, how, when, where, why, pick the correct one, you are testing the child for information. When a child learns anything new they gladly tell you, repeatedly! Intensity is the magnitude of force or energy per saturation of the input. It’s the how big, bright, fast or exciting of the input. Duration is the length of time of the input. Research shows the brain is only able to hold its attention/focus for 20-30 minutes; so our lessons are short and repeated throughout the day.
Maturity
The SMART/neurodevelopment theory aims to mature sensory pathways of visual auditory and tactile/kinesthetic and we ‘measure’ the maturation through the motor pathways of fine and gross motor and language skills. It works like this; you receive stimulus or input through the sensory pathways. The brain processes the information and then you have motor responses or output through the motor pathways.
Due to readiness skills deficits, the input into some children is not clear and/or consistent and there appear to be ‘gaps’ in learning. Therefore, the output is the same and the same ‘gaps’ appear. These children cannot perform at their natural intelligence, even though they are trying as hard as they can.
Acceleration
Now, here is where we take education to a cellular level. A brain cell is called a neuron and we all have 10 billion+ neurons. Neurons are unique in that they communicate with each other. Neurons are messengers. Each neuron has an axon that transmits an electrical/chemical charge. The electrical charge, once it has developed sufficient potency, jumps the synaptic cleft/gap by way of chemicals called neurotransmitters. Then the electrical charge is received by the dendrites of a second neuron. Our hope as educators is to help the messages to travel quickly and efficiently. We want to accelerate both the speed and efficiency of the neurons messages!
What happens in two ways, first by increasing the paths by which the message can travel and second by increasing the speed at which the message travels. Novel stimulation causes the neurons to grow branches called dendrites and connect to other cells. Each dendrite can connect between 2 and 200,000 other dendrites. Now that's a lot of options for the brain to take when sending a message!
Myelin is a fatty layer of tissue that sheathes the axon of each neuron. This sheath around the axon acts like a conduit in an electrical system, ensuring that messages sent by axons move quickly and are not lost in route. Picture a regular extension cord versus the thick, heavy-duty orange extension cord. The thicker the insulation on the cord, the higher the rating and capability it has. The thicker the myelin on the axon, the faster the message can be transmitted. Many layers allow for efficient conduction of the electrical impulse down the axon. The more positive stimulation the brain receives; the more myelin is produced.
Readiness
To explain readiness, it is important to understand the functions of two areas of the brain. The first is the lowest level of the brain known as the Brain Stem. The Brain Stem consists of the Pons, Medulla, Mid-Brain, and Cerebellum, which controls the coordination of all unconscious motor activity. It is the area in charge of automatic function and is the foundation for readiness skills. Examples are:
* the eyes moving smoothly together across a page
* A sense of balance that allows a child to sit upright in a chair
* Ability to differentiate between similar sounds
It is crucial that these skills are automatic or unconscious when we are learning. If they are not automatic, then the Cortex must think about each step needed to complete a 'request''. Like walking; if the person hasn't established a cross-pattern, automatic, walk then the brain must think about each muscle and movement to simply walk. Have you ever heard the phrase "Can't walk and chew gum?" the person really can't!
This is important, because if the skills are done consciously, then the Cortex can be involved. The Cortex can only do one thing at a time. If the Brain Stem is doing its work automatically, then the Cortex can concentrate to make the eyes move smoothly across a page of print and the student may appear to read. But, the ROLE of the Cortex in reading is to do the comprehension. If the Cortex is involved or 'taken up' with the eye movements, then it is no longer available for comprehension because it can only do one job. The result or results are things educators see every day when teaching children. Children who:
* Only seem to be able to follow one step in a list of directions
* Seem to have learned skill in isolation, but cannot transfer it
* Can read a text but cannot remember what they just read
With the S.M.A.R.T. program, we aim to have the foundation skills in place, so the BRAIN STEM can do its automatic function and the CORTEX is free to do its job!
Training
Finally, we come to training. In the S.M.A.R.T. program, children do many activities which TRAIN or encourage the brain to use both hemispheres at the same time. Despite the split, the two hemispheres of the brain communicate with each other through a thick tract of white nerve fibers call the Corpus Callosum. It connects the two hemispheres and transfers important information from one side to the other.
We want to train the two hemispheres to communicate because using both sides of the brain is very important when learning how to read and when expressing feelings and thoughts...
