Brain Gym®: Potential for Changes Over Time

As I review my postings on this blog site, I see many of them are about the surprising and sudden shifts experienced in a single Brain Gym® session, that reveal abilities that have been waiting to be tapped.

I want to share that this is not always the case. Sometimes, what’s available and appropriate for the mind-body system is to make smaller shifts, over time.

To illustrate this concept I’m taking this opportunity to share an excerpt[1] from my book, Educate Your Brain, drawn from Chapter 12, “Make Lasting Change with Edu-K Balancing.” This selection begins by discussing where challenges to whole-brain integration come from, and goes on to answer the key question about changes over time.

Does balancing make a permanent change?

As we’ve discussed previously, I find that challenges seem to arise from two main sources:

• lack of initial patterning (due to issues such as retained infant reflexes or insufficient time spent crawling, for example)

• learned reaction patterns that are developed through trauma or stress

When a block exists because the person never got the movement he needed in infancy or childhood, the changes that result from balancing are, in my experience, lasting. It’s been six years since Henry’s balance, and he hasn’t slipped back into not being able to read. (Click here for Henry's story.)

When a block exists because of emotional trauma or stress, for which we learned a survival-based compensation, my experience is that a balance helps us return to a more integrated, whole-brain state and creates the strong awareness of the change we’ve made. In many cases, especially when we are really ready to change, this is enough to completely resolve the old situation. However, we still have the choice of whether to use the new pattern or the old one.

Do you need to keep balancing for the same goal?

The answer often is, “That depends.” I like to say that some clients arrive with an “issue” and others arrive with a “project.” Phobias, fears, and the emotional charge around certain specific situations or people in a person’s life typically fall into the “issue” category. They are usually resolved very well in a session or two, and the change is often quite remarkable. Over time, the person may recognize that addressing the issue again (perhaps from a different angle) would be helpful, but in the meantime, the change achieved is enough to be a tremendous relief. Alexa’s resistance to studying English grammar was an “issue.” (Click here for Alexa's story.) 

“Projects,” on the other hand, are situations that are grounded in a deeper overall challenge. Progress of some kind may still be seen by the end of the first session, but additional sessions are often necessary for the kind of change the client (or her parent) is seeking. Depending on the nature of the individual, it may take several balances, or a series over a number of months or even years, to do the re-learning necessary to resolve her key challenges.

Of course, it’s impossible to know ahead of time if a client is dealing with an issue or a project. I would never have believed that Henry would go from not reading at all to reading fluently in a single session (although by now I have seen that kind of shift again and again). As a Brain Gym consultant, I can make my best guess, but I’ve learned never to think I know something for sure; I continue to be surprised.

Changes over time

Here’s the story of a “project” that continued over about two years, with a learner who had many challenges to overcome.

I started working with Brandon when he was about to enter second grade. Born prematurely, he’d been late in achieving key developmental milestones and still had significant coordination and learning issues.

Our first sessions were a slow introduction to a variety of Brain Gym movements, one or two at a time, interspersed with playing with the various balls, streamers, and hoops in my office. His mother and I always participated along with him.

Initially, our sessions were simply an immersion in these activities. I’d share a new movement, like Lazy 8s, which he would draw over and over on my whiteboard. Then he’d make a beeline for his mother’s lap and curl up for several minutes, evidently taking time out to integrate and incorporate this new learning. Then he’d get up and want to do it again. Often he’d continue to do his new movements at home.

Informal goals would arise out of our play experiences. For example, one day Brandon asked for a ball-tossing activity, but he was consistently missing his catches, so I asked, “Which Brain Gym movement do you think will help you today?” He pointed to his choice on my learning menu chart, and his mother and I joined him in rubbing Brain Buttons and then doing a bit of Cross Crawl and Double Doodle. Sure enough, his next attempt showed more coordination, his hands closing more successfully around the ball. Before long, he was catching much more reliably.

Soon he was arriving at my door with his own goals: “I want to be able to run fast!” He’d dash across my office, all elbows and knees and feet stepping unevenly. But after a playful Dennison Laterality Repatterning, his arms were more in sync with his legs, and his stride was more even as he ran.

A bit at a time, I could see that Brandon was building a stronger foundation for coordinated movement. His success was evident in the look on his face as he ran and hopped, skipped and rolled during our sessions. His teacher began reporting that Brandon was participating more fully in physical activities at school, as well, and that his focus was more easily sustained in class.

