Sunday, July 16, 2017

Exploring Lazy 8s

This is an article I originally wrote for my own newsletter, which was then published in the Brain Gym® Journal, both titled "Refining Lazy 8s." This version is what I included in my book, Educate Your Brain1.


Exploring Lazy 8s

In a conversation with Paul Dennison, I learned some very important information about Lazy 8s, one of our most frequently used Brain Gym® movements. 

First, just what is Lazy 8s? 

The Lazy 8s Pattern

The Lazy 8s movement is done by tracing a lateral 8, or “infinity” sign, over and over, sweeping across the lateral midline of the body again and again, activating both brain hemispheres and encouraging them to work together. The Lazy 8s movement looks so very simple, yet many people find over time that reading and writing are easier after doing Lazy 8s for just a few minutes, even reducing or eliminating letter-writing reversals.

I invite you to experience Lazy 8s for yourself. Draw a large lateral 8 figure on paper, either flat on a table or vertically on a wall, and place it so that the center of the
8 is directly in line with your midline.

Drawing Lazy 8s

Now, trace the 8 with one hand: begin at the center of the 8 and follow
the line, flowing first up the middle and to the left, then up the middle and
around to the right, again and again. Holding your head still, allow your
eyes to follow your hand. Trace this pattern for a while with one hand,
then the other, then with both hands together. Each time you switch hands 
or begin anew, start in the middle and flow up and to the left. Notice your
ability to follow the flow of the Lazy 8; more importantly, notice any areas of resistance, as these will illumine areas where your brain is experiencing “glitches” in how your two brain hemispheres work together, or how your eyes and hand work together. As you continue to use Lazy 8s, it will become much easier, and you will likely find certain aspects of reading and writing easier as well.

New information from Paul Dennison about Lazy 8s
For a long time, we encouraged learners to trace the Lazy 8 pattern only in the “up the middle” pattern. Any learner who was inclined to trace “down the middle” was gently guided in the “up the middle” pattern. For some learners, this was quite a challenge and resulted in more than a bit of frustration.

Paul Dennison now recommends allowing learners to trace Lazy 8s in whichever direction they are most inclined, especially at first. He says that learners inclined to trace Lazy 8s “down the middle” are helping themselves to experience their body more fully, to feel more grounded. Once learners are able to more fully experience their body this way, they will easily make the transition to the “up the middle” pattern.


The Elephant
So—the new Lazy 8s guideline is this: Allow learners to trace Lazy 8s in whichever direction they are inclined, at least at first. Regularly model the “up the middle” pattern; invite learners to notice which direction their body feels like flowing, while encouraging eventual movement to the “up the middle” pattern.


Alphabet 8s
This guideline can also be used with The Elephant, which is essentially a whole-body Lazy 8; however, the original “up the middle” pattern is always used when doing Alphabet 8s, which rely on that flow for correct letter formation. In fact, Paul Dennison states that the Alphabet 8s and letter formation should not be attempted until the learner has integrated Lazy 8s in both directions, up and down.

No matter which form of 8s the learner is doing, it is still optimal to start at the center and move first to the left, so he or she is activating the “ease” aspect of the gestalt hemisphere.

I have been playing with this new information and have had very interesting experiences. When I trace Lazy 8s “down the middle” I’m much more aware of my body — my feet even feel more connected to the floor. Then, when I trace “up the middle,” I’m less aware of my body and very aware of my mind — I can almost feel the hemispheres of my brain switching on!

Paul Dennison explained, “Thirty years ago, I worked with delayed learners who basically had a good sense of their body but needed more integrated brain function. Typical Lazy 8s were quite effective, and we didn’t realize that they might ever need to be done another way. Now, many of us are working with learners who do not have a good awareness of their body. We need to support these learners in developing body awareness so their experience of brain integration will be more appropriate and complete.”

