Wednesday, November 27, 2019

Understanding the Palmar (Hand) Reflex - and the “Grasp” Metaphor in Life

It’s always interesting to me to see when, in the context of a Brain Gym® session with a client, addressing a retained infant reflex comes up.

Most often, addressing a reflex has to do with specific coordination, postural, or cognitive issues that go along with it. For example, presence of a retained Palmar Reflex, the infant “grasping” reflex, is at the root of all kinds of fine motor coordination problems, especially handwriting, and all the awkward ways people come up with for holding a pencil.

Parents will likely recall how impossible it is to extricate glasses, necklaces, etc. from the grasp of a newborn. That’s Palmar Reflex at work: it’s the neurological command to “hold on for dear life.”

This reflex should be active at birth, and should disappear, or integrate, by about three months of age. 

Checking for the Palmar Reflex
The presence of Palmar Reflex can be tested in various ways. When pressure is applied to the palm of the hand, primarily right at the base the fingers, they automatically flex and grasp very hard. You may also test with pressure along the crease that runs from above the thumb down toward the wrist, or against the web of the thumb. In early infancy, this reflex should be present.

Beyond those early months, the trigger for the reflex should produce no automatic grasping impulse. Any of these tests may prompt the fingers to slightly movenot as a reflexive, neurological impulse, just from the physical pressure on the nearby tissues. However, when the same pressure produces an automatic flexing and grasping action of the fingers, that’s a sign that the reflex is retained. The more automatically and strongly the fingers flex and grasp, the more fully the reflex is present.

And, as it’s a bilateral reflex (one that exists in features on both sides of the body) it’s possible for Palmar Reflex to be retained more strongly in one hand than in the other. 
Side note: 
A retained Palmar Reflex can result in a "fisted" grip on pencil or pen. The standard "pincer" grip is all but impossible to manage when the pencil comes in contact with the hand and stimulates it to grasp.
Stages of integration
The system for addressing retained reflexes that I use most often in my work is the one developed by Claire Hocking, who lives in Australia.

When using her system, a key pre-check is to determine (through muscle checking) the level of integration of the reflex. Each reflex goes through three stages, and must…
• emerge (become evident in the nervous system as a neurological prompting)
• develop (actually do the work that it was designed to do for the development of the child) and then
• integrate (the “training” period for this neurological patterning is finished, so now the same stimulus that has always prompted the reflexive action no longer does so)

A fully mature reflex will have gone through all three stages, and will now be fully integrated. At this point, the nervous system has a full range of choices: grasp firmly, hold just a little, or let go, as the circumstance calls for.

However, if the infant’s developmental continuum is interrupted, it’s possible that any given reflex may not complete this integration process. This means that a reflex may be…
• emerged and developed, but not fully integrated
• emerged, but not fully developed or integrated
• not even fully emerged, so certainly not developed or integrated

When any of these are the case, the full range of abilities associated with that reflex may never appear, leaving the person with stress-based compensations that sap energy and limit possibilities.

The opening for transformation

Once the session facilitator notes the level of development of the learner’s reflex, as part of a balance for a goal that he has chosen and cares about, she takes the him through his choice of learning menu options—selecting from a list of various activities that are known to have an integrating effect for that particular reflex.

In my experience, this kind of balance session has an immediate effect on the reflex being addressed. While with someone with more significant developmental delay it may take two or three successive sessions for a reflex to fully emerge, develop, and then integrate, it’s a common in my office to see great changes in a reflex, in a single session.1

Balancing to let go
Here’s an example. I worked one day with a girl named Gina, whose passion was gymnastics. She loved the balance beam and floor exercises. What she couldn’t do was work on the bars. Her problem was totally mystifying: when she was holding onto the bar, she simply couldn’t let go. Her coach was frustrated, she was frustrated (often in tears at the gym), her mother (who would take her several times a week for very expensive training sessions) was frustrated. They found my office and came for a session.

When working on this “letting go of the bar” issue, I wasn’t at all surprised to have Palmar Reflex come up. A check of Gina’s reflex patterns showed that, in both hands, this reflex was not just emerged, it was very strongly ON—but not the least bit integrated. That meant that, every time the palm of her hand felt pressure, her fingers compulsively gripped.

We have no conscious control over retained reflexes. The stimulus-response of reflexes is not routed through any of our cognitive processing zones that would allow us to use reason or conscious choice in regard to them. We likely have no idea that it’s a reflex that’s pulling our body in a certain way, we just know that some things take extra effort, or even feel impossible. I call retained infant reflexes “the invisible puppeteer.” We’re simply at their mercy.