At this point, Brandon’s mother took the Brain Gym® 101 course, where she learned how to support him at home with these simple movements and use a modified balance process to address his goals between our sessions together. She also provided Brandon’s teacher with a copy of Brain Gym® Teacher’s Edition, and soon his whole class was benefiting from the movements as well.

After about six months of sessions, Brandon gained interest in reading. He’d had special help in school and coaching at home since first grade, and he knew the basics of sounding out words, but he’d resisted reading on his own. Now, rather than insist that his mother read to him, he began taking up books himself, spending time immersed in stories.

As we continued our work together, our sessions became focused on his desire to improve in reading, writing, and math. Our bi-weekly sessions had drifted farther apart, to every four weeks or so.

By the end of third grade, Brandon declared, “I think I’m done.” Indeed, he’d come a long way. He was now reading at just about grade level and was taking joy and pride in his ability to write and do math. He was also more coordinated as a runner and enjoyed sports activities, at which he was rapidly becoming skilled.

Brandon’s mother still brings him back for occasional sessions, but the bulk of our “project” feels complete. She said, “It seems like he’s caught up with where he is supposed to be. I’m so happy to see the way he’s learning and how pleased he is with his own accomplishments.”

If you are interested in learning more about the Edu-K "balance" process, you have several choices.
• Book an individual session with a Brain Gym instructor near you. Instructors around the world can be found at this link. 
• Learn to facilitate Brain Gym balance sessions yourself! Take the Brain Gym® 101 course, which is  also offered around the world. 
• If you're in the Phoenix, Arizona, area, or would like to visit, I have a Brain Gym® 101 course coming up on November 11-12-13, 2016, and will soon have others posted for 2017. 
• You can learn a bit more about the balance process by reading Chapter 12 of my book, Educate Your Brain. 

With all best wishes,

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, 2012. 130-133. 
Original article from Educate Your Brain Copyright© 2012 Kathy Brown. All rights reserved

©Copyright 2016 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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Priming the Brain with Movement: The Power of PACE in a Special Ed Classroom

In this posting I'm revisiting a story I shared a number of years ago, as an answer to the question, "Just what can a few Brain Gym movements possibly do?" The "PACE" portion of this story also appeared in my book, Educate Your Brain, in Chapter 6, "PACE: Bringing It All Together." 

The simplicity of PACE can be a bit deceptive. PACE, like all of Brain Gym®, is not costly, time-consuming, or elaborate; it is easy to learn and requires no special equipment. In just a few moments, the basics can be implemented right where you work, study, or play every day. For these very reasons, some people say it looks too simple to be doing anything. "Elegantly simple" is the phrase that Carla Hannaford, neurobiologist and author of Smart Moves, uses to characterize it.

Doing the four movements of PACE helps us find our own unique timing and flow - described by the Dennisons[1] as "the relaxed, unstressed, self-initiated pace that allows for optimal learning."[2] As we settle in to our own best pace for living, we give ourselves permission to slow down and become present. Then we can give our best to whatever we do.

When we make PACE a daily practice, we remind ourselves again and again about how to be in our best rhythm for learning and moving. People who use PACE regularly will tell you how well it works, no matter their age or ability level. Here's the story of an impressive shift experienced by a group of children with learning challenges:

I was invited recently to do some demonstration work in the special-education classroom of an elementary school. The teacher, Mrs. Cole, had heard about Brain Gym and was interested to see it at work.

When I arrived, she was engaged with a group of third- and fourth-grade students who have a variety of learning challenges. Their labels included such things as low IQ, severely learning disabled, minimally mentally retarded, and fetal alcohol syndrome. As much as this teacher cared, and as hard as she worked to draw out their best, these children learned very slowly. Two boys in particular, Brandon and Cody, found certain aspects of learning very challenging. Brandon, diagnosed with fetal alcohol syndrome, had never left spaces between the words he wrote in a sentence without direct coaching. And Cody, who was labeled minimally mentally retarded, had struggled with letter size and formation for years. These boys had improved only moderately over the two years they'd spent getting special help from this very skilled and caring teacher. 