I love this new information, because it helps me understand why learners might be inclined to trace Lazy 8s the way they do! Now my job is simply to notice direction of flow the learner is using, continue modeling the “up the middle” flow, and notice change as it occurs (sharing with the learner, as appropriate) with appreciation for the process. 

Here are previous articles I've written about the Lazy 8s pattern:
Backing Up to Move Forward into Lazy 8s
Alphabet 8s for Reading
Learning As a Force of Nature


With warmest regards,

Kathy 
Kathy Brown, M.Ed.
Educational Kinesiologist
Licensed Brain Gym® Instructor/Consultant
Author of Educate Your Brain
WEB: www.CenterEdge.com
BLOG: www:WholeBrainLiving.com
BOOK: www.EducateYourBrain.com

[1] Brown, Kathy. Educate Your Brain. Phoenix: Balance Point Publishing LLC. 2012. 112-115. 
Brain Gym® movement photographs Copyright© Laird Brown Photography. All rights reserved
©Copyright 2017 Kathy Brown. All rights reserved.
Brain Gym® is a registered trademark of the Educational Kinesiology Foundation  •  Ventura, CA  •  www.braingym.org
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Sunday, July 9, 2017

Spinal Galant Reflex and Its Effects on Bedwetting and Irritable Bowel Syndrome

In previous articles I have described the challenges resulting from incomplete progression of infant reflexes, and how “retained” reflexes are at the core of many academic and behavior issues. Here I have refreshed a story from some years ago, about a client who experienced a profound shift through integrating a key infant reflex.

Annie was in my office for a session because she wanted to resolve her digestive issues.

She suffered from “irritable bowel” syndrome, periodically experiencing extreme pain and bloating in her lower abdomen, along with diarrhea and nausea. Bouts would last for days, during which she was miserable and sometimes had to stay home from work.

After a particularly intense series of bowel attacks two years ago Annie’s doctor put her on a program that included a very restricted diet, prescription drugs to relieve bowel inflammation, and colon hydro-therapy (colonics). Her diet included only the most basic, bland foods. She could eat no starchy vegetables, no grains or flours of any kind (which meant no bread, pasta, rice or millet), and especially no processed foods, onions or raw garlic. This regimen helped a lot, but she had to stay on it very closely. If she nibbled on something outside this limited diet (especially her favorite — ice cream) she experienced extreme symptoms that would last for days.

Annie’s story raised my curiosity. I knew that bowel issues are closely associated with retained “Spinal Galant” reflex. In children this often manifests as bed-wetting or bowel incontinence. In adults it may manifest as irritable bowel syndrome.

I asked Annie if she had had bed-wetting issues as a child. She shared that she had not only wet her bed until age twelve, but had also had incidents of uncontrollable bowel movements that had even occurred at school. She described the shame and embarrassment of this (and the subsequent teasing from her peers) when the school nurse had to call her mother for clothes in the middle of the day.

Unfortunately, her parents chose the “ridicule and anger” route to deal with this issue. At the time of my session with Annie she had already been through years of therapy to weave back together the shreds of her self-esteem.

“Can Brain Gym help me?” she asked.
 

I’m not a doctor, so I’m not trained in diagnosing and treating medical conditions. However, the Brain Gym system helps us gently and powerfully shift the ways we’re living life, the ingrained patterns behind how and where we hold tension. And when those things shift, sometimes “conditions” shift, as well. 

So I explained this, and then asked her this question: “How would you phrase what you’d like to be true? Her answer: “Living comfortably in my body.” That was the goal toward which she moved in her session.

As it turned out, the protocols for integrating the Spinal Galant reflex did, indeed, come up as a priority in her session. I explained to Annie about retained infant reflexes, and the specific symptoms associated with Spinal Galant.

The Spinal Galant reflex is this: when one side of the low back is stimulated (touching, stroking, etc.) it will trigger an involuntary lifting of the hip on that side, jerking the torso in the opposite direction: touch the left side, and the left hip rises, the torso jerks reflexively to the right, and vice versa. 