To get a sample of Gina’s goal I got out a wide dowel rod that I happened to have in a nearby closet, laid it across two chairs that were a couple of feet apart, and invited her to put her hands on it and lean down. Her hands immediately went into a very firm grasp around it. I asked her to keep her hands pressing on the rod, but open her fingers, and she simply couldn’t.

We moved on to the learning menu for this reflex, and Gina chose some

activities from the Palmar Reflex list. By the time she had completed four of these activities, maybe twenty minutes later, she said she felt “done.” I had her lean her palms down on the dowel rod, and she was astonished to see that her hands stayed open: the impulse to grasp was all but gone. Over the next couple of weeks the vestiges of this reflex disappeared altogether, and Gina happily worked on her bar skills at gymnastics.  

Balancing to hold on
for handwriting
Ricky, age ten, had handwriting that was pretty much unreadable. He was constantly losing recess time at his school, to laboriously re-write things his teacher couldn't decipher. So when he arrived for his most recent session, he asked, "Can we fix my handwriting?" I told him I would do my best to work with him on this.

His pre-check of handwriting was really quite something: hardly a single letter was sitting on the line, letters were random sizes, and spacing between letters and words was off. But what got my attention most was the way he was holding his pencil—his fingers were almost straight, and it seemed he had little control over how the pencil moved. I wondered how he could manage to write at all.

I wasn't surprised that his balance called for addressing Palmar Reflex, but Ricky's case was different than usual. Most handwriting issues that call for addressing Palmar Reflex are about the reflex being firmly oncompelling the hand into a fist, like in the story of Gina, above, and resulting in a "fisted grip" on the pencil. 

The pressure-on-the-palm checks showed almost no finger curling in either of Ricky's hands. Under normal circumstances, this could indicate that Palmar was fully integrated. But I didn't think so, because reflexes don't come up as something to be addressed, if there's nothing wrong with them!

I went on to do the other checks, which showed that Palmar wasn't fully emerged in either hand, so it was no wonder that he was having difficulty holding his pencil.

Ricky told me he was taking tennis lessons, but his hand got really tired. I pulled out an old badminton racquet and had him grasp the handle. When I pulled away on the racquet, his hand slipped, despite tremendous effort. I could even see that he was "recruiting" muscles in his arm and shoulder to aid in the effort of holding on: his hand simply couldn't grasp.

Following completing his choices from the learning menu for Palmar Reflex, Ricky's muscle checks showed that the reflex was now fully emerged, and in the process of developing. His fingers were more curved as they held the pencil, and looked like they had more control. He created letters that were more accurately formed, and said, "That was easier!" We checked his grasp on the badminton racquet and he could hold onto it much more firmly when I tried to pull it away. His ability to grasp was finally developing.

It's likely that this reflex will need to be addressed again. I'll keep checking to see how much progress his own nervous system has made toward full integration of it, and do more work with him in future sessions, as needed. 

As this "not emerged" situation for Palmar Reflex is not common, I was surprised when, just a few days later, another client had the very same issuein both a physical and metaphorical way.

Balancing to hold on—as a metaphor
Sometimes the presence of a reflex causes more than physical coordination issues: it may perpetuate a particular mind-set about what’s possible in life.

I was working with one of my longtime adult clients named Mark, who wanted to resolve a persistent fear he experienced about his future financial security. He is probably a couple of decades from retirement. He is highly skilled in his work, for which he is esteemed by his peers and well paid; has developed a lucrative side business; and is taking all the right investment and planning steps. Everything should be in place for a financially secure future; yet, he experiences periods of anxiety, envisioning financial instability.

The wording he chose for his goal was, “I have faith in a financially secure future for myself.” 

The next step in the balance process is a pre-check—getting a sample of the goal “issue” in action.

When a client’s goal is internal, I like to find a way to make it external, and concrete. For Mark, I picked up one of the patterned pillows in my office and held it about five feet away from him. I said, “Mark, this is your secure financial future. What do you notice about it?”

He said, “It’s way over there.” Muscle checking Mark, with the “financial security” pillow that far away, his muscle check held firmly (meaning, this feels familiar). When I brought the pillow close to him, the muscle check would no longer hold (meaning, having abundance this close feels unfamiliar). I was inspired to have Mark check out another statement: “I get to hold onto my abundance,” and he could barely say the words.

Of all the processes available through my work, Mark’s mind-body system chose to address Palmar Reflex. 

Palmar. The "grasping" reflex. "I don't get to hold onto my abundance." They go togethermetaphorically. 

