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Dear Parents,

Just How Much can you Expect from your Child?

Hope is a fragile emotion when you have a child with a learning or behavioral disability such as ADD ADHD or Autistic Spectrum Disorders.  Symptoms of these childhood disorders can range from impulsiveness and lack of attention to hyperactivity and emotional outbursts.  Often causing low self –esteem, learning difficulties, behavioral problems, severe social and communication deficits, and lack of peer acceptance.  If you have a child with one of these types of learning disorders, you know how disruptive the disorder can be, not only for your child, but for family members, friends, neighbors, and teachers as well.

Many children we see have already tried several different medications or therapies only to find the improvements in their child’s behavior were usually temporary.  If everything else has failed to deliver positive, demonstrable results…We May Have the Answer.

What’s the True Nature of ADD ADHD?

Most therapies treat ADD ADHD and autism as a behavioral problem when, in fact, it’s a physical, neurologic condition.  Research shows a dysfunction of the frontal lobe of the brain, basal ganglia and the cerebellum.  Dysfunction, however, doesn’t mean damage or disease, just that some areas of the brain may not be as active as they should be for any number of reasons – behavioral problems are a result of the disorder, not the cause of it.

How much is REALLY KNOWN about the disorders?

The brain is made up of two hemispheres, as well as different functional areas, which all operate individually and as a whole.  The brain, from speech and fine motor skills to heart rhythm and emotional responses, controls every unique human function.  We believe that in a child with ADD ADHD, autism or a related disorder, the frontal lobe of the brain lacks proper balance of stimulation and, therefore functions at a lower level than it should.  This profoundly affects such functions as cognition, mental focus, concentration, communication, and body movements.  When one-area functions below it are potential, the entire brain is adversely affected.  It’s not unlike an orchestra playing a symphony.  If one section is out of sync, the performance of the entire orchestra is affected.

Innovative Thinking… Remarkable Results

Our Unlimited Potential Program is a unique; neurologically- based approach to treating brain-based dysfunction such as ADD ADHD, learning disabilities, autism, or related disorders.  Our program has also been highly successful for those with dyslexia, language and auditory processing problems, and movement disorders.

What makes OUR PROGRAM Unique?

We believe that a major cause of childhood neurobehavioral disorders is an electrical imbalance between the brain’s two hemispheres.  If both sections do not develop equally, symptoms can result: some being the absence of certain abilities, others may be more unusually pronounced.  In scientific terms, this imbalanced is referred to as Functional Disconnection Syndrome (F.D.S).  Although well documented in scientific literature, few practitioners are aware of how to accurately diagnose and treat this condition.

How can we” TURN ON” The brain?

Think of your child’s brain as a solar-powered calculator.  If kept out of the sunlight, the calculator’s power diminishes.  We “turn on the lights” in your child’s brain so it can function as it was meant to.  Techniques are utilized to balance the body and the brain including physical and psychological, light, sound, music, touch, smell, and nutritional therapy.

A crucial element of the Unlimited Potential Program is Hemispheric Integration Therapy. A groundbreaking treatment utilized by Dr. Scopelliti, a Board Certified Chiropractic Neurologist trained in ADD ADHD and Learning Disabilities.  Designed to maximize each child’s brain function and performance – especially in under-stimulated areas – through sensory stimulation and motor signaling, the ACA Council of Neurology recognizes Hemispheric Integration Therapy.

What’s “THE SECRET” to the Unlimited Potential Program?

Whereas other facilities look at only one area of your child’s functionality, we examine all areas.  Our skilled professionals test and quantify your child’s health care abilities with actual, verifiable measurements, identifying each specific deficiency, then devising an individualized program to systematically address those areas that need attention.

This approach alone makes it unique.  We achieve our primary goal of balancing the brain’s two hemispheres by addressing the specific functional defects as it relates to Functional Disconnection Syndrome.

“Are there any DRUGS or MEDICAL TREATMENT Involved?”

Because medication and surgery are not part of the Unlimited Potential Program, there are no drugs, side effects, or withdrawal symptoms.  Dr. Scopelliti is involved in every facet of the treatment plan for each child, and meets with parents regularly for the progress updates and assessments.

We’ve Already Helped So Many…

Our Unlimited Potential Program and the Hemispheric Integrative Therapy have an extremely high success rate, due partly to our unique approach and professional team, but also to our comprehensive screening process:  we only accept children we believe we can help.

