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Autism
ADD/ADHD, Dyslexia
Frequently Asked Questions (FAQs)
Overview
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ADD /
ADHD, Dyslexia. It's a family issue. Improve
grades and self-esteem. Evaluation and non-drug therapy that
really works!
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Potential precipitators of learning disabilities, dyslexia, ADD & ADHD
Dyslexia, ADD and ADHD are NOT indications of a low intelligence. In fact, most
learning disabled, ADD, ADHD individuals (children and adults) have actually a
normal to above normal innate intelligence.
Based upon research, the following are the leading causes or precipitators of learning
disabilities, dyslexia, ADD & ADHD.
- Hereditary factors
- The genetic predisposition to dyslexia and other learning
disabilities is probably the predominant factor. Chances are that if one or more of the
parents had or has a learning disability, ADD, ADHD, then there is a better then average
chance that one or more children will have the same condition to a lesser or greater
degree.
- Inadequate crawling development time
(generally walking too early or not enough,
infant cooped up for too many hours in a restrictive area such as a playpen, floor too
cold to crawl on for extended periods, spending too much time in a walker or jumper). The
crawling action is crucial for the formation of the nerve bundles for the transition from
unilateral to bilateral functionality and harmonization. In some therapies to overcome or
lessen the effects of autism, extended period (6-8 hours a day) of crawling is done to
recreate the activity to stimulate nerve growth.
- Environmental factors
- lack of a stimulus / physical response
environment may result in poor nerve growth. A physical response to a stimulus MUST be
required for nerve growth to take place properly. See the following item as well.
- Engaging in too many passive activities
- Activities such as watching television or
being cooped up in a crib for extended periods of time during the early years may
shortchange the brain's development. The brain, in order to properly develop its
neurological bundles, needs to produce many physical responses to a wide variety of
sensory stimuli. Many researchers claim watching television is a brain suspender, in that
it requires no mental picture generation (the picture being provided), it requires little
or no mental response activity and it produces no physical response to the mental input.
Moreover the programming for kids is often quite violent, especially in the
cartoons. Kids emulate what they see and their behavior may mimic the disrespectful
or hyperactive behavior they are exposed to (e.g. the Simpsons). A very interesting
article by an expert in training soldiers how to kill makes an excellent argument that we as a society are programming our
kids to kill by what they see. Restricting TV watching or better yet,
eliminating the antenna and cable service may have a marvelous behavioral effect, not to
mention increasing quality family time.
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