I started out doing the pressure-on-the-palm pre-checks, and Mark wasn’t reactive at all. No matter where I pressed on his palm, there was no flexion of his fingers, no gripping with his hands. 

As I said above, this could indicate that Palmar was totally integrated. But, just as in Ricky's balance session - reflexes don't come up as something to be addressed if there's nothing wrong with them!

In any case, I went on to muscle check for degree of integration for this reflex. In Mark's left hand, Palmar was emerged, but not developed or integrated. In his right hand, it wasn’t even fully emerged. No wonder I was seeing no flexion in his fingers—there was no impulse to grasp, at all.

Personal belief (metaphor) linked back to the physical
I asked, “When you were a kid, did you have trouble learning to write?” He replied that it was torture for him. Holding a pencil was all but impossible. Then I asked if he had trouble with any kind of sports. At first he said No, but then corrected himself, saying, “When I started playing baseball in about third grade, I’d go to hit the ball and the bat would go flying right out of my hands. Again and again. The coach kept yelling at me, “Don't do that!” and somehow I found a way to hold onto the bat. Playing baseball was exhausting.”

We carried on with the balance, and after doing a few activities he chose from the Palmar Reflex learning menu, Mark said he felt finished. The muscle checks now indicated that Palmar was integrated in both hands. He picked up and held some nearby objects in my office, including a plastic bat I just happened to have handy (which he swung a few times), and said it was “a whole new sensation of holding things.”

And on to the metaphorical again

We went back to the original “abundance pillow” pre-check. This time, when the pillow was even a short distance away, it felt wrong to him, and his muscle check didn’t hold; when I brought the pillow right up to him, he happily took it in his hands, and said, “It belongs right here.” That muscle check held firmly.

Now, when he repeated his goal, “I have faith in a financially secure future for myself,” he smiled and nodded, with a totally “on” muscle check. We celebrated with a happy high-five.

He was about to leave, and paused to mention a memory that had just popped up: “When I was a kid I was always in trouble for breaking things. My dad would get really mad, because I twisted knobs or faucet handles too hard, to turn them off or on, to the point where they'd break. I realize now that I was always working extra hard to make them turn, because I really couldn’t hold them at all.”

And I thought—what kind of extraordinary effort had he had to exert throughout a lifetime of holding onto things? How much constant physical tension had he lived with? What had been the cost to his nervous system, and the rest of his ability to easily learn, grow, and enjoy life?

Improving life on every level
This balance session with Mark was just this afternoon. As I was typing this previous paragraph, an email came in from him:

     Hi Kathy,

     I have to tell you I am feeling like I’m still processing 

     what we did today and stress is flying off my body. I
     still feel a bit of stress but things are unwinding. I feel
     a new confidence that things will flow for me.

     Thank you for your help!

Whatever retained reflex may be draining our energy reserves, it’s also possible that it’s affecting what we believe we can do in life.

When I’m facilitating a balance with a client, and the session ends up calling for work on a specific reflex, I now have a new, reinforced awareness that we’re working not just on how this reflex manifests physically, but how that movement-metaphor unfolds in life, as well.

And that’s the ultimate purpose of all Brain Gym balancing: to live a more effective, comfortable life, on every level. 

And a side note: If you're interested in learning Claire Hocking's reflexes system, I'm delighted to share that she has authorized me to teach her Level I course. You're welcome to join a course that I offer here in Phoenix, or arrange to have me teach it for your group or agency. Follow this link to my Courses Page for more information.

With warm regards,

Kathy Brown, M.Ed.
Educational Kinesiologist
Licensed Brain Gym® Instructor/Consultant
Author of Educate Your Brain

1. Occupational and Physical Therapists who learn this work are often astounded at how quickly they see reflexes resolve. Many tell me that they were trained in reflex-resolution techniques that call for repeated actions over many weeks or even months, and would most often see minimal gains. I explain that the difference here is that the Brain Gym balance system begins with the client himself setting a goal for change, and then selects his own pathway to get there, from the therapeutic choices available to him. It’s that kind of focused intention, and then calling on the innate intelligence of the learner, himself, that invites into the body the transformational effect of the activities he chooses to do. 

At one Reflexes course, an OT watched the first demonstration balance, addressing Spinal Galant Reflex, and observed as the volunteer balance participant shifted from being highly reactive to touch in her low back area, to no reactivity, in the space of perhaps 20 minutes. She said, “But that’s impossible! That would take months!” and then she said, “But I saw it happen.” I turned to her and with a smile I said, “Welcome to Brain Gym!” She later was amazed to experience this level of reflex resolution, herself, as she continued to learn and practice the techniques in class.
     All that said, the clients I most often use these techniques with are "typically-abled, with a developmental glitch." Children with more profound neurological issues would likely progress more slowly.