This may be nature's way of supporting the infant in wriggling through
the birth canal: the left side is stimulated and the infant’s torso jerks to the right, which causes stimulation to the right side and a reflexive jerking to the left, and so on throughout the birthing process. Under normal circumstances this reflex simply falls away three to six months after delivery: after that time a touch to the lower back no longer results in a reflexive jerking to the side. A person of any age with Spinal Galant strongly “active” will typically be very sensitive in the lower back area.  


To check this reflex I used the eraser end of a pencil and stroked up her back, two to three inches from the spine, from just below the waist to halfway up her back — one side, then the other. She was highly reactive on both sides: hip rising, torso jerking to the other side. And when I stroked both sides at the same time, she said she felt like she wanted to “climb out of her skin.” (With younger people I would have them in the all-fours position on the floor for this pre-check.)

Caution:
If you try this, always ask the person being checked to use the toilet first, especially if you suspect that they may have Spinal Galant reflex strongly “on.” Simply performing this both-sides-at-the-same-time check can cause a person to spontaneously urinate. Doctors sometimes use this test with infants to take urine samples! 


This reflex is strongly associated with bed-wetting: perhaps these areas along the lower back are stimulated by contact with the bedding as the person sleeps. 

I find it interesting to note that individuals who have Spinal Galant reflex still “on” frequently had Caesarean section birth or very rapid vaginal delivery, requiring either little or no use of this reflex in the birthing process. My own belief is that, if this reflex is not called on in the birth process, the body is still “waiting” for it to be used, and so does not allow it to fall away. When this is the case, Spinal Galant reflex is left “on” throughout one’s life, causing all sorts of sensitivities.

Adults or children with Spinal Galant reflex still active in their body will often
experience one or more of the following challenges:

• difficulty sitting without squirming - often described as “ants in the pants”
• extreme ticklishness
• incontinence when being tickled
• fidgeting or wriggling, especially when being held
• does not like elastic waistbands, or labels inside the waistband
• poor concentration and short term memory, thus making it difficult to take in and process information
• odd posture or odd balance in walking or running (from years of unconscious body twisting or pivoting to avoid clothing rubbing the waist area)
• low back pain or discomfort
• dislikes having their back rubbed, or arm around their waist
• dislike of seats with lumbar support
• slanted sitting posture, where upper back touches the chair, but lower back does not
• preference for sitting on a stool, or on a reversed chair (with the chair back to the side or front)
• refusal to “sit back in your chair!”
• bed wetting and/or soiling

There may be other causes for all of the above behaviors. But having a cluster of these behaviors is an indicator that the person may indeed be dealing with
retained Spinal Galant reflex. Annie recognized several of these traits as part of her childhood or present condition. In addition to her bed-wetting and soiling issues she found elastic waistbands to be extremely irritating, and was also very ticklish.

We moved forward with her session, and completed the movements and activities that she was drawn to, as her “learning menu.”

At the conclusion of Annie’s balance (20 minutes later) it was clear that she had
made a significant shift. In her post-checks, the sensitivity of her lower back had greatly diminished. Stroking either side of her lower back now resulted in a “slightly tingly” sensation, and no body movement at all. And Annie was amazed at how flexible and comfortable her lower back now felt. She said, “I feel like I really AM comfortable in my body! This is amazing!”

I was happy to see Annie so relieved – and wondered if there were more changes in store for her, as well.

A week later Annie emailed me to describe her delight. A few days after our
session she had been at a university conference. She said, “I ate whatever
was available on the cafeteria food line – things I couldn’t usually eat before, such as fried chicken, mashed potatoes, and corn. This time it didn't! I also tried Mexican food, and even though it was sort of greasy and had lots of starches, I was fine with it.... In the past ALL starches (except complex carbs from fruits and some veggies) used to make me hurt, especially if I ate them daily. I have had some minor bloating, but it has been far less than what I usually have.”

