pesi manual 9.11.2011 visual stress

Understanding Visual Stress & Sensory

Processing Dysfunction: Techniques for Learning, Behavior,

& Daily Living

Shoshana Shamberg, OTR/L, MS, FAOTA

Understanding Visual Stress & Sensory

Processing Dysfunction: Techniques for Learning, Behavior,

& Daily Living

Shoshana Shamberg, OTR/L, MS, FAOTA

ZNM0608909/11

T/I

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Understanding Visual Stress & Sensory Processing Dysfunction: Techniques for

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Describe typical developmental progression of infants from birth to six months.Identify markers for atypical development.

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Review treatment ideas including handling and sensory processing.

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Materials Provided By

shoshana shamberg, otr/l, Ms, Faota, has over 30 years experience in program management and providing consultation services to elementary schools, educational institutions, businesses, community-service organizations, senior centers, and therapy centers. shoshana is founder and president of abilities ot services and seminars, inc. (aotss) a consulting firm that specializes in accessibility, health and wellness, pediatric school based interventions, and consumer and professional training seminars. she is a guest instructor at many universities and is a former vice-president of the Maryland ot association Board and legislative Committee. she is aota representative to the aNsi 117.2 accessibility design Guidelines Board and the Maryland idea Partnership. shoshana has a masters degree is special education with an emphasis on assistive technology, licensed Brain Gym instructor and Certified irlen diagnostician. she is director of the irlen visual learning Center with offices at ruscombe Community Health Center in Baltimore, Md and at the amen Clinic of dC in reston, va.

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Effects of Visual Stress and Sensory Processing Effects of Visual Stress and Sensory Processing on Learning, Behavior, and Daily Livingon Learning, Behavior, and Daily Living

Sensory motor exercises such as Brain Gym, Yoga, Sensory motor exercises such as Brain Gym, Yoga, Tai Chi, BalTai Chi, Bal--AA--VisX, and Dance Movements VisX, and Dance Movements

assist in assist in aareducing stress reducing stress

and promoteand promoteIntegration of the hemispheres of the brainIntegration of the hemispheres of the brain

to draw out our innate abilitiesto draw out our innate abilitiesfor for full selffull self--expression and learning potential expression and learning potential


Sensory motor exercises promote Sensory motor exercises promote

WHOLEWHOLE BRAIN INTEGRATION FORBRAIN INTEGRATION FORWHOLEWHOLE--BRAIN INTEGRATION FOR BRAIN INTEGRATION FOR

THINKING, READING, SPEAKING, LISTENING, THINKING, READING, SPEAKING, LISTENING, WRITING, FOCUSING, MOVING, PLAYING, WRITING, FOCUSING, MOVING, PLAYING,

WORKING AT THE COMPUTER, AND WORKING AT THE COMPUTER, AND PERFORMING MANY DAILY LIFE ACTIVITIESPERFORMING MANY DAILY LIFE ACTIVITIES


Brain Gym Sensory Motor ExercisesBrain Gym Sensory Motor Exercises

•• Four simple “PACE” activities that prepare the individual’s Four simple “PACE” activities that prepare the individual’s physiology for learningphysiology for learningphysiology for learningphysiology for learning

•• 26 Brain Gym movements to help facilitate whole26 Brain Gym movements to help facilitate whole--brain learningbrain learning

•• Uses simple biofeedback techniques to help the learner become Uses simple biofeedback techniques to help the learner become aware of his/her own learning state at any momentaware of his/her own learning state at any moment

•• A simple, yet profound, five step process (the EduA simple, yet profound, five step process (the Edu--K Balance) to set K Balance) to set and achieve personal goalsand achieve personal goals


Benefits of Sensory Motor ExercisesBenefits of Sensory Motor Exercises

•• Discover the joy of learning and remedy attention and learning Discover the joy of learning and remedy attention and learning difficultiesdifficulties

•• Enhance skills in memory retention, math, reading, comprehension, and Enhance skills in memory retention, math, reading, comprehension, and listeninglistening

•• Create calmness in high stress sit ationsCreate calmness in high stress sit ations•• Create calmness in high stress situationsCreate calmness in high stress situations

•• Raise confidence and selfRaise confidence and self--esteemesteem

•• Develop effective communication skillsDevelop effective communication skills

•• Develop greater insight and intuitionDevelop greater insight and intuition

•• Create comfort in riskCreate comfort in risk--taking and managing changetaking and managing change

•• Experience a personal breakthrough in relationships and successExperience a personal breakthrough in relationships and success


Finding the challenges. Formulate solutions.