©Copyright 2019 Kathy Brown. All rights reserved.
Photographs copyright© Laird Brown Photography. All rights reserved.
Brain Gym® is a registered trademark of the Educational Kinesiology Foundation •

Tuesday, November 5, 2019

About Physical Contact: Taming a “Touchy” Subject

In the sessions I facilitate with clients, and in the courses I teach, the topic of physical contact comes up.


In Brain Gym® workshops, for example, after everyone learns the Lazy 8s movement I often introduce the idea of doing Lazy 8s on each other’s backs. This is a fun activity, bringing this infinity-pattern into kinesthetic awareness.

Many people, especially young children, find it quite soothing. I’ve calmed many infants by tracing Lazy 8s on their back. Classroom teachers tell me that their students enjoy pairing up and offering this kind of friendly connection with each other. 

However, my instruction to those learning this activity is this: 

     Always get permission for physical contact 

     from the person you’re working with.

Language is everything.

Notice my words here: permission for “physical contact,” not “touch.” 

In our world, the word “touch” carries quite a charge. Depending on the circumstances, the words “He touched me” could be neutral information about a past action, or a highly emotional accusation.

So, when my students fall into language for this kind of permission by saying “May I touch you?” I suggest that they find clearer, more specific words.

Neutral and informative

Anytime there’s physical contact, the language around it should be as neutral and informative as possible. 

I like to give very specific information about the kind of physical contact the person can expect.

In the case of this particular activity, the language I recommend is simply: “May I do Lazy 8s on your back, with the flat of my hand?” These words provide a clear image of exactly what will happen, where it will happen, how long it's likely to go on, and a quality of contact and pressure to be expected.

And your verbal timing should provide space for the person to say “No.” There should always be a pause—an opportunity for the person to consider, and to answer back. No rushing through this. When someone does say “No,” I thank them for being so very clear about what works for them. 

Sometimes I’ll suggest an alternative: “May I do Lazy 8s on your arm?” Because this is a location that the person can see and monitor, it likely feels safer.

Watch for signs of stress
I have no idea who among my clients or students might have some kind of physical abuse in their past—or present. Without making a big deal of it, I simply have in the back of my mind a subtle monitoring for signs of discomfort: holding breath, turning pale, sound of alarm in their voice, or a long pause before a reluctant “Yes.” I’ve seen all these. 

For those I’m teaching, signs of stress may include standing too far from the person they’re working with, a jerky approach, lack of eye contact, or an uncomfortable giggle.

When I notice these things with a client I don’t necessarily say anything; however, I pause in the session and suggest that we both have some water, sit in Hook-ups, and take a few deep breaths. At that point, I ask if the person is ready to continue. I notice carefully, and go from there, adjusting as necessary. 

With a workshop student I may have a bit of a conversation with them about their comfort level with physical contact, and suggest the same water, Hook-ups, and a few deep breaths, as above. If there’s time, I may take the opportunity to do a mini balance with them on this topic.

Here are some examples of how I manage specific kinds of physical contact in my office:

On a first meeting

As an Educational Kinesiologist, muscle checking is a standard part of what I do. No matter the age of the person I’m working with, I make sure that their first experience of contact with me as a practitioner is them moving toward me. This is a very subtle, but profound, difference.

To do this, I demonstrate an arm position for muscle checking, saying, “Hold your arm in about this position.” Then I put my hand about three inches above their forearm and say, “now bring your arm up under my hand until we connect.” Then comes the rest of muscle checking using that arm.

Points on the body
One aspect of the upper-level Edu-K work is to check an "indicator" muscle (usually involving the arm), while contacting various points on the body, to detect stress in certain functions.

For example, to determine if there’s stress in the “Breathing Dimension” we muscle check the arm while holding fingers of the other hand to a spot under the left side of the ribcage. My practice is to explain that I’d like to “connect with where you breathe to see if it’s happy,” point to that spot on myself, and say, "Is this OK?" Following a "yes" or a nod, I carry on with the muscle check on the client. 

As the client becomes familiar with who I am and how the process unfolds, getting repeated permissions for the same kind of checking becomes unnecessary. However, anytime the process calls for some new kind of physical contact, I always ask permission.

Tracing patterns

Some of the techniques I use are the Developmental Building Block Activities from Cecilia Koester’s BG170 course, Brain Gym® for Special Education Providers.