That was four months ago. In a recent email Annie shared, “I’m doing even
better now. There are so many more things I can eat, with only occasional
minor discomfort. And I can even eat a bit of ice cream!“

What is the relationship between bed wetting, irritable bowel syndrome and Spinal Galant reflex? My belief is that, when one’s body is “primed” to react reflexively in this way, it is much more difficult to develop and maintain control over the muscles involved in remaining continent. And years of effort to control these reflexive movements in the lower back/bowel area may take their toll, and result in these digestive issues.

Claire Hocking, the Australian Brain Gym® consultant who developed this means of addressing Infant Reflex issues through the Brain Gym balance process, has worked with numerous “bed-wetting” children, and adults with irritable bowel syndrome. She has seen significant shifts, if not complete reversals, of most peoples’ issues after Spinal Galant reflex was resolved.

It is important to note that Brain Gym® balances are not intended as a “cure” for bed wetting or irritable bowel syndrome. But as we address specific life issues through the balance process (such as Annie’s desire to “live comfortably in her body”) we often end up resolving the fundamental developmental challenges that are at their core.


Want to know more about infant reflexes? There are other articles about reflexes here on my blog and previous Newletter archive:
Overview
Fear Paralysis Reflex
Fear Paralysis Reflex - 2
Moro (startle) Reflex
Symmetrical Tonic Neck Reflex (STNR)
Asymmetrical Tonic Neck Reflex (ATNR)
and there's an overview in Chapter 8, "Wired for Ability, in my book, Educate Your Brain. Click here to learn more!

With warmest regards,



Kathy 
Kathy Brown, M.Ed.
Educational Kinesiologist
Licensed Brain Gym® Instructor/Consultant
Author of Educate Your Brain
WEB: www.CenterEdge.com
BLOG: www:WholeBrainLiving.com
BOOK: www.EducateYourBrain.com


Copyright ® 2017 Kathy Brown. All rights reserved.
Copyright for original article © Kathy Brown, M.Ed., 2002
Drawing copyright© Kathy Brown, M.Ed. All rights reserved.  

Brain Gym® is a registered trademark of Brain Gym® International 
www.braingym.org
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Monday, May 15, 2017

The “Brain Buttons” – Acupressure points for releasing stress

I was delighted to be invited by Green Living Arizona, a magazine based here in Phoenix, to contribute a "brain health" article for their May, 2017 publication.

I wondered, "What single aspect of Brain Gym® could their readers put to use immediately, and notice a difference?" And further: "What can I share, simply and clearly, in just 500 words?"

The perfect answer emerged: the Brain Buttons! I modified a portion of what I'd written about this wonderful activity for my book Educate Your Brain - and the magazine publisher loved it. 

Now, I'm imagining each magazine reader pausing, bringing her hand up to find and massage her Brain Buttons, noticing that she's more relaxed and comfortable, breathing more deeply, and even reading more easily! 

I invite you to find out what your own response is to the Brain Buttons! 

The "Brain Buttons" 
Acupressure Points for Releasing Stress

Imagine having one simple movement that you could do almost anytime to bring more clarity to your vision and the feeling of energy and coordination to your whole body. You do—and it’s right at your fingertips!

Take a moment and notice how you’re feeling right now. Is your body tense, or relaxed? Are your thoughts troubled, or calm? Is your breath shallow, or slow and deep? 

Now I invite you to experience what comes of massaging your "Brain Buttons" - one of 26 movements from the Brain Gym® program. 