Every day, through the Unlimited Potential Program and the use of the Hemispheric Integrative Therapy, we demonstrate that specific mental and physical activities work wonders in improving the performance of the human brain.  Brain function can indeed be improved.

We measure the success of our program by superior grades, improved behavior, and a better life for our children and their families.  These are not transient changes, but true, long-lasting ones.  This treatment is designed to last a lifetime, however we do recommend periodic checkups.

It is our belief that every child has the unlimited potential to improve the quality of their lives.  Yet more than anything, we believe in restoring hope…one child at a time.  To learn more about our unique program, and if it can help your child, please give us a call.

Call us today at (732) 229-5250 to find out how we can help!

Areas of the brain that research has shown to be most effected

a) Research has shown that there is decreased activity in the frontal lobe.

b) The frontal lobe is responsible for executive functions that include planning,  organizing, problem  solving, selective attention, personality, and a variety of  “higher cognitive functions,” including behavior and emotions.

c) Problems seen in Frontal Lobe dysfunction:

Distractibility

Misperceptions

Hyperactivity

Poor judgment

Chronic lateness, poor time management

Disorganization

Trouble learning from experience

Procrastination

Short term memory problems

Unavailability of emotions

Social and test anxiety

Lack of perseverance

Impulse control problems

II) Basal Ganglia

a) This is the part of the nervous system that inhibits the neurons within the frontal lobe from spontaneous outbursts.

b) When there is a problem within the Basal Ganglia, HYPERACTIVITY develops.

c) Problems seen in Basal Ganglia dysfunction:

Anxiety, nervousness

Muscle tension soreness

Panic attacks

Tremors

Tendency to predict the worst

Fine motor problems

Conflict avoidance

Headaches

Tourette’s syndrome / tics

Low / excessive motivation

III) Cerebellum

a) The cerebellum seems to be the key factor.

b) Research has shown that children with ADD ADHD have smaller cerebellums than non-affected kids (up to 11% smaller).

c.) Most importantly, it is the cerebellum that is responsible for the growth and development of the higher brain or Frontal Lobe.

d) The cerebellum controls the coordination of all muscle movements; most specifically those of the eyes and spine, which provide a sense of balance.

e) Without proper cerebellar stimulation, a child will not only develop poor balance and coordination but also poor higher cognitive and behavioral functions.

f) Problems seen with cerebellar dysfunction:

Poor muscle coordination

Balance problems

Poor posture

Poor Timing

Poor muscle tone

Dizziness/motion sickness

Weak eye muscles

Nausea

Gait disturbances

Poor limb coordination

Did You Know?

EXAMINATION PROCEDURES

Medical Examination

Your child will receive a medical examination, which will include examination of all basic vital functions, including cardiovascular, respiratory systems and all metabolic, hormonal and immune functions.  As a part of the medical examination, we will give a basic screen of audiometry or hearing to assess your child's ability to hear sounds.  We will also assess blood pressure.  We also perform pulse oximetry and sensory perception.  All of this again, is used to determine if the child is processing information equally from one side of the brain to the other.

Chiropractic Neurological Examination

A chiropractic examination is directed primarily to access structural and neurological functions.  The exam also assesses the mobility and function of all joints and muscles, especially the spinal joints and muscles. It also examines the muscle tone and complete neurological function, including all areas of the brain, spinal cord and nerves.  Chiropractic treatment is prescribed and directed at restoring normal structural balance, muscle tone, as well as neurological balances and is ultimately geared towards increasing and balancing brain function.  This is done primarily through the use of spinal manipulation and joint mobilization.  Chiropractic treatment may include the use of other physical modalities and therapies.

Physical Therapy/Occupational Therapy Examination

The physical therapy/occupational therapy exam is directed at the musculoskeletal system and assesses the flexibility, strength and endurance of all muscles.  It is also directed towards motor coordination, both gross motor and fine motor coordination skills. There are two objective tests that we may have utilized to assess your child.  One is the interactive metronome long test. This is a computerized test that assesses your child's ability to coordinate various motor activities in concert or along with the various sounds that are being generated.  The other is a standardized occupational therapy assessment, which assesses the child's ability to do numerous functions and grades a child's gross motor and fine motor coordination skills by their age of function.

Academic/Cognitive Testing

These test are to assess basic academic functions.  We utilize standardized academic testing.  Primarily we use the WIAT II (Wechsler Individual Achievement Test).  It generally assesses reading, vocabulary, mathematics, and basic language skills and primarily assesses left brain function.

