"_Overcoming Dyslexia_ by Shaywitz is a compilation of all of the currently available literature." I am going to respectfully disagree with this comment. I have read at least six, probably more, books re: dyslexia, including this one. Shaywitz is extremely good, and has done great research. I am grateful for her information. However, like many researchers, she sees dyslexia through her lens and defines it very narrowly - more narrowly as a purely auditory problem than any other author I've read. We have complex brains, and there are strong neurological links between the vestibular and visual systems. The vestibular and auditory receptors are right next to each other anatomically, and auditory input can activate the vestibular receptors (due to the movement of the sound wave). A glitch in any or all of these systems can be related to reading or learning issues, and still be called dyslexia. What's even more fascinating to me currently is a study of retained primitive reflexes and their influence on these systems....but that's another topic entirely. However, it's interesting to learn, for example, a retained Moro reflex can result in both visual-perceptual and auditory discrimination difficulties (among other things). Anyway, thankfully there are so many researchers out there all doing their part to help us learn about our amazing brains and bodies. NCW

I agree with the other posts, but have a couple additional ideas. You could try to do as much to improve/use vestibular input (movement) as possible. Try to find fun activities that require your dd to move her head out of the upright midline position - hanging upside-down, side-lying, etc., while moving if possible. While true for all kids, it's especially important to include activities that provide large muscle activity or deep pressure input along with or right after movement for kids with visual issues...these help the brain integrate the movement input. Balametrics and Bal-A-Vis-X are two programs that also use a lot of movement and visual processing, but I haven't used either of them yet, so can't recommend them personally. Perhaps if you can't afford vision therapy, the DO who diagnosed her would be willing to assist you to set up a home program and monitor her progress, or at least let you know what activities would be contraindicated. For example, my son with convergence insufficiency stands on a specific kind of balance board (has a 3" peg in center). We patch one eye at a time, and he bounces and catches a tennis ball - but it matters WHERE he bounces it. The wrong place will exacerbate his visual issues. You may also appreciate Kenneth Lane's book, "Developing Ocular Motor and Visual Perceptual Skills" available on Amazon. It provides background information and a large variety of exercises. You can also check out www.visionhelp.com for some information and current research. NCW

I have not used Dianne Craft's manual, but I did borrow a friend's copy and look it over. In the beginning of the manual Craft mentions Dennison, creator of Brain Gym, as one of her sources. It appeared to me she takes some of the Brain Gym exercises and puts them into recommendations for a daily program with explanations for parents/teachers that are perhaps a little more self-explanatory than the Brain Gym teacher manual. I found Craft's explanations of R/L dominance issues more confusing than helpful. Carla Hannaford is also a Brain Gym expert and has a wonderfully clear little book out called The Dominance Factor. There is more to Brain Gym than what Craft appears to offer (at least in the manual I looked at - only one book and no videos, etc.). However, I think that Craft is user-friendly and a good place for a parent to start. The good news is, none of it can hurt - it can only help. I'm heading off for a 3-day BrainGym 101 course in two weeks, and would be able to answer related questions better after that time. NCW

You've had a lot of great suggestions, and I'm going to add one more. Vision therapy is very stressful, because they're working to change how the brain processes visual information and/or to strengthen the eye muscles. With such a long drive, your child has been sitting still, then doing a stressful thing, then supposed to read (probably not their favorite activity, or else you wouldn't be there) then sit in the car again. If you can, try to squeeze in some heavy work, or gross motor movement. We have a long drive to VT as well. We try to run up and down the sidewalk, play catch in their yard, or I take squeezy balls, etc...something that works their muscles to help reduce the stress. Perhaps she could chew gum while she reads to you. Some VTs don't want them to chew gum during therapy, as heavy mouth work helps bring the eyes together to focus near. Anyway, it's worth a try. She could be just needing some kind of other input to get through all that's expected of her. hths, NCW

I just wrote a long answer and it somehow disappeared before I finished! A much shorter version: Try coloring with crayons or colored pencils...tints and shades are made by learning to control pressure. Try mechanical pencils. Try "heavy work" exercises for the hands/shoulders before you begin writing - pushing fingertips together, pushing hands into desk, hooking fingers and pulling hands apart, lugging heavy buckets of water to the chicken yard, etc. Callirobics helps with flow, automaticity, control, and endurance. It's good for these things if a child is stressed by forming letters/words but still needs to improve in these other areas. It may or may not help with pencil pressure - perhaps it could if your child finds the music relaxing. Perhaps you could just put on some music you know they like while they're coloring or drawing first, and see how they respond. hths, NCW