The Brain Buttons
At the top of your ribcage are your collarbones. Find these horizontal bones and then let your fingers slip downward about an inch or so, until they’re resting over your uppermost ribs, just on either side of your sternum, or breastbone. These spots may feel like slight indentations, or softer than the surrounding area. 
Make a large “U” with your hand and place the thumb on one of the spots, and the fingertips on the other. Massage these points gently but firmly as you rest your other hand over your navel, and allow your eyes to track gently side to side. Do this for perhaps twenty to thirty seconds. (If you experience tenderness, rub gently until it is released or reduced.) Then switch hands for another twenty to thirty seconds. 
What do you notice now in your body – your thoughts – your breathing? 
The Brain Buttons are potent spots in the world of acupressure. They’re the “K-27s” – the 27th points on the Kidney Meridian; massaging them can help to correct imbalances in the entire meridian system. 
When I rub my Brain Buttons on a stressful day, I often find myself exhaling deeply as I feel my body relax. I may notice my shoulders dropping and my posture straightening. Sometimes I feel a release of tension at the back of my neck. Then even my eyes relax, and it’s easier to scan lines of print, or more fully see the world around me. Typically, I feel more awake and focused. 
One evening, after a very demanding day, I was sitting in a theater with my husband, listening to a classical chorale performance. It was wonderful—and long. And the room was dark. Before long, my head was nodding and I was struggling to keep my eyes open. Then I thought about Brain Buttons. I quietly brought my hand up and gave those spots a bit of a rub and instantly found myself wide awake! I felt completely alert and refreshed throughout the rest of the evening. 
Brain Buttons Article in Green Living AZ Magazine
While a truly remarkable occurrence like this may not happen every day, I continue to experience smaller, helpful shifts all the time. I often use this movement (sometimes nonchalantly) during long meetings, and in a wide variety of similar situations, to maintain a clear focus and remain at my best.

This article is a modified version of a portion of Educate Your Brain, Kathy Brown’s book about the basics of the Brain Gym® program.

Kathy Brown, M.Ed., is a Licensed Brain Gym® Instructor/Consultant. She teaches courses, consults with school districts, writes books and articles, and sees clients in her office in Phoenix, Arizona.
Click here to see the entire May, 2017 issue of Green Living Arizona.

Enjoy coming back into physical comfort and postural alignment, with the Brain Buttons!

With warmest regards,

Kathy 
Kathy Brown, M.Ed.
Educational Kinesiologist
Licensed Brain Gym® Instructor/Consultant
Author of Educate Your Brain
WEB: www.CenterEdge.com
BLOG: www:WholeBrainLiving.com
BOOK: www.EducateYourBrain.com

Brain Gym® movement photograph Copyright© Laird Brown Photography. All rights reserved
©Copyright 2017 Kathy Brown. All rights reserved.
Original article from Educate Your Brain. Phoenix: Balance Point Publishing LLC. 2012. 17-20.  
Brain Gym® is a registered trademark of the Educational Kinesiology Foundation  •  Ventura, CA  •  www.braingym.org
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Sunday, February 12, 2017

