Is there a way to find out early if my child could develop a learning or behavioral disorder?
The Check List can be used by Parents • Scientists • Teachers
This is a KEY question!
YES! This is a very good and KEY question! In the check list pay attention to the “5 points” statements. Keep track of your number of points and there will be an explanation below. For some of the statements, you may need to ask the parents.
Track the Total Points
1. My child is extremely sensitive with one or more senses (such as sounds, light, or touch) that she can’t function effectively. (5 points)
2. The positions and alignment of my child’s feet are different. (2 points)
3. My child does not make noises when trying to verbalize. (3 points)
4. When my child crawls, climbs, or walks, he is not coordinated from one leg to the other. (5 key points)
5. When my child was an infant, she had a difficult time rolling from the belly to the back. The rolling motion was like a solid log instead of a spiral movement. (2 points)
6. When my child was an infant, she could not move to a sitting position on both sides in the same way or without any help. (3 points)
7. When my child was an infant, and even now, he does not use his feet against the floor in a GI Jo crawl (belly on the ground moving like a lizard). (5 points)
8. When my child was an infant, she did not crawl long before walking. (5 points)
9. When my child crawled, he did not move his legs and arms in homolateral and cross lateral movements. When the leg and arm move together forward and back from one side this is a homolateral movement (right arm to right leg). When the arm and leg move forward and back from opposite sides, this is cross lateral movement (right arm to left leg). (5 points)
10. When I watch my child climb up or down stairs, there is an awkwardness in her balance. (3 points)
11. My child exhibits strange behaviors such as repetitive movements. (4 points)
12. My child changed behavior suddenly. For example, she may stop wanting to take baths, stop talking, or isolate and withdraw in a group. (3 points)
What should I do if my student meets any of the criteria on the checklist? If the answers are yes to any of the “5” point questions, seek professional advice. Look for a therapist that knows how to re-education motor patterns from a neurological level. Both the brain and body movements must be integrated. If the child has many of the symptoms, I highly recommend a Feldenkrais® practitioner on the team. Feldenkrais® practitioners should be able to integrate all the other professionals’ modalities (like neurologist, counselors, and occupational therapists) into the Feldenkrais® session. You can also contact me for a consultation. If the symptoms in the child are severe, get a team together that consists of a development specialist, doctor, Feldenkrais® practitioner, and counselor. For scores 12 or higher, get the child into a developmental movement program (such as the Federal Government program here in Hawaii we have the “Tutu’s and Me” program. Movement classes may help, however, do less structured classes such as improvisational free dance, yoga games, or tumbling. It is important to address the issue as soon as possible.
What does movement have to do with emotional and mental behavior?
Movement organization within the body is foundational to the development of the child’s sense of self. (Ehrsson, H. (2012). After eight years of testing the physical education program, Part II in the WTM movement lessons, measurable improvements appeared in over all well-being of hundreds of children. Improvements occurred for children with and without emotional or mental challenges.
In every sense, every thought, and every emotion movement is expressed. The way movement integrates through the body to the mind is unique to each individual. Each movement channels itself through the organization of repetitive patterns in behavior. The reeducation of the mind-body movement organization helped bring harmony among the senses, movement, the mind, and the heart. In cases where this “harmony” did not occur, it was typically with children who were on medications.
Children’s behavioral changes ranged from becoming kinder to having a longer attention span and more complex executive functioning.
It is essential to note that the most significant and sustainable results were achieved with children between the ages of five and eight, and the community was actively involved. Biomechanics of Psychology