I think at our VT's office, parents are not encouraged to watch. There isn't even really a place to sit and watch while they're doing therapy. However, I made it clear I needed to watch and understand what they're doing to the best of my ability, and I've always been allowed to be back there - even if I spend the time standing by the door as unobtrusively as possible. Both the therapist and the DO have told me they're glad I ask questions and am observing, FWIW. I think it has a lot to do with their own comfort level working with parents. There are times I think my son will perform better for them if I leave the room, so at those times I back out. hths, NCW

I will check it out. Thanks. NCW

$18!!! I used to hang out clothes, but haven't in the past couple of years...I think I'm going to get back out there. Thanks for the impetus. NCW

OK, this link looks long and strange, so I don't know if it'll work, but it's to a recent NYTimes article about ADHD I thought some of you might find as interesting as I did... http://www.nytimes.com/2008/06/17/health/17well.html?ex=1214452800&en=835d769df35805bc&ei=5070&emc=eta1

I read the linked article, and my sense is that this is one time you may want to take what you read on the internet with a grain of salt...there are no good references in the article to independently check out, and the reader is left to just "trust" that this author (who does seem paranoid) is interpreting and quoting these teachers, etc, accurately. I worked for three years in public schools, and all the teachers I knew were doing the best to help kids. After all, I think most people who go into teaching do it for admirable reasons. That's not saying there aren't terrible ones out there, of course. Just my two cents, NCW

This may be a technicality, but it could lead to some confusion. There isn't a specific "certification in sensory integration" that an OT has to have to be skilled in using sensory integration treatment techniques in their practice. I think what you're looking for is certification in administering the SIPT (Sensory Integration & Praxis Test). Certification requires completion of four courses (usually 4-5 days each), which address theory, testing and assessment, interpretation of assessment data and intervention planning, and intervention delivery. The SIPT has a very limited age range, and is costly to administer, so even therapists certified in administering it don't actually use it that often. However, the training is valuable. You can also look for a therapist that is Board Certified in Pediatrics. This is a credential from the American Occupational Therapy Association, and requires more training/work experience, than the SIPT certification does. They will typically add the letters "BCP" after their name. You can also check Lucy Miller's site for therapists using a SI frame of reference in their treatment - however, they pay $100/year to be listed on her site, so don't expect all good therapists to be there. http://www.spdfoundation.net/directory/index.html All that said, please do be aware that there are indeed very many excellent therapists out there studying and using SI treatment techniques who may just not yet have had the opportunity, time, or funds to obtain these letters after their names. You can ask what courses they have attended, and all of them should feel comfortable discussing their training with you - treating SPD does require advanced training after graduation. As someone else already mentioned, it is also important to make sure you have a good personality fit, so that your treatment time will be as productive as possible. You definitely should be able to expect workable suggestions for home, a sensory diet if warranted, and at least an idea of the timeline they expect treatment to require. Treatment ideally should not go on forever. I hope this helps. NCW

Yup, with sensory modulation issues you can see both over-sensitivity and under-sensitivity, sometimes even in the same day. It can be very confusing for everyone involved. Generally you can self-refer for an OT eval at least. Find the best OT in the area you can, and just call and ask them. NCW

I agree with Angie that you join the yahoo group. My experience is that the pace depends a lot on your child. We spend 30 minutes/day, but most of that is in the fluency readings (the tough area for ds) or dealing with avoidance/fidgeting, and we cover one unit each week. Trying to move faster through it would really frustrate both of us. hths, NCW

Dyslexia does affect math for us, and we're planning to use VideoText. We've made a slow start of it, as we're just in junior high. NCW

Welcome - I've found this a supportive and informative place to visit. NCW

I hope it didn't sound like I was saying that if your kid is afraid of being alone they have vestibular challenges...I really mean it can be one of many symptoms. My dd also falls off chairs (rarely, but occasionally) for no reason, has fairly weak core strength, gets car sick (doesn't throw up, but complains of headache/nausea), and is sensitive to noises...as well as difficulty with skills requiring bilateral integration. Anyway, didn't want to seem alarmist. Fear of being alone can probably have a lot of causes. NCW