Balancing for Reading Success

If you follow this blog, you likely know how much I care about supporting children in reading easily, and how much I value the tools and techniques offered through the Brain Gym program that are so effective in doing just that. If this is new information, you can refer to these links for a start:
You may also know that I dedicated an entire chapter of my book, Educate Your Brain, to the topic of reading. In that chapter, titled "Ready for Reading," I cover many challenges to fluent reading: issues with eye-teaming, eye-tracking, reading comprehension, and more – and and how using Brain Gym can help to overcome them. 
I’m posting here the concluding portion of this chapter, which brings together many of the topics I've covered, and offers a compassionate perspective on those who struggle to read.
And at its end, I share some exciting news about my next writing project, and ask for your feedback, stories, and suggestions, as well.
An excerpt from “Ready for Reading”
In my own practice, I work regularly with clients of all ages who want to address reading issues. Many adults have struggled their whole lives with these challenges, and their outcomes from balancing may be life-altering. And the same changes can turn around a child’s experience of school, and of life, as well.
When I work with youngsters, I always have the parent on hand to observe and participate. It’s often a real eye-opener for a parent to see how much difficulty her child may have with the Cross Crawl, for example, especially once I explain the correlation between lack of coordination and academic challenges. And if we discover that he leads with his left eye, or has other eye-teaming issues, it puts a whole new perspective on the battles over reading she may have had with him, for example.
Then the parent is amazed to see how easily the child may be
 Cross Crawling after his session, and how his reading improves. She is in a perfect position to appreciate changes in her child’s academic performance and attitude in the days that follow and to do Brain Gym movements with him at home.
A very concerned grandmother brought Clark, age eight, for a Brain Gym balance session. Nightly reading practice had become quite a battle at his house. His parents said they could hardly get him to sit and read at all. So I turned to Clark and asked, “Why don’t you like to read?” Clark told me it made his stomach and head hurt.
When I asked Clark to read out loud from a very simple storybook, he read haltingly, miscalling several simple words and completely ignoring the punctuation. He was extremely awkward in the Cross Crawl portion of PACE, and almost fell down as he did it.
At the end of his balance (which included Dennison Laterality Repatterning and a few additional Brain Gym movements), perhaps forty minutes later, Clark picked up the book again and read without hesitation, and without stumbling over the words. He even read with inflection, pausing or stopping at the appropriate punctuation—indicators of true comprehension.
I heard later from the grandmother that when Clark came home that night he had his nose in his book until bedtime, and the next day he enthusiastically read thirty more pages! A note from the grandmother concluded, “His self-esteem is so much higher now. I have never seen such a turnaround in my life. I am a very enthusiastic believer in Brain Gym. Thank you for giving Clark so much hope and help.”
I love telling this story for several reasons. First of all, it shows the profound effects that one Brain Gym balance can have.
Secondly, this is a perfect example to share with teachers. When I finish telling this story, I often mention, “I did no reading practice with Clark; he did no comprehension worksheets. We simply did Brain Gym movements and processes after Clark set his goal to improve his reading. The reading ability and comprehension were waiting to emerge, once his mind-body system was truly prepared.”
Lastly, and most importantly for me, this story illustrates the belief I strongly hold: all children really do want to learn, do well, and get along in school. Think of Clark’s headache and stomachache when he tried to read. Of course he avoided it—wouldn’t you? How many of us sign up to do things that make us feel ill? I would certainly be surprised if someone with motion sickness said, “Oh, boy! We have a long driving trip coming up. I think I’ll sit in the middle of the back seat!” We’d think that person was crazy. But if a child avoids something, we may call him “contrary” and just make him do more of it, because it’s so “good” for him. Perhaps not. Perhaps it’s time to look at why he’s avoiding it and do something about that.
Exactly what shifted for Clark?
It’s impossible to know for sure, but I can certainly make a guess or two based on what Clark told me, what I know about learning challenges, and what I observed in his session.
If someone’s eyes aren’t teaming properly, he can feel uncomfortable (stomachache, headache) trying to bring them to focus on a specific object, like a letter or word. Trying to follow a line of print that seems to move around on him would be extremely disorienting. Think: vertigo.
If the two sides of his brain aren’t sharing information easily, it’s hard for him to create meaning out of words on the page. Attempts at this would require a tremendous amount of effort, leaving him frustrated, confused, exhausted, and with a tendency to avoid it at any cost.
With Clark’s two hemispheres now sharing information more fully, his eyes would find it much easier to cooperate with each other. His right eye would be a stronger lead, or a strong blending partner, and focusing with both eyes would be much more comfortable and require less energy. The “squiggles” of written language would automatically become the meaning of the story.
Just like that, reading can be so much easier. And what’s easy is often fun or rewarding, so we end up doing lots of it. Sometimes, it’s actually just that simple.
So imagine this scenario: you’re the student who simply can’t read (or comprehend, or understand math—and on and on) when others all around you can. How long will your good nature hold before you stop trying and start doing something that’s easy for you? So you begin to draw (or play with your shoelace, or fidget, or find patterns in the ceiling tiles—anything!) and you get into trouble—again, and again, and again. And you keep getting farther and farther behind. Your self-esteem is in shreds, but your energy has to go somewhere; you end up acting out and reap the consequences.
Before long, you begin to think that you really aren’t intelligent, that all the negative messages you’ve received over time must be true, that the wonderful confidence, imagination, joy, and dreams you had as a young child must be false. Years of this create students who end up in alternative schools or juvenile detention, on drugs or alcohol, or pregnant. What career choices does life hold for them? Only the most unusual of students are able to rise above these circumstances.
Now imagine this scenario: again, you’re the student who simply can’t read, when others all around you can. Your teacher recognizes your struggle and introduces integrating movements that help you build the inner capacity to make sense of what’s on the page in front of you. As your ability grows, so does your sense of accomplishment, and you see yourself as someone who can overcome challenges and confidently pursue your studies. Now what’s available to you? A whole world filled with career choices and the means for a happier, more fulfilling life.
The “aha!”
Perhaps now you see why I was so incredibly excited to learn about all the elements that comprise reading and, especially, learning to read. Once I understood the elegant complexity of the systems involved, I had a greater appreciation for where so many learning challenges originate, and I valued the Brain Gym movements and Edu-K balance process even more.
Now, when I explain these concepts during workshops, I love seeing the “aha!” on participants’ faces as they begin to realize just why some of their students or children are having such difficulties. I’m happy knowing that this new perspective will change forever how they view these learners and the issues they’re struggling with, holding the door open for greater patience and compassion in working with them.
I hope your new awareness of these key concepts will inspire you to use simple Brain Gym techniques to begin addressing the source of reading challenges. I look forward to the day when all children read easily—and naturally—because integrating movement has prepared them for learning and achievement.2
I have long considered this chapter on reading to be perhaps the most pivotal of the entire book. 