Behavioral Assessment

You have been asked to fill out a basic behavioral checklist, which gives us an idea of your child's behavior.  We will be asking you to fill this out bi-weekly during the course of his/her treatment. We will also contact the child's teacher and as them to fill a similar form out.

Visual Assessment

This is a computerized program that is used to assess the child's ability to track smoothly and move their eyes in a coordinated fashion. It assesses the ability of the child to bring their eyes together and separate them and also be able to process some basic information visually.  The computer then prints out a report, which will help us determine if the child has any specific weaknesses of their eye muscle or in coordination and will help us to determine if the child needs to do any eye exercise therapy.

Attention Assessment

TOVA is a Test of Variable Attention.  This is a standard computerized test that assesses the child's ability to sustain Attention in response to various cues.  This is a very well accepted test objectively to assess whether a child has Attention Deficit Hyperactive Disorder, or ADHD.   This is primarily an assessment of right brain function.

Nutritional Assessment

Medical evaluation is focused towards assessing nutritional and hormonal deficiencies so as to prescribe nutritional supplementation or dietary modification to correct nutritional, hormonal, metabolic, or mineral deficiencies.  Along these lines, the use of dietary choices that may be deleterious and perpetuating adverse symptomatology which are not desirable will be removed from the diet.

THERAPIES UTILIZED

Manipulation

Spinal, (and extraspinal), manipulation is primarily prescribed and directed towards restoring normal structural balance, muscle tone, and primarily restoring neurological balance and is ultimately geared towards increasing balance in brain function.  This is done primarily through the use of spinal manipulation and joint manipulation.  Chiropractic treatment is extremely safe and it has been used on children for years safely and effectively.

Electrical Stimulation

Electrical stimulation geared towards one side of the body or the brain can be very effective at balancing brain activity.  You may also be prescribed a home electrical  stimulation unit that will instruct you on using at home, as well as in the clinic.

Home Therapy Systems Eye Exercises

This is a home-computerized therapy system that will be used to correct any deficiencies in eye movements that have been detected through the original assessment.  These exercises will be done both in the clinic and at home.  Your child will be issued their own program and their own disk. This disk will be used to lead your child through therapy, as well as to download information so that it can be brought into the office to be assessed by the doctor or therapist and make any modifications if necessary.

Vitamin Supplements

Vitamins are chemical compounds that must be included in the human diet to insure growth and health.  They are needed only in small amounts to build, maintain and repair tissue and usually are available in a balanced diet that features a variety of fresh fruits and vegetables.

Academic Cognitive Therapy

If a child has a learning disability and/or attention deficit that may result in a learning disability or it has been determined through testing that the child has an academic deficiency, we may recommend various cognitive or academic activities conducted by a trained licensed teacher.  These activities may be geared towards either right or left brain functions to help remediate brain function at a higher level, we still may need to go and re-teach information. Therefore, if the child has weaknesses in spelling, language, vocabulary, or math and although we may improve either their left or right brain function associated with that deficit, the child now may need to go back and learn that information, which they never truly learned before.  Usually, we find that the child's academic weakness correlates with their neurological weakness and so we can usually both remediate and teach at the same time.

Olfactory Stimulation

The sense of smell has been shown to be associated with learning and memory.  Therefore, there are various studies that show stimulating the sense of smell, especially with the use of essential oils like peppermint can help improve the brain's ability to receive and process and remember information. It is also known that the area of the brain that it responsible for smell is also responsible for the various emotional functions. Therefore, the use of the scents especially smells like vanilla or lemon can actually be used to calm or change the child's emotional state.

Music Therapy or Auditory Stimulation

The right brain and the left brain respond differently to various types of stimuli.  Sound or music for instance, low frequency sounds and tones, environmental types of sounds are more receive and stimulated by the right brain.  There are many other details in the way that the brain will respond to sound stimulation and we use various pieces of music that have been shown to effect the right or left brain functions.

Light Stimulation

Your child will most likely be prescribed to use eye lights.  These are glasses that are specially designed to flash light in either the left half of both eyes or the right half of both eyes.  The left half of both eyes field of vision goes specifically to the right brain. The right half of both eyes goes to the left brain. Therefore, by using flashing lights in either the left half or right half, we know that we can stimulate the brain on the opposite side.  As with sound, the brain will respond not only to where the light is coming from, but also the frequency of light can be very important. So different colored lenses may be prescribed with the eye lights.  Lower frequency colors like red, yellow or orange are more stimulating to the right brain.  High frequency colors like green, blue and violet are more stimulating to the left brain.