Two of these techniques call for tracing along the body in specific patterns. For example, the Navel Radiation activity calls for tracing on the body (greatly simplified) from navel out to fingertips, back to navel, out to the toes, back to the navel, etc. 

Before I facilitate this on anyone of any age, I explain clearly where I’ll be tracing, and get permission. If the person looks the least bit uncertain, I model it first, tracing on my own body. I point toward my bodywork table and ask them if they want to lie on their back or their belly for this (kids love being on the table), and allow them to position themselves as they like. 

I begin the process and ask them to guide me: faster, slower, deeper, lighter. I tell my youngest clients, “Drive me like a car and tell me just what to do.” In this playful way, I give children authority to direct their own experience so it’s most helpful to them. (They always know exactly what they need.) 

When this kind of physical contact is confident, clear, professional, and done with respect for the personal boundaries of the person receiving it, recipients are able to relax deeply and reap the neurological benefits of this kind of therapeutic pattern-building experience.

The importance of personal clarity

As a practitioner, a key element is to totally know that what you’re offering is neutral physical contact, for a specific, helpful purpose. 

Any reluctance or discomfort you may feel will certainly be picked up on by the person you’re working with.

If you notice hesitation in this regard, I highly recommend going through a personal balance session, perhaps for a goal along the lines of, “I comfortably offer and receive support through neutral, helpful physical contact.” 

When I work with a client, I stand in the confidence that muscle checking and other kinds of therapeutic physical contact are a helpful component of facilitating a session. I move forward like it's a matter of course in my work (which it is). 

Wishing you all a comfortable, professional connection with your clients! 

With warm regards,

Kathy Brown, M.Ed.
Educational Kinesiologist
Licensed Brain Gym® Instructor/Consultant
Author of Educate Your Brain

1. Cecilia Koester has developed a one-day workshop to teach just these Developmental Building Block Activities, and I am one of the instructors she has authorized to teach it. If this material interests you, you're welcome to contact me about attending an upcoming course or scheduling one specifically for your school, group, or agency.

©Copyright 2019 Kathy Brown. All rights reserved.
Photograph copyright© Laird Brown Photography. All rights reserved.
Brain Gym® is a registered trademark of the Educational Kinesiology Foundation •

Sunday, October 13, 2019

Watching the Need for Compensation Strategies Simply Fall Away

“When there isn’t integration,
there is compensation with stress.”
~ Paul E. Dennison, Ph.D.

During my years as a classroom teacher a common viewpoint was, “If a child struggles with reading, the best we can do is to teach him various compensation strategies to make his reading a bit easier.” For years, that’s what I thought, too.

I now know that this is not true. There’s much more that we can do: we can resolve the learning challenge at its core. Then the person simply doesn’t need the compensation strategies anymore.

Through using the Brain Gym system for the last 23 years, I’ve learned that once a child (or adult) has developed more coordinated movement patterns, he automatically has greater access to the physical skills of reading. He becomes a more capable reader, and there’s simply less need for compensations. I have seen this time and time again.

Reading compensations

Take nine-year-old “Micah,” for example. His mother asked me to work with him to improve his reading. Micah had difficulty focusing on one word at a time, and in going left-to-right across the page. Sometimes he would even skip from the line he was reading, to the line above or below it, without even realizing it. This would create a truly disjointed story, but he didn’t seem to notice the difference. His mother wondered if he even knew what it was he was reading.

Micah had had three years of special help at school, from caring professionals who worked diligently with him; still, he was not improving very much.

His teachers had taught him several techniques for focusing on the “right” word as he was reading along. He could use his finger under one word at a time. He could put a card under the entire line, and use his finger to remind him to go from left to right. Or he could use a special card with a slot cut into it, which would show only one line of print at a time.

Micah used these techniques at different times, with varying degrees of success.

After a bit of “getting to know you” chatting, I asked Micah what he wished was easier. He said that reading was “not fun” and he wished he could read like the other kids in his class. I told him that I would be happy to work with him on this project, and it would very likely help a lot. His face lit up with a big smile!

I asked him to show me what his reading was like. He pulled out his story page, and used the card with the cutout to showcase the first line. He laboriously moved his finger along the line of print, and then carefully moved the card to the next line down. This was a story he had read before; still, he stumbled over simple words, miscalling several, reading in a flat tone that told me there was limited comprehension going on.

Moving into cross-lateral coordination
I told Micah that, now that his mind-body system could feel just what part of reading was hard for him, it would know what kinds of movements to pick, to make reading easier. I showed him a listing of Brain Gym movements and processes, and asked him to notice what was getting his attention.