Now I find myself inspired to begin a new writing project: expanding all these concepts into a whole new book, to be titled Educate Your Brain for Reading

My goal is to create a single volume that focuses entirely on reading, which will include more explanations, more stories, and more specific ideas for movement activities that can truly make a difference for struggling readers. 

To that end, I welcome and request your participation and feedback, in response to any or all of these questions:
• What have you read in my blog or my book that means the most to you?
• If you’ve used Brain Gym yourself, or with your own children or students, what has the result been? Could you share a story that illustrates your experience? 
• If you haven’t noticed positive changes, or have had challenges using Brain Gym, would you consider sharing that story with me as well?
• What questions do you still have?
• What would you like to see included in a volume about using Brain Gym to improve reading?  
• What message would you offer to parents, administrators, and teachers – or to the children themselves?

You are most welcome to use the Comment feature below, or to send your thoughts by email, at kathy@wholebrainliving.com.

I truly look forward to your comments. You are part of a growing community of people who understand how vital physical movement is in developing the capacity to read, and I deeply value my connection with you. 

Thank you for being here, and for spreading this important information, so it can transform the lives of children everywhere.

With warmest regards,


Kathy 
Kathy Brown, M.Ed.
Educational Kinesiologist
Licensed Brain Gym® Instructor/Consultant
Author of Educate Your Brain
WEB: www.CenterEdge.com
BLOG: www:WholeBrainLiving.com
BOOK: www.EducateYourBrain.com
1] Dennison, Paul E. Brain Gym® & Me. Ventura: Edu-Kinesthetics, Inc. 2006. 119. 
2] Brown, Kathy. Educate Your Brain. Phoenix: Balance Point Publishing LLC. 2012. 112-115. 
Brain Gym® movement photographs Copyright© Laird Brown Photography. All rights reserved
Photograph of wooden figures with acupuncture points Copyright© Claudio Curro, through iStock/Getty Images
©Copyright 2017 Kathy Brown. All rights reserved.
Brain Gym® is a registered trademark of the Educational Kinesiology Foundation  •  Ventura, CA  •  www.braingym.org
Please share your comments! 
If you don't see a comment space below, 
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