I introduced the PACE process to the group and, with the fun and giggles that truly engage young children, had them do all the steps with me. The children were very cooperative and enthusiastic - and very awkward in their movements. Many had significant difficulty in accomplishing the Cross Crawl, as is often the case with learning-challenged children. The entire process of explaining, demonstrating, and doing the movements took about 20 minutes.

Mrs. Cole handed out paper so each child could write me a thank-you note, which became that day's writing lesson. The room became pin-drop quiet as twelve heads bent over desktops and much writing appeared on paper, with remarkably good spelling and few requests for help. Mrs. Cole surveyed the students’ work with an amazed look on her face. She sat next to Cody and asked him, “Do you notice anything different about your writing?” He replied, “Yes - it’s good! The letters are all the right size!”

Then looking at Brandon’s paper, Mrs. Cole was stunned to see that, for the first time ever, all of his letters were actually written on the line, and he had put spaces between his words. Not only that, but he was writing and writing, sentence after coherent sentence - this, from a boy who’d never written more than a line to two without help. 

Tracing Lazy 8s

I still had a bit of time left, so I taught the children Lazy Eights and then Double Doodle. Many had significant difficulty with these, as well. Mrs. Cole passed out white paper so they could Double Doodle with crayons. Brandon started with Double Doodle and then (believe it or not) began drawing superimposed Lazy Eights simultaneously with each hand going in the opposite direction. I have no idea how he contrived to accomplish this so smoothly, as he has very significant midline issues. Capable people have a hard time doing this!

The Double Doodle

Brandon kept at this, with total focus, for a full five minutes. Beside him, Cody did side-by-side Double Doodle circles over and over and over with deep concentration. Mrs. Cole couldn't believe how focused they stayed on this task. She said, “Do kids tend to really apply themselves to things like this that are good for them?”

The group left when class ended, but Brandon stayed behind. He wanted to read to us. This is the boy who’d made little academic growth over the last two years.

Brandon picked up a book and read fluently. He attempted words he'd never tried before, sounded out words with only a bit of help, and paused or stopped appropriately at all the punctuation. He began his reading as he’d always done, holding a card under each line of print to help him focus on just one line of print at a time. After about two paragraphs he set the card aside and used just his finger under each word -- and then he used nothing at all, reading just fine.

All of this after “just” PACE, Lazy Eights and Double Doodle! I actually thought Mrs. Cole was going to cry watching him read - finally. The entire time I was there, her face was a study as she watched all these children do so many things so well.

By the time I left, Mrs. Cole had copied my PACE instructions off the board, made a simple poster chart of them, and hung it on the wall. She said, “We're doing this every day from now on!” 

She was as good as her word. The next day, she had water bottles for all her students and led them in PACE. Before long, the children began automatically getting drinks of water when they arrived and working out a system so everyone could have his or her turn leading the group in the movements. Major changes began appearing in the achievement of almost every child in the group. This teacher was amazed to see how much difference just a little integrating movement had made for each of these very special learners.

If you'd like to find out more about the Brain Gym® program and how it can support change in many different ways, I have some suggestions. 

• You could read about it. Allow me to recommend the book I authored, specifically to introduce people to Brain Gym: Educate Your Brain. Click here to learn more, or to buy your own copy. (Note: The first chapters of this book are an in-depth explanation of the elements that go into this PACE warm-up. 

• You could experience the Brain Gym balance process! Schedule a private session with a consultant near you. The Brain Gym website offers information about consultants around the world. If you live in the Phoenix area or plan to visit, I'll be happy to schedule a session with you in my own office. 

• You could participate in a Brain Gym® 101 course, and learn how to facilitate this amazing process, to support yourself in making changes you'd like to see in your own life, and in supporting others as well. Consultants around the world offer the BG101 course. You're welcome to take my upcoming BG101 course in Phoenix: November 11-12-13, 2016. I'll soon have courses posted for 2017, also. Click here for my web page on the BG101 course. To stay updated on course offerings, you can subscribe at this link. 


A new way of moving through life, for yourself or for those you care for, could just be a few moments away! 

Wishing you all the best -

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] Co-founders of the Brain Gym® program Paul E. Dennison, Ph.D. and Gail E. Dennison
[2] Dennison, Paul E. and Gail E. Dennison. The Brain Gym® Teacher's Edition, 27. 