* Right hemisphere controls feelings and thoughts
* Left hemisphere controls language
* We use both sides when we talk about how we feel
Training is also using all of these principles together; Stimulation, Maturity, Acceleration, and Readiness to Train the brain. We do this through a series of specific activities, which integrate into the existing curriculum, to make the brains and bodies of your children ready so they can learn!
Each of the above areas is extremely important to the ability to learn easily. I often find that it is the combination of inefficiencies that make each person’s learning problems unique, and this is the reason ‘packaged programs’ don’t work well for the majority of people.
Can Learn Christian Academy’s staff have been trained and certified to evaluate and design exercises/activities to eliminate these struggles allowing your child to meet and exceed his/her potential! www.canlearnacademy.org 509-362-3418
The real tragedy is many individuals are attempting to cope with an unidentified neurological dysfunction that does not need to exist.
2022 Toni Hager BS NDS
return to home
Updated @2022
Developmental delay, also known as global delays, intellectual delays/challenged and mentally retarded, comes in various degrees of severity and is a common cause of parental worry. If a child has a visible disability such as CP, Moebius Syndrome or Down Syndrome the parent is quickly guided into early intervention programs. However, on the other side, if the disability is hidden like the effects of prenatal exposure to alcohol or drugs, or maybe the child experienced undetected ear infections or hasn’t learned to use their vision (not sight) efficiently the child will struggle and far too often parents are told, "He will outgrow it", "He is just a little immature", "He'll catch up” or “.Just give him a lot of love". Parents know in their hearts that “something” isn’t right and the child’s development isn’t going well… that the problem is real.
Developmental delay can have many causes but one of the most common is a slow-developing nervous system. It is important to realize that if the delay of the nervous system occurs early in life it usually impedes the rate of development. This means the gap between such a child and his or her chronological peers will widen with age. For this reason, parents need to act early to provide appropriate programs for their children that can help minimize this gap.
Older children with developmental delay usually have additional problems. They are often the “product” of a system that is quick to give up. They are exposed to limits placed on them that then become the reality even though there were no bases for these limits other than the fact that no one knew what to do. Expectations and dreams are lowered by family and/or schools; emotionally they can become stagnant, unmotivated, or suffer from poor quality of life below their potential.
The important thing to remember is that developmentally delayed individuals can be helped. Their situation is not hopeless and parents can become empowered and enabled to offer effective productive help that can contribute significantly to the quality of life of the delayed child. This means not only the quality of the child's life; but, the quality of life for all the family members as well. Can Learn Christian Academy has had experience working with developmentally delayed children and their families since 1998. It is our belief that through organized stimulation programs, you can:
1. Speed up the maturing process of a developing nervous system,
2. Influence the direction of that development so that it occurs in more correct ways and
3. Retrain the incorrect areas of function so that the child can demonstrate their real potential.
Families who utilize our programs and services often see changes within the first few weeks that go far beyond their expected rates of improvement.
Children on our program generally become more alert, social, and physically more capable. They even improve in general health, sleep, learning and behavior so that others notice change within the first few months of program.
How does it work?
Neurodevelopment Theory
According to the information processing theory, there are two components necessary for learning. One is the brain's ability to Receive, Process, Store, and Utilize information taken in by the sensory system. The second is the frequency, intensity, and duration of the input. Depending on how efficiently the sensory system is received, processed, stored is a direct reflection of how efficiently the brain can utilize that information. If there are any problems with the information coming into our brain, it will stop or decrease our ability to learn.
Stimulation
Our brains learn from Frequency, Intensity, and Duration. Frequency is providing many, many exposures or ‘input’ to concepts. Most curricula give a few exposures or ‘inputs’ to information rather than many, many. Input IS NOT testing. Once you ask the question…can you, show me, how, when, where, why, pick the correct one, you are testing the child for information. When a child learns anything new they gladly tell you, repeatedly! Intensity is the magnitude of force or energy per saturation of the input. It’s the how big, bright, fast or exciting of the input. Duration is the length of time of the input. Research shows the brain is only able to hold its attention/focus for 20-30 minutes; so our lessons are short and repeated throughout the day.
Maturity
The SMART/neurodevelopment theory aims to mature sensory pathways of visual auditory and tactile/kinesthetic and we ‘measure’ the maturation through the motor pathways of fine and gross motor and language skills. It works like this; you receive stimulus or input through the sensory pathways. The brain processes the information and then you have motor responses or output through the motor pathways.