Massage or Tactile Stimulation

Tactile stimulation or stimulation of the skin by either the use of vibration or through massage or through techniques like brushing are also effective ways of stimulation the child's brain.  The brain receives all of its sensory information from on the opposite side of the body.  Therefore, if we were to use tactile stimulation on the left arm or leg, then we would stimulate the right brain.  If we did the right arm or leg, we would stimulate the left brain.  Therefore, tactile stimulation may be used specifically or we may couple this with other forms of therapy.

Aerobic Exercise

Some of the exercises that your child will undergo will be geared towards aerobic endurance.  This will include exercises like jumping rope, which combines mental activity and coordination, as well as endurance. There are different types of endurance exercises that we have included to keep your child interested and to give them a variety.  Running and aerobic exercises show to be a very effective tool in eliminating the use of Ritalin in certain cases and being able to make hyperactive children focus better.

Spinal Stability and Physio- Ball Exercises

These exercises are designed to strengthen and balance the spinal muscles and other muscles that help us to stand upright against gravity and therefore, harness gravitational forces to better stimulate the brain. These exercises generally combine strength, endurance and coordination with mental focus.  As we improve the strength and coordination of a child's muscles, we will improve the ability of those muscles to send information to the brain.  Balance and coordination of muscles is under control mostly from involuntary use of those areas of the brain.  When a child starts some of the exercises that we may use, some may include the child sitting on a ball,  exercises such as floor bridges or what is referred to quadruped exercises.

Vestibular Exercises

The Vestibular system is a part of the brain that controls the feeling dizziness and is what we know as the inner ear balance system.  This system coordinates information from the eyes, the neck, with the inner ear to allow brain to know where we are in relationship to gravitational forces.

When there is a problem with the vestibular system, we may feel vertigo, dizziness, lightheadedness, nausea or motion sickness. The vestibular system is mostly done through the use of spinning exercises, head turning exercises, eye movements or the use of swings.

Balance and Coordination Exercises

Other exercises that will be used will involve mostly balance and coordination and gross motor abilities.  These may be done in various ways. They may be preformed while lying down, standing up or while the child is looking down, looking up with their eyes closed, walking on a balance beam, rocker board or balance board.

Neck Exercises

Neck exercises are done either with a machine or isometrically, pressing against the hand of the therapist or just simply providing resistance.  We have mentioned some importance of neck strength and mobility and that neck muscle and joint stimulation are extremely important to the brain.  It is believed that there is more stimulation to the brain coming from the upper part of the cervical spine, then almost the rest of the whole body put together.

Joint Mobility and Flexibility Exercises

The child will do some stretching and there will also be some joint compression, pulling on their arms and legs gently, providing gentle stimulation from their joints to their brain.  Due to the balance of activity, certain muscles tend to become shortened over time and because of lack of using of their joints, they become stiff and immobile.  Increasing mobility, flexibility and balance of mobility of the child's joints and muscles is extremely important to improve the flow of constant stimulation to the brain.

Breathing Exercises

It is a known fact that most people in the United States do not breathe properly.  Our brain needs oxygen for it to function normally.  In fact, our brain uses approximately 80% of all of the oxygen we take in.  The cerebellum is the most oxygen sensitive area in the nervous system, because it has more cells in it than the whole rest of the nervous system put together.  We will do this through what is called diaphragmatic breathing.  The three primary procedures that we may use would be (1) balloon breathing (2) bag breathing or masking (3) holding ones breath.

Isotonic Exercises

In general, it has been shown that improving the strength of muscles, as a whole is extremely beneficial to a child's brain development.  We may use various types of exercises to strengthen the child's muscles from using the monkey bars, pull-ups, push-ups, sit-ups and the use of various weights.

These are the most common types of therapy that we use with children.  Of course there are many more specific details that may be associated with each therapy and the combination of therapy will vary from child to child.  This should give you a brief explanation of the types of therapy that will be used and why it will be used.  If you need more specific information, speak with one of the health professionals and they will be glad to help you.

Perhaps its time to pickup the phone and get started.

For more information, continue reading...