Original story Copyright© 2000 Kathy Brown. All rights reserved

©Copyright 2016 Kathy Brown. All rights reserved.

All photographs Copyright© Laird Brown Photography. All rights reserved. 

Brain Gym® is a registered trademark of the Educational Kinesiology Foundation 

Ventura, CA  •  www.braingym.org

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Understanding Symmetrical Tonic Neck Reflex - STNR

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 is the story of a profound shift experienced by a client, in addressing Symmetrical Tonic Neck Reflex. For more on reflexes, please see the Resources listing at the end of this article. 

What follows is an updated version of an article that originally appeared in my newsletter.

Balancing to Resolve 

Symmetrical Tonic Neck Reflex

and its Effects on Posture, Learning, Behavior, and Performance 

Did you ever wonder how an infant performs the remarkable feat of getting from his tummy up onto hands and knees? It’s actually thanks to the specific “wiring” period of Symmetrical Tonic Neck Reflex - STNR), which emerges at about six to nine months of age.

To understand this achievement, let’s first back up to an earlier point of life. The infant’s initial shaky efforts to lift his head from a tummy-down position typically occur by about six to eight weeks after birth. By three to four months of age, the infant will likely be able to raise his head and keep it up, as he looks around his world. The baby may stabilize himself with his arms.

Then, at about six to nine months of age, this very same lifting of the head will begin triggering spontaneous, reflexive movements elsewhere in the body: the arms straighten, and the hips and legs flex. Eventually this action will bring the baby up into a “sitting-cat” position. And he’s up!

Conversely, when he tilts his head down, the opposite actions reflexively manifest: his arms bend and his legs straighten, elevating his rear end. Over time, these movements are refined into a fluid motion that brings him up from his tummy into a stable all-fours posture, in preparation for crawling.

This particular reflexive action (arms or legs straightened or flexed) in response to head movement (forward or behind the midline of the body) is called Symmetrical Tonic Neck Reflex (STNR). 

By the time the infant is about nine to eleven months of age, this reflex will have done its work - baby is up, and able to stabilize in an all-fours position - and his head movement no longer triggers automatic bending or straightening of his arms and legs. 

Baby now spends some time learning to balance and control his posture in this new position. (You may see him on all-fours, rocking backward and forward, during this new testing period.)

Soon he's ready for independent crawling, which learning specialists agree is a foundational action that promotes cross-lateral integration: coordinating the movement of both sides of the body requires coordinated use of both brain hemispheres, which is also vital for easy learning.

However, for various reasons, not all infants go smoothly through the STNR stage, and vestiges of this reflex may be “retained” – through childhood and even into adulthood. One of the most common results of retained STNR is the inability to comfortably sit still. How could this be? Let’s explore the principle at work.

Reflect for a moment on how a child is expected to sit at his desk in school. To sit “properly” on a chair, his knees must bend. However, the STNR pattern would then prompt him to straighten his arms. He must bend his elbows to be in the “proper” position for reading a book or writing, but this would prompt him to straighten his legs. Add to this the action of tilting his head up to see the board, and then down to focus on his work, and his retained STNR may be triggered even more.

When a child with retained STNR must sit with arms and legs both bent, he often ends up uncomfortable, agitated—and potentially labeled as hyperactive. In fact, ­­the authors of Stopping Hyperactivity—A New Solution describe “immature STNR” as a prime cause of ADHD diagnosis.

As a career K-6 educator, I can attest to being utterly mystified by the odd postures children would assume at their desks. Some wanted to read or write slumped over, with their arms out straight in front of them. I would constantly remind them to “sit up straight and put your paper (or book) right in front of you.” Others persisted in sliding down in their chair with legs straight and angled out in front of them, even finding something to use as a footstool. I would tell them to “put your feet under your desk.” Little did I realize that these students had gravitated into the only postures where the strain of Symmetrical Tonic Neck Reflex would be relieved, and they could actually do what I really wanted them to do — focus, read, write, and learn.

I see now that these children were very creative problem-solvers. It was only my lack of understanding that prevented me from appreciating their behaviors as a search for release of inner tension, from what I call “the pull of the invisible puppeteer” that results from retained reflexes.