Due to readiness skills deficits, the input into some children is not clear and/or consistent and there appear to be ‘gaps’ in learning. Therefore, the output is the same and the same ‘gaps’ appear. These children cannot perform at their natural intelligence, even though they are trying as hard as they can.
Acceleration
Now, here is where we take education to a cellular level. A brain cell is called a neuron and we all have 10 billion+ neurons. Neurons are unique in that they communicate with each other. Neurons are messengers. Each neuron has an axon that transmits an electrical/chemical charge. The electrical charge, once it has developed sufficient potency, jumps the synaptic cleft/gap by way of chemicals called neurotransmitters. Then the electrical charge is received by the dendrites of a second neuron. Our hope as educators is to help the messages to travel quickly and efficiently. We want to accelerate both the speed and efficiency of the neurons messages!
What happens in two ways, first by increasing the paths by which the message can travel and second by increasing the speed at which the message travels. Novel stimulation causes the neurons to grow branches called dendrites and connect to other cells. Each dendrite can connect between 2 and 200,000 other dendrites. Now that's a lot of options for the brain to take when sending a message!
Myelin is a fatty layer of tissue that sheathes the axon of each neuron. This sheath around the axon acts like a conduit in an electrical system, ensuring that messages sent by axons move quickly and are not lost in route. Picture a regular extension cord versus the thick, heavy-duty orange extension cord. The thicker the insulation on the cord, the higher the rating and capability it has. The thicker the myelin on the axon, the faster the message can be transmitted. Many layers allow for efficient conduction of the electrical impulse down the axon. The more positive stimulation the brain receives; the more myelin is produced.
Readiness
To explain readiness, it is important to understand the functions of two areas of the brain. The first is the lowest level of the brain known as the Brain Stem. The Brain Stem consists of the Pons, Medulla, Mid-Brain, and Cerebellum, which controls the coordination of all unconscious motor activity. It is the area in charge of automatic function and is the foundation for readiness skills. Examples are:
* the eyes moving smoothly together across a page
* A sense of balance that allows a child to sit upright in a chair
* Ability to differentiate between similar sounds
It is crucial that these skills are automatic or unconscious when we are learning. If they are not automatic, then the Cortex must think about each step needed to complete a 'request''. Like walking; if the person hasn't established a cross-pattern, automatic, walk then the brain must think about each muscle and movement to simply walk. Have you ever heard the phrase "Can't walk and chew gum?" the person really can't!
This is important, because if the skills are done consciously, then the Cortex can be involved. The Cortex can only do one thing at a time. If the Brain Stem is doing its work automatically, then the Cortex can concentrate to make the eyes move smoothly across a page of print and the student may appear to read. But, the ROLE of the Cortex in reading is to do the comprehension. If the Cortex is involved or 'taken up' with the eye movements, then it is no longer available for comprehension because it can only do one job. The result or results are things educators see every day when teaching children. Children who:
* Only seem to be able to follow one step in a list of directions
* Seem to have learned skill in isolation, but cannot transfer it
* Can read a text but cannot remember what they just read
With the S.M.A.R.T. program, we aim to have the foundation skills in place, so the BRAIN STEM can do its automatic function and the CORTEX is free to do its job!
Training
Finally, we come to training. In the S.M.A.R.T. program, children do many activities which TRAIN or encourage the brain to use both hemispheres at the same time. Despite the split, the two hemispheres of the brain communicate with each other through a thick tract of white nerve fibers call the Corpus Callosum. It connects the two hemispheres and transfers important information from one side to the other.
We want to train the two hemispheres to communicate because using both sides of the brain is very important when learning how to read and when expressing feelings and thoughts...
* Right hemisphere controls feelings and thoughts
* Left hemisphere controls language
* We use both sides when we talk about how we feel
Training is also using all of these principles together; Stimulation, Maturity, Acceleration, and Readiness to Train the brain. We do this through a series of specific activities, which integrate into the existing curriculum, to make the brains and bodies of your children ready so they can learn!
Each of the above areas is extremely important to the ability to learn easily. I often find that it is the combination of inefficiencies that make each person’s learning problems unique, and this is the reason ‘packaged programs’ don’t work well for the majority of people.
Can Learn Christian Academy’s staff have been trained and certified to evaluate and design exercises/activities to eliminate these struggles allowing your child to meet and exceed his/her potential! www.canlearnacademy.org 509-362-3418
The real tragedy is many individuals are attempting to cope with an unidentified neurological dysfunction that does not need to exist.
2022 Toni Hager BS NDS
return to home