He pointed immediately to a box at the bottom of the list, with the words “Dennison Laterality Repatterning,” and said, “What’s in this box?” I said, “I’ll show you.”

Dennison Laterality Repatterning (DLR) is a five-step protocol developed by Brain Gym co-founder Paul Dennison, Ph.D. In my experience, the DLR process is one of the most profound elements in the Brain Gym “menu” of offerings. Simply stated, it supports the mind-body system in developing more coordinated cross-lateral movement patterns. Once these new, more coordinated, movement patterns are in place, many things are easier – most notably in this context, reading.

I took Micah through this five-step protocol. Initially, his movements were awkward and uncoordinated, especially those that included the Cross Crawl (elbow to the opposite knee, back and forth). However, after he completed the entire five steps, he could Cross Crawl easily – effortlessly bringing his elbow and opposite knee together. (I wasn’t surprised – this is a frequent outcome of this repatterning process.)

Watching compensations disappear
When we were finished with this I asked him to read again. He positioned his card over the print as before, with just one line of print showing through the slot; he put his finger at the beginning of the slot, moving it along as he read. And he read almost every word correctly. He continued this way for three more lines; by now he was self-correcting the few mistakes he made.

He looked up at me, with a surprised look on his face. I asked what he noticed, and he said, “I’m reading!” I said, “Congratulations! I can see how excited you are! What do you want to do next?”

He picked up his card and looked at the whole story. I got the feeling that he was really seeing this page of print for the first time. He positioned the card in a new way, putting just the top edge of it under the line he was reading, and again moved his finger from one word to the next, more quickly this time, still reading correctly.

Finally, he set the card entirely to the side, and read again. At first he used his finger under one word at a time, then he stopped doing that and simply read. Line after line. Correctly. 

Not only that, but he read with feeling – pausing for commas, stopping at periods, with the kind of music in his voice that shows real comprehension. He wasn’t reading words, he was reading a story.

He looked up at me again, and said again, “I’M READING!” He was thrilled beyond belief. And the look on his mother’s face was certainly something to behold. After years of effort to help Micah improve his reading, it all seemed to come together in this single session.

I realized I was watching Micah’s need for compensation techniques simply fall away.

Micah didn’t need the “crutches” anymore – he was up and running on his own. 

With warm regards, 

Kathy Brown, M.Ed.
Educational Kinesiologist
Licensed Brain Gym® Instructor/Consultant
Author of Educate Your Brain

©Copyright 2019 Kathy Brown. All rights reserved.
Brain Gym® is a registered trademark of the Educational Kinesiology Foundation •

Wednesday, October 9, 2019

Making Lazy 8s Boards - Tools for Classroom Fun

I’ve written a number of articles that mention the Lazy 8s activity from Brain Gym®, and thought it was time to add this information about making Lazy 8s Boards to my blog postings.

A Lazy 8s board is a handy aid for those just learning this pattern, and fun for anyone who wants to play with this pattern. I keep several Lazy 8s boards in my office, some with the pattern simply painted on, and others with a Tactile 8, or Musical Marble 8, to enhance the experience of this movement.

Each Lazy 8s board has an arrow reminding the user to start in the middle and flow first to the upper left, and a smiley-face at the bottom, to help him or her orient the board (and therefore the arrow) correctly. I remind learners to “line up the smiley-face with your middle.” That way, the center of the 8 is directly in line with their midline.

Templates for making these boards are available at this link, as a free download. One template has a single line; the other has a double line, creating a “track.” You'll see both these Lazy 8s models in the boards illustrated below. Each template is only half of the total pattern.

Print out two copies of each template and rotate the duplicate 180 degrees and overlap with the sides of the original, forming the complete Lazy 8s pattern. Smooth out the lines where they overlap, if they don’t match exactly.

Most of my Lazy 8s boards are just under 12 x 18 inches in size, with the 8s themselves being about 8 by 14 inches: this is the size of the templates I provide.

I typically use foam-core board, which is lightweight, and tends to hold up better to regular use than simple cardboard. 

One way to transfer the Lazy 8s pattern onto your surface is to create it first out of lightweight cardboard, cut it out, and use it as a tracing template. Or you could tape the pattern securely over the foam-core board, and use a pencil or pen to mark the line firmly enough to press a line into the surface of the board, and then copy over it with markers or paint.
Some learners may benefit from different size Lazy 8s boards; it’s fine to adapt the template for any size you choose.