Therapeutic Listening is one of several listening programs that provide modulated input through the use of high-quality headphones and CDs to optimize auditory and vestibular functioning. It was developed by an OT, Sheila Frick, and her website is http://www.vitallinks.net/parentinfo.shtml Therapeutic Listening is unique in that it allows the therapist to use their clinical judgement to select just the kind of input the client needs. Vitallinks provides a long parent questionaire, so you'll have input as well. If you/your family are up to it, the home program would involve two 30-minute segments of listening each day for several weeks. hths, NCW

OTOH, perhaps the OT was effective in taking care of his visual needs, in which case he did benefit from treatment. He wouldn't just "grow out of" needing vt. NCW

When you say "later he was tested again and they said he didn't need vision therapy anymore because his muscles had caught up"...it sounds like this was an OT? An OT can screen for possible vision issues, can provide treatment activities that can be helpful, but only an optometrist can fully determine whether or not vision issues exist or not. If you didn't trust the rest of the services you received, you may want to find other information regarding this statement as well. Just a thought. NCW

We have a home program for vt that includes walking a balance beam (forward, backwards, and sideways) while looking straight ahead. They also have to stand on a rocker board with one eye patched, bouncing and catching a rubber ball with one hand, and following eye tracking in a large circle. They're pretty tough exercises for my kiddos. I've also added graded vestibular movement in specific directions to activate the semicircular canals, as well as therapeutic listening. I know that if I can optimize their vestibular systems we will get the most out of vt. If you think this could help your child as well, it would be most appropriate to check with an OT skilled in sensory integrative techniques. hths, NCW

That's disappointing to hear about regression. Our DO insists on things like no hand-held games, no reading in the car, etc., to prevent further problems. I also know that in cases where VT doesn't "stick" it can mean that the person's vestibular system may need some fine-tuning. Does he get carsick? Fall off chairs for no reason? For my dd, this shows up in a fear of being alone - needs another person with her to sort of anchor her. Listening programs can also help with vestibular issues. However, maybe none of this is applicable to your son. It could be all about breaking BrainSkills down into less frustrating chunks, as others have said. NCW

I haven't been around in a while, so I don't know if you've done this or not, but when we attempted BrainSkills with my dyslexic son a year ago we routinely ran into similar things. We gutted through it, and despite best efforts on both our parts he made just modest gains. We were neglecting Claire's advice to be sure to have visual issues addressed first. We're now in VT, and will probably pick up some of the BrainSkills activities again in the fall when we're finished with VT (if I think he needs them then). So that's my opinion - if he's dyslexic and hasn't had visual processing addressed, you'll both probably be disappointed in the results of your efforts in BrainSkills. NCW

I could access the questions and pdf files, but was unsuccessful with the video lecture...any special tips on viewing this? Thanks, NCW

