(√) Give me an example, how can you see ADHD in a child’s body?

Brain cognition research is finding if a child is missing any developmental movements, it could be an early sign of Attention Deficit. (Research) We tested it. After working with over 500 children, the children with ADHD challenges were not functionally organized from their waist down to their feet. (More information : Scientist page ) Andrew, a kindergartner, is a good example. Andrew had an awkward sense of balance clearly apparent when he walked up or down stairs.

With the Part II program (of the WTM lessons), Andrew’s coordination and movement in his lower body were significantly improved. The movement in Part II isn’t about “exercise” for the brain. The movement games reorganize the integrative qualities of body parts. It is the Sensory Body (SB) that gets trained. The SB is a sense that finds the foundation organization through motion.

Through the Feldenkrais® work, Andrew began to us his pelvis in relation to his feet and legs. His movement patterns began to help him find the sense of self in structure and function. When he did improve in his organization, Andrew’s attention improved within 48 hours. 

With each child, we predicted when their behavior would improve based on their motion. As expected, improvements occurred with over 50 children, both cognitively and physically, within 48 hours.

In cases where improvements took longer, the child was on medication. In the times when it took a shorter period for improvement was when children were doing biofeedback sessions with the WTM lessons. (See  Science or Methodology to learn more) 

When we started the program, Andrew was unable to listen, speak, or follow directions. On the eighth lesson (out of fifteen in the WTM II series), Andrew came into the classroom. He looked at the WTM teacher (Catherine Rosasco-Mitchell) for the first time right in the eyes and began to share. He started talking about a personal trauma he experienced. He spoke for over fifteen minutes until the teacher had to begin the class.

Every day after the integration, Andrew became more focused, listened better, and could follow at least one instruction. He even became more engaged in the class and asked questions.

It is important to emphasize that all behavioral changes were predicted before they became visible. When neuromuscular integration became functional, cognitive functioning also improved. The Part II movement lessons are based on the Feldenkrais® Method.

For more information on Part II of the WTM, look at the presentation: Six Body-to-Brain Strategies done at the Brain, Movement, and Cognition conference held at Harvard.  

More information on Part II of WTM

Part I lessons can be found in this book:

A New Sensory Self Awareness

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To compliment the book, our gift to you: Tips How to Change ADHD

Improving Attention, Behavior, and ADHD (pdf)