Here are some of the behaviors that may result from retained STNR:

• agitated and unable to focus when sitting for any length of time
• constantly standing when expected to sit (dining table, desk, etc.)
• when sitting, prefers postures that allow legs to be straight
• on the floor, prefers “W” sitting, knees together, and feet tucked back on either side
• poor eye-hand coordination
• poor at sports, especially swimming (raising head to breathe causes arms to automatically stiffen)
• difficulty copying from the board (requires raising head to read the board, then lowering head to write - managing shifts between these two postures drains energy needed for focus)
• muscle tension in neck and shoulders
• legs on the move, or twisted around chair legs
• skipping the infant crawling stage

Numerous educators I've talked to describe what they see as a 'growing epidemic of hyperactivity" in children. Could it be that many more children than ever before have retained STNR? And if so, where could this be coming from? I have a theory: some infant-care practices adopted in recent decades prevent children from being on their tummy as much as was historically the case.

A generation ago, infants spent huge amounts of time on their tummy — both sleeping and playing. With the "back to sleep" movement (an important recommendation by doctors to reduce the chance of SIDS, Sudden Infant Death Syndrome), parents now consistently position infants on their back for sleeping. However, over-cautions parents may translate this into a practice of never putting infants on their tummy. In some cases, infants even end up with “positional plagiocephaly”—they are positioned on their back so much, the back of their head actually becomes flat from constant contact with the surface beneath it.

Then there’s the prevalence of baby carriers. The development of infant car seats is an incredible boon for infant safety; they must be used when the infant is in a vehicle. However, because car seats now come with handles, parents have begun carting their infants everywhere in them. One mother I talked to realized that her son had been in his baby carrier for more than eight hours that day, what with her commute, many errands, lunching with a friend—and simply setting the baby in his car seat next to her desk while she worked. These carriers have become a convenient means of managing infants. Is their over-use preventing infants from getting the tummy-time (not to mention vital human touch and variety of physical movement) they need? 

If an infant is seldom on her tummy, she may not have the time (notice I say “time,” as opposed to “occasional opportunity”) required to explore her world from a tummy-down position:
• What does it feel like to orient myself this way?
• How is my view of the world different from this position?
• How is the pull of gravity different, and what does it take to raise my head?
• How different is it to feel the solid earth under my tummy?
• How can my body move when Iʼm on my tummy? (lifting arms and legs as if to “fly,” and more)

All of these experiences build vital aspects of her relationship to the world around her, creating an integrated developmental foundation for new movement patterns.

Then, six to nine months after birth, the Symmetrical Tonic Neck Reflex emerges, and when the infant raises her head she automatically pushes up with her arms; eventually her legs bend as well, and sheʼs soon up on all-fours, as described in the beginning of this article.

I wonder: If a child never has sufficient tummy-time, is it even possible for her to appropriately engage the STNR, rise onto all-fours, learn all the vital brain-wiring lessons from months of cross-lateral crawling—and, then, appropriately graduate to walking? Will her mind-body system be waiting a lifetime to fully “use” the STNR, so this reflex pattern can be incorporated into more mature, intentional movement, as the “trigger” for this reflex simply fades away?

Time, and research, may tell. In the meantime, however, our world is full of children (and adults) who daily experience the stress of retained STNR. How much better it would be if intervention was never needed in the first place. But Iʼm grateful that STNR often responds quickly to specialized Brain Gym/Edu-K processes.

I recently worked with “Ronny,” a very bright, likable boy, whose teacher was amazed (and frustrated) by how agitated he was when sitting, and how poor his focus was. Now in eighth grade, Ronny was still struggling to achieve academically. I had worked with him several times over the last few months, addressing different aspects of reading and focus, and after each session he showed progress. However, he still lacked the ability to sit quietly and work as well as was necessary to succeed at that grade level.

As our sessions progressed over the weeks and months, perhaps as a direct result of the way Brain Gym processes foster inner noticing, Ronny became a very good observer of his own state. One day he commented, “You know, I think Iʼm smarter standing up.” What a revelation! I asked for more details, and he continued:

“When I sit down, I canʼt focus at all. Iʼm much happier standing. At home, Iʼve found the best place for me to do my homework is standing and using the ironing board as a desk.” We created a goal for his balance, which was to “sit comfortably while I focus and learn.” Not surprisingly, of all the processes available on my Brain Gym/Edu-K learning menu, he intuitively chose the one that addresses Symmetrical Tonic Neck Reflex.

