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Functional Neurological, Biochemical and Neuropsychological
approaches
combine to provide effective brain based rehabilitation
for ADD/ADHD, Aspergers Spectrum Disorders
Overview of the field
ADD/ADHD belong to a spectrum of disorders
ranging from ADD, ADHD, learning disability (LD), obsessive compulsive
disorder (OCD), Tourette’s syndrome, to pervasive developmental
disorders (PDD) and autism. The neurological mechanisms in these disorders
are quite similar and there is a strong co-occurrence (co-morbidity)
of these conditions. Misdiagnosis is a distinct possibility due to the
subjective nature of the diagnostic criteria and the tendency for everyone
to demonstrate some of these characteristics some of the time. The major
characteristics of ADHD are distractibility, impulsivity and restlessness.
It is important to consider relationship and communication problems
if the behaviors only occur in one setting and only to classify as ADHD
if behaviors are excessive and begin before the age
of seven lasting for at least six months. The presence of motor signs
such as tics, tremors, balance and postural problems prove that ADHD
is not just a psychological or educational problem. Under-functioning
of the brain and the body chemistry are the cause of this condition
and there are several areas which may be involved. Different individuals
may have different brain centers and metabolic pathways involved therefore
their treatment should be individualized. The traditional medical model,
however, seems to follow a cookie-cutter principle. The very diagnosis
of ADHD is based on the questionnaire laid out in the DSM-IV or other
diagnostic manuals. If the child’s parents or teachers identify
as positive six out of nine criteria for inattention, or six out of
nine criteria for hyperactivity and impulsivity, the child leaves the
doctor’s office with a drug prescription and a new personality
label.
The decade of the brain through the 1990’s
gave scientists insight into how the neurological system works. Brains
are not, as previously believed, finished developing
in infancy. The brain grows, demonstrating what is called plasticity,
which is the basis of learning. When stimulated, the brain will undergo
plastic changes (new growth and connections). Chiropractic neurologists
are trained to identify the low-functioning areas in the brain and apply
appropriate treatment modalities to stimulate brain growth by inducing "plastic" changes.
A comprehensive history and brain oriented exam helps identify what
form of treatment can bring desirable changes to brain function. Highly
specific and effective diagnostic techniques can identify problem areas
in the nervous system.
Overview of the correction
The brain stem is effected in similar areas
through this spectrum of neurological conditions yet children show different
symptoms. Detecting which side or area of the brain is delayed in development
is the key. For example, the right-brain areas are responsible for the
ability to focus attention, visual-spatial orientation, reading comprehension,
and social non-verbal communication (using and understanding body language).
The left hemisphere controls verbal communication. If the tests show
that one side of the brain is less efficient than the other, the doctor
stimulates the involved hemisphere by the best tolerated method: light,
sound, heat, cold, or mechanical stimulation, such as exercise or a
chiropractic adjustment of certain body regions. Then we retest to see
if there is a change.The correct identification of the lower functioning
side of the brain (hemisphere) and the monitoring of the patient’s
response to the stimuli are especially important. Our hemispheres are
connected to opposite sides of our bodies and only
stimulation to the appropriate side of the body will improve brain function.
Specific areas of the body are treated with certain types of stimulus,
some being more effective than others at various times during treatment.
Stimulation on both sides of the body usually offers no help and stimulation
to the same side of the body as the low functioning brain can worsen
the condition by increasing the function on the already more developed
hemisphere.Chiropractic neurologists focus closely on the individual
functional difficulties their ADHD patients have. Some children have
a sequencing problem – problems with planning, organization, and
coordination – so they can benefit from timing therapies. Spinning
or balancing exercises are very effective as are Chiropractic adjustments.
Visual motor (e.g. Eye hand) coordination exercises and cognitive tasks
(solving puzzles etc.) are very helpful.The key to quick rehabilitation
is frequent stimulation for a short time targeting the correct areas
of brain. Some of the corrective activities can be performed at home
with careful consideration to avoid over-stimulation.Recent studies
indicate that the ability to think follows the development of the ability
to move. This concept explains the effectiveness of chiropractic neurological
treatment with ADHD patients. Motor activity – especially development
of the postural muscles – is the baseline function of brain activity.
Anything effecting postural muscles will consequently influence brain
development. If you improve either the movement or the cognitive ability,
you will improve the opposite.
Musculoskeletal imbalance will create imbalance
of brain activity, and one part of the brain will develop faster than
the other. Chiropractors have long known that an adjustment can correct
many body functions. We know this happens because the adjustment changes
the brain function thus affecting various symptoms. Chiropractic enhances
the body’s natural self-healing capabilities expressed through
the nervous system. Any chiropractor who has been treating patients
for long knows that Chiropractic can help children with ADHD and learning
disabilities. The Chiropractic Neurology approach is especially effective
not only because it is drugless but because it is holistic (whole person
health oriented). Chiropractic success in these areas, however well
documented clinically, needs to be studied and documented more through
research.
Overview of the clinic
BC Learning
LAB offers the best in drug free functional restoration for
the ADD/ADHD and autistic spectrum disorders.
A brain based Chiropractic neurological examination
helps identify areas of involvement which may be used to help
restore optimal neurological function for each individual child.
Baseline cognitive performance is assessed
for attention using the Test Of Variables of Attention (TOVA)
and when appropriate the Weschler Individual Achievement Test
(WIAT) will be used to help identify functional processing
deficits.
Videonystagmograpy (VNG) and Quantitative
EEG (QEEG/ Brain Mapping) studies will be performed as necessary
to further isolate functional areas of neurological involvement
and track progress. Fundamental cellular
biochemistry and neurotransmitter analyses are performed as
necessary to isolate areas of insufficient cellular energy
production or imbalances in neurotransmitter levels which can
promote cellular fatigability and dysfuction in the brain.
Metabolic threats to cellular survival are evaluated. Corrections
to any deficits or imbalances are accomplished with natural
substances such as coenzymes (specialized vitamins) and cofactors
(minerals, etc.)Functional indicators of neurologic status
are reassessed with regularity using a variety of methods to
track progress and refine clinical applications to suit individual
needs. Specific Neurological rehabilitative techniques are
utilized to restore sensorimotor and vestibular function through
the most well tolerated methods.Neurofeedback techniques are
utilized to help restore temporal coherence and improve attentional
capacity. Interactive Metronome techniques are utilized to
improve timing and sequencing of motoric events thus raising
the functionality of the dorsolateral prefrontal cortex, the
seat of important executive functions.Treadwall climbing wall
is utilized to integrate timing and sequencing of motoric events
with the instantaneous awareness of body in space through a
continuous rock climbing task which never places the child
more than a few feet off the ground.
Treatment is provided in three month intervals
with re-assessment performed at each three month interval allowing
refinement and assurance of efficacy with each child.
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