When, Where, How, WhatAre the stressors?

IntroductionTriune Brain Theory

NoticingHigh Gear/ Low Gear

Three DimensionsGoal Setting

Sensory Motor Tools Kinesthetic LearningBrain Gym Exercises

Bal-A-VisXIrlen Method

Neurobiology of StressStress ManagementSensory Processing Accommodations

Learning and Working


Copyright 2011 Shoshana Shamberg, OTR/L, MS, FAOTA. May not be copied or changed in any way without written permission from the author/presenter. Portions of this presentation are used for educational purposes with permission from respective authors, including Helen Irlen/PDC and Brain Gym International.

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Five Principles of Brain GymFive Principles of Brain Gym

1.1. Draw OutDraw Out: Intelligence is Inborn : Intelligence is Inborn –– Find Your PACE Find Your PACE

2.2. FocusFocus: Attention Follows Intention: Attention Follows Intention –– Set a GOALSet a GOAL2.2. FocusFocus: Attention Follows Intention : Attention Follows Intention Set a GOALSet a GOAL

3.3. NoticeNotice: We Learn What We Actively Experience : We Learn What We Actively Experience ––

Do PreDo Pre--ActivitiesActivities

4.4. Move to LearnMove to Learn: Growth Is a Search for Balance, Imbalance is a : Growth Is a Search for Balance, Imbalance is a Search for Growth Search for Growth –– Choose From the Learning MenuChoose From the Learning Menu

5.5. InterconnectInterconnect: Each of Us Is Affected by Every Other : Each of Us Is Affected by Every Other ––

Do PostDo Post--Activities Activities CELEBRATE!CELEBRATE!


PACEPACEBrain Gym Basic ProcessBrain Gym Basic Process

Foundation for Learning and BalancingFoundation for Learning and Balancing

•• PPositiveositive Hook UpsHook Ups

•• AActivective Cross CrawlCross Crawl

•• ClearClear Brain Gym Brain Gym

•• EEnergetic nergetic WaterWater


Why Water?Why Water?–– Water conducts electrical energy Water conducts electrical energy –– 2/3 or 70% of the human body is water2/3 or 70% of the human body is water–– Chemical and electrical actions of brain and CNS depend on Chemical and electrical actions of brain and CNS depend on C e ca a d e ect ca act o s o b a a d C S depe d oC e ca a d e ect ca act o s o b a a d C S depe d o

conductivity of currents between brain and sensory systemsconductivity of currents between brain and sensory systems–– Water absorbed in body efficiently and immediatelyWater absorbed in body efficiently and immediately–– Lack of H2O causes daytime fatigue, STM, poor concentrationLack of H2O causes daytime fatigue, STM, poor concentration–– Address dehydration which affects all human functioning and Address dehydration which affects all human functioning and

chronically 75% of Americans. Thirst is mistaken for hungerchronically 75% of Americans. Thirst is mistaken for hunger–– Weight divided by 3 = # oz, #oz divided by 8 = number of Weight divided by 3 = # oz, #oz divided by 8 = number of

glasses (Ex: 144# = 48 oz, 48 oz = 6 glasses of H2O per dayglasses (Ex: 144# = 48 oz, 48 oz = 6 glasses of H2O per day


Take a drink of WATERTake a drink of WATERFeeling FineFeeling FineTake a drink of WATERTake a drink of WATERIt’s Brain Gym timeIt’s Brain Gym time

Time to push your buttons Time to push your buttons Make a magic “C”Make a magic “C”

Brain Gym PACE Song

LEFT foot over RIGHT footLEFT foot over RIGHT footLEFT arm over RIGHTLEFT arm over RIGHTBring it to your bodyBring it to your bodyHold on tightHold on tight

Time to changeTime to changeMake a magic CMake a magic CPut it on your chest just like mePut it on your chest just like me

Time to changeTime to change

Time to cross your bodyTime to cross your bodyArms to kneesArms to kneesOne side to the other, just like meOne side to the other, just like me

Slow it down (4X)Slow it down (4X)

RIGHT foot over LEFT footRIGHT foot over LEFT footRIGHT arm over LEFTRIGHT arm over LEFTBring it to your bodyBring it to your bodyDo your bestDo your bestTime to changeTime to change

Fingertips togetherFingertips togetherBreath in slowBreath in slowArms at your middleArms at your middleLet it flow Let it flow Let it goLet it goLet it flowLet it flow

Brain Gym time is overBrain Gym time is overFeeling freeFeeling freeNow you are connected just like meNow you are connected just like me