This made so much sense! If Ronny had a retained STNR, he would feel agitated when sitting with both his arms and legs bent. Standing at the ironing board, his legs would be straight, but his arms would be bent so he could hold a book or write. He had found the perfect physical posture to relieve himself of the pull of the invisible puppeteer.

I led Ronny through some pre-checks to determine if STNR was present. One involved seeing if he experienced stress while sitting or standing. (This was determined through the Applied Kinesiology process of “muscle-checking,” which challenges the ability of a muscle to “hold” in certain positions, revealing aspects of systemic stress.) When seated (legs bent) he was stress-free only with his arms straight; when standing (legs straight), he was stress-free only with his arms bent. No wonder he felt so agitated when he had to assume a typical seated posture!

The process Ronny had chosen from the learning menu was Total Core Repatterning, a technique developed by Dr. Paul Dennison (which he teaches in a course by the same name). Following this process, we rechecked Ronnyʼs postural stresses. While these checks did not indicate that the reflex was completely resolved, they showed there was great improvement.

Following this session I had a discussion with Ronnyʼs teacher. I explained to her how a retained STNR results in the inability to sit still and focus, and how she could help Ronny learn more easily by creating a space where he could do his work standing up, perhaps in the back of the room. She immediately grasped the concept and created a "standing work space" by placing a box on top of a table, to position Ronny's work at just the right level for him. She also gave him permission to move from his desk to that standing work space as needed.

When I worked with Ronny again two weeks later, he was excited to report all the positive changes he'd experienced since our last session. He was very pleased that his teacher was allowing him to stand at the back of the room to do his work, but said that he didn't always need to, and that sitting was much more comfortable than ever before. He also said that he has much better comprehension when he reads, and is even passing more tests. He had just received a social studies test from his teacher, and had earned 100% on it. We definitely celebrated all these changes! 

In this session, Ronny wanted to continue his focus on sitting comfortably. The postural prechecks from our last session still showed a stress response, and Ronny again chose Total Core Repatterning from the learning menu.

This time when we were finished, his post-checks were solid: sitting or standing, he showed no stress at all, whether his arms were straight or bent. He was delighted!

Three weeks later, both Ronny and his teacher reported that he is much more able to sit still in the classroom, and his focus has improved as well. Ronny told me that he no longer feels the need to stand or move around in order to concentrate; he is perfectly comfortable and focused doing his homework sitting at a table. He no longer has to stand while reading and writing, because the former agitation from sitting is simply gone.

Ronny will still benefit from additional sessions to address other areas of learning challenge, but this STNR shift will certainly go a long way toward providing a new, more integrated foundation for all his future changes.

If you're interested in learning Claire Hocking's system of integrating infant reflexes, I'm happy to say that she's authorized me to teach it. Follow this link to my Courses Page, where you can learn about the next opportunity to participate. I also travel to teach this course in other locations. 

Recommended Reading: 

• To learn more about how reflex continuum delays may manifest in children and adults, as well as interim management and coping strategies, I highly recommend the book Learning, Reflexes and Behavior: A Window Into the Child’s Mind, by Sally Goddard. 

• Chapter Eight of my own book, Educate Your Brain, is an overview of infant reflexes.

• These links will take you to articles on my blog and past articles from my newsletter, all pertaining to infant reflexes. 

http://www.wholebrainliving.com/2015/12/understanding-retained-infant-reflexes.html

http://www.wholebrainliving.com/2014/04/steering-clear-for-bicycle-safety.html

http://www.wholebrainliving.com/2013/06/fear-paralysis-reflex-and-baseball.html
http://centeredge.com/ArticPDF/Resolving_Spinal_Galant_Reflex.pdf

http://centeredge.com/ArticPDF/Moro.pd

My very best to you all,

Kathy

©Copyright 2016 Kathy Brown. All rights reserved.
Original article ©Copyright 1999 Kathy Brown. All rights reserved.
Infant STNR drawings ©copyright RMTi. Used with permission.
Seated Student STNR photos ©copyright Laird Brown Photography. All rights reserved. 
Line drawings ©copyright Kathy Brown. All rights reserved. 
Brain Gym® is a registered trademark of the Educational Kinesiology Foundation • www.braingym.org

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