RIGHT HEMISPHERE:

Nonverbal communication

Being able to read body posture, facial posture, looking at eyes during conversation

Mostly facial recognition

Basic social skills

Having a sense of self or self esteem

The right brain is the negative side of the brain; it is commonly associated with fear and anxiety

It is the visual-spatial brain meaning that it allows us to know where we are in space

Reading comprehension.  The ability to read a story and understand it’s meaning

Complex math reasoning not basic calculation

Novel or new things are right brain

Being able to see the big picture

Sensory - Tactile sensation from the left side of the body. Tactile sensation to a lesser degree from the right side of the body.

Vision - Visual input from left half of both eyes. Specialized for lower frequency, global processing, depth perception, recognized facial emotions.  Can recognize out of focus visual input.

Audiometry - Hears sound from left ear, specialized for music, tones, timbre, also recognized emotional tone of conversation, specialized for low frequency sounds, environmental sounds.

Cognitive - Attention, impulse control, visual images, memory for locating, direction, responds to novel or new stimulus, understands the context (the big picture of the meaning of a word or phrase).  Nonverbal forms of communication. Implicit learning (subliminal learning).  Recognizes objects when rotated from unusual perspective. Abstract thought. Spatial intelligence.

Procedural Learning/Memory - Recognizes humor, recognizes metaphors.

Emotional - Generally responsible for withdrawal behavior, produces negative emotions, very cautious, part of the brain gives us our conscience.

Motor Functions - Gross motor activity, mid-line posture, control center of gravity, moves both eyes together (stereopsis). Muscle tone on the right side of the body.  Muscle tone of right soft palate.

Autonomic - Slow heart rate. Decreased blood pressure on the right side.  Controls the size of the pupil on the right, generally will make pupil smaller.  Controls sweating on the right side of the body.  Controls the release of stress hormones, like cortisol.

Immune System - Generally greater control in relationship. Controls immune response so that it is not over responsive.  Controls stress response and prevents autoimmune diseases.

Neuro/Endocrine - Has a greater population of receptors for serotonin and norepinephrine.

LEFT HEMISPHERE:

Verbal communication.

Mathematical calculation.

Approach behavior, which is really about desire.  It is the motivation to do things.

Details and facts.

Reading (the ability to read the words).

Intention as opposed to attention (right brain).

Social motivation (not the act of being social but the desire to get up and go).

Object recognition.

Usually enjoy surroundings with dominant left brain.

The left brain is not interested in novel or new activities or environments.

Left brain loves repetitions and systems.

Computers are a good fit with the left brain.

Sensory - Sensation of left side of the body only.  Sounds from the right ear preferences for words, sequencing.  Repetitive eye frequency.  High pitch sound.  Can discern small details and separate syllables and phonemes.

Vision - Visual input from right half of both eyes. Specialized for high frequency color, detail, in focus vision.

Audiometry – Hears sound from right ear, specialized for up beat music, specialized for high frequency sounds, man made sounds.

Cognitive - Speech, vocabulary, auditory processing, extremely literal brain, looks at content as opposed to context.  Generally intellect of  IQ. Calculating, sequencing, timing, memory, especially for facts or figures.  Declarative memory.  Explicit learning (conscious learning).

Procedural Learning Memory

Emotional - Generates positive emotions.  Approach behavior.  Curious.  Motivation.  Optimistic.

Motor - Mostly controls right side, but partly controls left.  Controls muscle tone mostly on the left side of the body.  Fine motor coordinate skills.  Control extremity muscles, especially fingers and toes.

Autonomic - Controls rhythm of heartbeat, has less effect on autonomic control.

Immune - It increases immune responsiveness, helps to prevent infections, increase stress hormone levels and produces natural killer cells or anti-tumor producing cells.

Neuro/Endocrine - Has a greater receptor population for a dopamine and acetocholine.

SYMPTOMS THAT ARE BELIEVED TO BE ASSOCIATED WITH DEFICITS OF RIGHT BRAIN FUNCTION

Headache.

Poor visual processing.

Motion sickness.

Decreased tactile sensory perception from both sides of the body, especially the left.

Postural body distortion or disorientation of center of gravity.

Decreased hearing ability in the left ear.

Larger blind spot in the left eye.

Sensory difficulties and problems with external stimulation.

Vision:

Avoids eye contact.

Difficulty recognizing objects when seen from and unusual perspective.

Cannot easily identify out of focus pictures or incomplete pictures.

See things that are not there (delusions).

Audiometry:

Tone deafness or poor musical ability.

Difficulty recognizing environmental sounds or low frequency sounds.

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