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  • Newborns—Right-Side Up or Upside Down

    Thu, Mar 20, 2014 | Reading Time: 8 Minute Read
    All newborn and tiny babies spend most of their time lying on some surface. For most of them this is a baby carriage, an infant seat, a crib, a walker, a swinging seat, a stroller, or a playpen; all of these are restrictive and prison-like. They either prevent the baby from moving at all (in the case of the carriage or the crib) or vastly restrict his movement (in the case of the playpen).

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  • Cerebral Palsy Success Story: Benedetta 3/14/2014

    Fri, Mar 14, 2014 | Reading Time: 2 Minute Read
    Benedetta was born 3 months prematurely after a long and difficult labor. At birth, Benedetta had respiratory distress and was administered oxygen immediately. She was kept in the Intensive Care Unit to be monitored and tube fed. She spent the first 3 months of her life in the hospital. When Benedetta was 10 months old, doctors saw that she was not developing like other children. She could not crawl or creep.

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  • Developmental Delay Success Story: Reagan 12/00/2014

    Sun, Mar 9, 2014 | Reading Time: 2 Minute Read
    Developmental Delay Success Story: Reagan is 6 years old. When Reagan was born, she did not have a birth cry and had difficulty breathing. Within the first week of life, Reagan had difficulty eating and at 6 days old she began having seizures. As she grew, she did not make her milestones and slept too much. Her muscle tone was very abnormal. After being diagnosed with global developmental delay, doctors told parents that they did not know why she was the way she was, but the sooner parents accepted it the better.

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  • Learning Problems, Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder

    Fri, Feb 28, 2014 | Reading Time: 4 Minute Read
    Everyone knows someone who has a child with a problem. Parents who have a child with a learning problem are desperate for information. When a parent of a child with a learning problem contacts The Institutes, the questions he or she asks are usually the same ones that are asked over and over again. We have chosen some of the most common questions and their answers in the hope that the parents of theses children can learn more about the brain and the most effective means of treating the brain.

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  • Laterality Problems in Brain-Injured Children

    Mon, Feb 10, 2014 | Reading Time: 4 Minute Read
    Everyone knows someone who has a child with a problem. Parents who have a child with a learning problem are desperate for information. When a parent of a child with a learning problem contacts The Institutes, the questions he or she asks are usually the same ones that are asked over and over again. Are there any other kinds of visual problems that can cause reading or learning problems? Yes.

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  • Reading and Vision in Brain-Injured Kids

    Sat, Feb 1, 2014 | Reading Time: 4 Minute Read
    Everyone knows someone who has a child with a problem. Parents who have a child with a learning problem are desperate for information. When a parent of a child with a learning problem contacts The Institutes, the questions he or she asks are usually the same ones that are asked over and over again. We have chosen some of the most common questions and their answers in the hope that the parents of theses children can learn more about the brain and the most effective means of treating the brain.

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  • Should You Worry About A Child Who Writes Backwards?

    Sat, Jan 25, 2014 | Reading Time: 2 Minute Read
    The following continues our series of questions commonly asked by mothers teaching thier children to write. Q: My four-year-old daughter occassionally writes some letters backwards. I have not yet corrected her when this happens, should I? A: It is natural for young children to reverse some letters and even some words when they are first learning to write. After all, the letters do look very like one another and due to the great visual effort involved, some confusion can result.

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  • Physical Activity can Help a Child’s Writing

    Mon, Jan 20, 2014 | Reading Time: 2 Minute Read
    Physical Activity Helps Child’s Writing Skills The following continues our series of questions commonly asked by mothers teaching their children to write. Physical activity helps child’s writing skills and especially creeping, crawling and braciation. It’s important to start your child immediately on all of these activities. Q: What physical activities can my son do to enhance his ability to write? A: What a good question! There are several physical activities that promote the neurological organization necessary for writing and you are wise to encourage those in your son at this time.

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  • Is Your Child Frustrated with Writing?

    Wed, Jan 15, 2014 | Reading Time: 2 Minute Read
    The following continues our series of questions commonly asked by mothers teaching thier children to write. Q: My three-year-old can become quite frustrated in trying to write. What can I do to make her attempts more successful? A: You have observed in your little girl the natural great effort involved in manual writing. We consider writing to be the most sophisticated of all neurological functions. It combines the need for good visual convergence, with fine manual coordination, both tasks requiring lots of oxygen to the brain.