Young learners love to trace these with their fingers, a toy car, or their favorite stuffed animal or plastic movie-character toy! 

I have also made Lazy 8s boards on solid-color vinyl placemats from the discount store. 
Puff-Paint Lazy 8s
I took the “track” template and traced it onto foam-core board. I painted the track blue, then used gold “puff paint” along the inside and outside borders of the track. (Puff paint is squeezed out of a bottle; as it dries, it actually puffs up a bit, leaving a raised line. Your local craft store will likely have it.) When learners use this track, the raised outline engages more of their sensory apparatus, and helps guide them to stay on the smooth track.

I make single-line Puff-Paint Lazy 8s boards, too.  

Musical Marble Lazy 8s
I came across a wonderful Lazy 8s board adaptation at an Edu-K course. I wish I knew whom to credit for its creation! Trace your double-line “track” Lazy 8s pattern onto a piece of wood. (I bought a finished shelf at my local home-supply store and had them cut it into pieces for me. I sanded the cut edges and was ready to go.) Paint the space inside the track; after the paint dries, hammer in small “finish” nails all along the entire pattern. 

To experience this Lazy 8: Place a marble inside the track and, holding the  board in both hands, angle it so the marble rolls around the track. This makes the most delightful, musical sound! For some learners, a marble moves too quickly, so I also offer a piece of glass that looks like a flattened marble. (I buy these by the bag in the floral department of my local discount store.) A small rubber ball might slow things down, too, but it might not sound as fun.

Scribble-Board Lazy 8s

I made a tactile “scribble board” by covering a piece of foam-core board with window screen (purchased by-the-foot at my local home-supply store), and taping the edges down all around (I used blue “painter’s” tape). Then I used a large clip to hold a piece of blank paper in place over the screen. When learners select this process, I draw a simple Lazy 8 on the paper as a model, and then have them trace over and over it, using a pencil or ballpoint pen. The surface of the screening material underneath the paper creates a vibration in the hand of the learner, offering additional tactile and proprioceptive input—plus the auditory input of the great sound it makes!
This board is also great for Double Doodling.

Tactile Screen Lazy 8s

For this project I cut a large Lazy 8s pattern out of window screening and glued it to some foam-core board that I had edged with blue “painter’s” tape. I ended up using glue-stick to adhere the 8 to the board, which discolored after a while. Perhaps some other kind of adhesive would work better. This board is a bit larger than the others. (Sorry, I don’t have a template for this Lazy 8.) You could also use sandpaper or some other textured material instead of screen.

Wooden track
I’m showing these wooden Lazy 8s tracks, though I have never made one. They are available through various sources. If you’re good with woodworking, and have a router, it’s possible to make your own.

Using wooden tracks: Learners can simply trace along these tracks with a finger. More challenging is to place a marble in the track and, holding the board by two ends, tilting it to move the marble. It takes considerable skill to move the marble without it flying off the track! To slow things down, try using a small rubber ball.

I hope you enjoy these Lazy 8s boards. If you make some, and use them with your students or clients, I’d love it if you’d share your experience with me!

With warm regards, 

Kathy Brown, M.Ed.
Educational Kinesiologist
Licensed Brain Gym® Instructor/Consultant
Author of Educate Your Brain

©Copyright 2019 Kathy Brown. All rights reserved.

Photographs copyright© Kathy Brown. All rights reserved.
Brain Gym® is a registered trademark of the Educational Kinesiology Foundation •

Saturday, September 7, 2019

Introducing the Developmental Building Block Activities

In many of the sessions I do with young children, I end up using one or more of the Developmental Building Block Activities with the child (details below on what they are), and then the parent continues to do them at home. 

These simple activities, when done regularly, can create huge change in maturing the nervous system of the child — essentially helping her grow up, internally — and, most importantly, help her feel better about herself.

I’m departing from my usual blog “story” format here. This article is simply to explain a bit about what the Developmental Building Block Activities are, what their purpose is, and what what the potential is for using them.

They’re so deceptively simple: Repeatedly do lengthening activities on the foot, and language starts emerging. Repeatedly trace a specific pattern on the child’s body, and he becomes more aware of just where his arms and legs are, and how they relate to his middle; soon he’s moving his body more skillfully, walking around the things in the room, rather than bumping into them. And more.

I offer a one-day workshop in these BBAs, so that parents, OTs, PTs, and others, can learn to facilitate these activities with the children (actually, people of all ages) in their care. More on that, at the end of the article.