Sorry it's taken me so long to get back to this board. I actually don't make it over here very often, and usually in spurts. Anyway, I wanted to thank you for allowing me to think out loud while I absorbed some of this information from my course. By that I mean discussing authors I've read and coming up with my own interpretations (because I see that's what I was doing). If it seemed that I disparaged any one of them, I didn't mean to - I've learned a lot from everyone I've read. As far as techniques I've personally used, Davis actually has been the most helpful. Two days later, I'm wondering if his "mind's eye" approach is a way of training the visual system, as opposed to a compensatory technique. I do know it helped dd's phobias (some). She got very frustrated with his clay work, though...but now I may have more ideas why. I have his book "Gift of Learning" also waiting to be read. Back to the conference - I'll try to summarize as much as I can. Skeffington brought VT to the US around 1928. His model of vision is still used: (this part pasted from another website) SKEFFINGTON'S FOUR CIRCLES Dr. A.M. Skeffington utilized the schematic shown below to define vision and show how it emerges. The schematic shows that one must look at the whole body and not just the eye when defining vision. I=IDENTIFICATION C=CENTERING L=LANGUAGE A=ANTI-GRAVITY V=VISION or EMERGENT IDENTIFICATION-What is it? Accurate sight, eye movements, accommodation (focusing), and visual analysis (form perception, visual-attention to detail, visual memory) skills are needed to be able to identify what an object is. CENTERING-Where is it? Normal eye teaming and literality/directionality are needed to perceive accurately where objects are. LANGUAGE-What can I tell you about it? Normal auditory visual integration and visual motor integration are needed to be able to communicate to others what one sees or has seen. ANTIGRAVITY-Where am I? Normal reflexes, balance/vestibular functioning, bilateral coordination, gross motor and fine motor skills are needed to be able to efficiently react and interact with our environment. VISION = I+C+L+A (end of pasted section) From my course notes: This model makes it appear that vestibular function is 1/4 of vision. However, vestibular reflexes underlie the other three areas as well - hence the huge impact of vestibular functioning on vision, and the reason why vision therapists are learning to use OT-looking treatment techniques. The vestibular system provides: a motor center - to move around three-dimensionally an emotional center - for self-regulation a perceptual center - so we're not lost in space, and can organize the world. and a spatial-temporal center with which to relate to objects, people, and events in our world. In essence, the vestibular system is the orienting system for the auditory and visual systems in time and space - it allows the use of eyes/ears for cognitive functioning. An interesting point, though, is the finding that any child with attention or transition troubles has difficulty with ambient-focal flow (using peripheral and focal information and being able to switch easily between them). It also can result in social challenges, like not knowing how close to stand to someone. A lot of children with vision problems are diagnosed with ADD/ADHD. The anatomy of the inner ear, tests for vestibular function, and specific treatment techniques were covered. The only part of that I'm going to put here is to answer Ron's question - The vestibular system is the only sensory system that feeds directly into the cerebellum, which has an area that is devoted to dealing with vestibular processing...this is how vestibular input is related to mental and physical agility. They have found that there is a large bundle of fibers between the pre-frontal cortex (cognition) and the cerebellum. OK, this would probably be a chapter in a neuroanatomy text! Oh, and auditory programs like TLP among many others, can help improve vestibular function in some individuals. I thought the following info was pertinent to frequent discussions here, so I pulled this paragraph from another site to add here (this study was quoted in our class, among many others, but her research is quite recent): Margaret Livingstone, Department of Neurobiology, Harvard Medical School and the Dyslexia Research Laboratory, Beth Israel Hospital in Boston defined dyslexia as follows: "Developmental dyslexia is the selective impairment of reading skills despite normal intelligence, sensory acuity, and instruction. Several perceptual studies have suggested that dyslexic subjects process visual information more slowly than normal subjects. Visual abnormalities were reported to be found in more than 75% of the reading-disabled children tested." Therefore, it is important to rule out problems with sensory integration and/or sensory processing (including visual acuity and visual processing) before labelling an individual as truly dyslexic. Dr. A indicated that studies have her 75% figure vary between 60-98%. We also learned, among other things, the definitions of all the various optometry terms and how to screen for them to make an intelligent referral to a DO. You have to understand that OTs don't get this kind of in-depth info in our degree programs - almost all practical knowledge of SI (and many other treatment techniques) is obtained in continuing ed courses like this. It's why they're required for us, and it makes sense this way, as it allows therapists to study what is most pertinent to the people they're working with. OK, that's my understanding of this stuff today! Hope it helps someone.

Rod, unfortunately she headed directly for the airport Friday afternoon before I even placed my initial post. However, I read Levinson's work a couple of years ago. He has done us all a service by researching the link between the vestibular system and reading challenges. He wasn't mentioned this weekend. I have not found anyone else advocating the use of antihistamines/motion sickness medicine to treat vestibular issues. I'm assuming that they work for some for the reasons I mentioned in my first post - unclogging the inner ear can free up the vestibular apparatus to work correctly, allowing the eyes to click in and do their part. However, Dr. A did discuss motion sickness - it either is due to a physical problem in the middle ear (disease, etc.) or a visual processing problem. Most often, it's due to visual processing. His belief is that no one needs to suffer from motion sickness - it's entirely curable. I personally found Levinson's elucidation of phobias related to inner ear dysfunction very helpful, and wish more researchers mentioned it. Because we now know that if you have a disordered vestibular system you definitely have disordered vision as well, it's no wonder these individuals have phobias! How can they know where they are in space? What's surprising is that even more aren't phobic. Dr. A's opinion is that VT should be a last resort (after OT and other therapies have been tried), and that VT should always be in conjunction with OT. He also is of the opinion that a DO should be the one doing the VT, possibly with assistants, but the DO is directing, planning and overseeing therapy. He is also not in favor of computer programs for VT (can't be individualized, have no idea if they're really treating the problem, and computer use often exacerbates visual problems). In his opinion, VT should cost the same as OT or any other therapy, and most insurance covers it - HMOs are the least likely to, but otherwise it's generally covered. I'll have to wait until this afternoon to write more...