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  • Storytelling With Your Child

    Wed, Jan 8, 2014 | Reading Time: 2 Minute Read
    Child Storytelling - Encourages Creative Thinking The following continues our series of questions commonly asked by mothers teaching their children to write. Child storytelling is a very important area to encourage in your child; in fact, any area of creative expression will benefit your children’s growth in a myriad of ways. Q: My two-year-old, Adam, loves to tell stories but is not yet interested in manual writing. Do you have any suggestions?

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  • 300+ Labels Describe Brain-Injured Children Symptoms.

    Wed, Jan 1, 2014 | Reading Time: 6 Minute Read
    What is Brain Injury? When the brain is injured, the child will either have a problem with the incoming sensory pathways or the outgoing motor pathways or both. When a child cannot see, hear or feel properly, he cannot respond to the world around him appropriately. This may be a severe problem, as it is with the child who is functionally blind, deaf, insensate, paralyzed and speechless. This may be a moderate problem, as it is with a child who can not use both eyes together properly, lacks the fine tuning to handle the common sounds in the environment, or is too sensitive or not sensitive enough to touch and may not yet be able to move or talk or use his hands at age level.

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  • Child Autism

    Wed, Jan 1, 2014 | Reading Time: 2 Minute Read
    Parents from all over the world have helped their children diagnosed with autism move along the path to wellness. Using the programs developed by The Institutes, children diagnosed with autism have been able to significantly improve their ability to learn, to communicate, to solve problems and, in some cases, to perform at age level or above. “Autism” or “autistic” or “autism spectrum disorders (ASD)” are words to describe children who exhibit a wide variety of symptoms, including problems with communication and social interaction.

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  • Childrens Cerebral Palsy

    Wed, Jan 1, 2014 | Reading Time: 3 Minute Read
    Parents from around the world have helped their children with cerebral palsy move along the path to wellness. Using the programs developed by The Institutes, children diagnosed with cerebral palsy have been able to improve function and, in some cases, perform at peer level or above. The most common term used to describe children with mobility problems is “cerebral palsy.” “Cerebral palsy” is a symptomatic diagnosis. The children who are labeled as having cerebral palsy are primarily injured in the subcortical areas of the brain.

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  • Developmental Delay – Pervasive Developmental Disorder

    Wed, Jan 1, 2014 | Reading Time: 3 Minute Read
    Parents from around the world have helped their children with Developmental Delay or Pervasive Developmental Disorder (PDD) to move along the path to wellness. Using the programs developed by The Institutes, children diagnosed with Developmental Delay or PDD have been able to significantly improve their ability to learn, to communicate, to solve problems and, in some cases, to perform at age level or above. “Developmental Delay” and “Pervasive Developmental Disorder” (PDD) are symptomatic labels, not a diagnosis.

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  • Traumatic Brain Injury

    Wed, Jan 1, 2014 | Reading Time: 2 Minute Read
    Parents from around the world have helped their children with traumatic brain injury move along the path to wellness. A traumatic brain injury is any injury to the brain which is sustained after birth. Such injuries include blows to the head, lack of oxygen from suffocation, smoke inhalation or near drowning, hemorrhages, brain tumors, infections and penetrating wounds. While our primary focus is children, The Institutes began it’s work with adults who had had strokes or young adults with traumatic brain injuries.

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  • Trisomy 21 (Down Syndrome)

    Wed, Jan 1, 2014 | Reading Time: 3 Minute Read
    Parents from around the world have helped their children with Trisomy 21, commonly referred to as Down syndrome, to move along the pathway to wellness. Using the programs developed by The Institutes, children diagnosed with Trisomy 21, or Down syndrome, have been able to significantly improve their ability to learn, to communicate, to solve problems and, in some cases, to perform at age level or above. Children with Trisomy 21, labeled as having Down syndrome, have a pattern of malformations that are pathogenetically related.

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  • Coming Home

    Mon, Jan 1, 0001 | Reading Time: 5 Minute Read
    Children return to The Institutes for their revisit after 18 months of home program. Let’s visit a typical week at The Institutes. Families have come from Germany, Uruguay, Venezuela, Qatar, Australia, and Slovenia. They are here from five continents - North America, South America, Europe, Asia, and Australia Each family has been working hard at home on the Intensive Treatment Program. They return for a revisit every six months. In between each visit they are in frequent contact with the staff when they have questions or some challenge arises.

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