Now, on to the information:

What are the Developmental Building Block Activities?
The BBAs are eight specific interventions that are part of a course developed by Cecilia Koester, M.Ed., whose specialty is working with children who have special needs. The course is titled Brain Gym® for Special Needs Providers, and it teaches a modification of the Brain Gym system that is particularly suited for working with children (or adults) in this population.

The BBAs are a wonderful support for those diagnosed with developmental delay, sensory integration issues, ADD/ADHD, stroke, traumatic brain injury, autism, Down syndrome – or for anyone who may be overwhelmed by the sensory load from over-stimulating environments.

What is developmental delay?
This is a term for everything from mild sensory-sensitivity issues to profound delay, where the child is years behind his chronological age, both developmentally and behaviorally. But it's more than just being "temporarily behind" in a few developmental markers that resolve themselves over time.

I often describe developmental delay with this image: Think of a skyscraper that someone built, but they never put in quite enough uprights and crossbeams for the structure to be solid. It looks big from the outside, but the interior is barely finished — there’s no place to anchor the floors, the walls, the pipes, the wiring — and bringing in furniture is out of the question.

Similarly, a child with developmental delay may be 8 years old (for example), but her nervous system may not have the solid interior structure required to function easily. Important connections within her nervous system were never completed, so she now has less ability to take in and organize what she sees, hears, and experiences (called “sensory information”) in the world around her; she’s less coordinated, and less able to focus and learn. People expect her to behave and learn like a typical 8-year-old; yet, functionally, she’s much, much younger.

What does developmental delay "look like"?
A child with profound developmental delay will have obvious behaviors that would be appropriate only for a much younger child, and which may include inability to speak, issues with muscle tone, coordination, and focus, etc.

A fairly common manifestation on the more “mild” end of of developmental delay is that the child may resist doing certain activities, including Brain Gym activities. This is often perceived as defiance. For such individuals, however, the activities may be “too much information” for their nervous system to organize and store; they cannot identify or express their own overwhelm, so they simply refuse to participate, or fall into emotional over-reaction out of sheer frustration. After some time of experiencing the BBAs, such children are often able to enjoy all kinds of things that were previously intolerable for them.

Why are the “BBA” activities so helpful?
Our nervous system matures and integrates as it experiences sensory patterns. The BBAs are designed to provide sensory patterning to the nervous system, in a way that it can recognize it, take it in, and benefit from it, developing a more mature, integrated mind-body system.

These new sensory patterns become the “uprights and crossbeams” of a more solid structure, so the child now has a way to bring in, store, organize, and make use of what he sees, hears, and learns about in the world around him. This increasing inner maturity supports his nervous system (potentially) in more closely approximating his chronological age. Every child is on his own developmental trajectory, so some children may achieve greater change than others, but I believe that every child will benefit.

Are the BBAs just for developmental delay?
No. Anyone who has had a shock or disruption to their nervous system will likely experience benefit from the BBAs. This may be a physical shock (car accident, stroke, heart attack), or emotional shock (death in the family, divorce, etc.). And there are the smaller, daily upsets to the nervous system (horrifying news events, work and relationship stressors) that we all carry.

In addition, some people simply have a more sensitive, reactive nervous system; the stimulation of sights, sounds, tastes, fragrances, movements, and tactile experiences of a single day at the shopping mall can be “too much to handle.”

When I teach this course to adults, everyone in the class reports positive changes from experiencing the BBAs, as they trade with partners for practice. Think of the BBAs as a way to do a gentle reset for your nervous system.

My child has seizures; are these activities safe to do?
Cecilia Koester says that these activities have been found to be safe for people who experience seizures. She says that with regular use of these BBAs, “seizure activity has been shown to become reduced in frequency, intensity, and duration.”

How can I learn these activities? 

As mentioned above, they are part of Cecilia Koester’s four-day BG170 course, “Brain Gym® for Special Needs Providers.” 

However, Cecilia also developed a one-day workshop where just the Developmental Building Block Activities are taught, and she has trained and authorized select Brain Gym instructors around the world to offer this workshop to others.

I frequently have this “Developmental Building Block Activities Workshop” on my calendar. At this writing, I have a workshop coming up on September 21, 2019, and there’s still room for more students. I’d love to have you join us.

If these dates don't work for you, I'll be happy to schedule a workshop for your group, school, or agency.  

With warm regards, 

Kathy Brown, M.Ed.
Educational Kinesiologist
Licensed Brain Gym® Instructor/Consultant
Author of Educate Your Brain

©Copyright 2019 Kathy Brown.All rights reserved.
Brain Gym® is a registered trademark of the Educational Kinesiology Foundation •

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