Just like me (3X)Just like me (3X)Feeling free (3X)Feeling free (3X)


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Goal SettingGoal Setting

Creating Effective Goals and Goal Statements:

• Enables me to live and perform in a more effort-free manner• Uses positive language and goal statements• Action orientated and situation specific related to life-long patterns • Clear enough language for a child to understand• Energetic and exciting for me• Recognizes both high (verb) and low (adverb) gear elements• Specific and measurable


NOTICINGNOTICINGPhysical, Emotional, Mental, and Energetic StatesPhysical, Emotional, Mental, and Energetic States

•• Notice HOW IT IS NOWNotice HOW IT IS NOWi i i i i b di i i i i b d•• Notice WHERE you are experiencing it in your bodyNotice WHERE you are experiencing it in your body

•• What WORD describes this inner experience?What WORD describes this inner experience?•• On a scale of 1 to 10, how do you rate the intensity of the On a scale of 1 to 10, how do you rate the intensity of the

experience?experience?•• Does this serve you well?Does this serve you well?•• Is this how you WANT to feel?Is this how you WANT to feel?•• If ‘no”, what do you want? If it were ideal how would it be If ‘no”, what do you want? If it were ideal how would it be

different?different?

NoticingNoticing

•• State your name and one word to describe your feeling right nowState your name and one word to describe your feeling right now•• Statement: “I am ____ and I feel ____” Create a movement that Statement: “I am ____ and I feel ____” Create a movement that

symbolizes this feeling.symbolizes this feeling.•• Tiredness Quotient using 0Tiredness Quotient using 0--5 with 5 being most tired5 with 5 being most tired

Wh ? Sh i h f 1 i hWh ? Sh i h f 1 i h•• What stresses you out? Share with partner for 1 minute eachWhat stresses you out? Share with partner for 1 minute each•• State 2 truths and one lie and have partner guess the lieState 2 truths and one lie and have partner guess the lie•• Noticing for pace Noticing for pace –– pull hair, touch buttons, zip up/downpull hair, touch buttons, zip up/down•• Reflex Rag Reflex Rag –– Eve KodiakEve Kodiak•• Lazy 8 with eyes Lazy 8 with eyes –– have partner notice tracking smoothness near have partner notice tracking smoothness near

and farand far


High and Low GearHigh and Low GearIntegrated and UnintegratedIntegrated and Unintegrated

Switched Switched ––Off (one sided stuckness) Off (one sided stuckness) -- StressStressHomolateral and Bilateral MovementsHomolateral and Bilateral Movementso o ate a a d ate a o e e tso o ate a a d ate a o e e ts

Balance and RepatterningBalance and Repatterning3 Dimensions/ DLR and 3DLR3 Dimensions/ DLR and 3DLR

Learning MenuLearning MenuPre and Post ActivitiesPre and Post Activities

CelebrateCelebrateHome playHome play


Integrated LearningIntegrated Learningthe “dance” between what is not yet learned and what is learnedthe “dance” between what is not yet learned and what is learned

Low Gear State : Not Yet Learned Low Gear State : Not Yet Learned (left hemisphere(left hemisphere))U f ili i f ti i tU f ili i f ti i tUnfamiliar information or environmentUnfamiliar information or environment

Think before respondingThink before respondingIntentional movement, analyticalIntentional movement, analytical

Parts to wholeParts to wholeDetailsDetails

Unfamiliar context Unfamiliar context –– feels uncomfortablefeels uncomfortableStopping movement to thinkStopping movement to thinkSlow and thoughtful, abstractSlow and thoughtful, abstract

Moving forward with caution, temporal, logical , symbolic, verbalMoving forward with caution, temporal, logical , symbolic, verbal


Integrated High Gear State : LearnedIntegrated High Gear State : Learned (right hemisphere(right hemisphere))

Safe, familiar environmentSafe, familiar environmentRespond without thought, nonRespond without thought, non--reationalreational

Survival instinct, nonSurvival instinct, non--verbalverbalSurvival instinct, nonSurvival instinct, non verbalverbalAutomatic movement, reflexiveAutomatic movement, reflexive

Whole to partsWhole to partsBig PictureBig Picture

Familiar context Familiar context –– feels goodfeels goodThinking and moving togetherThinking and moving together

Efficient, concrete, holisticEfficient, concrete, holisticAble to move forward, feels safeAble to move forward, feels safe

Diffuse, receptive, spatial, intuitiveDiffuse, receptive, spatial, intuitive


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Unintegrated High Gear State Unintegrated High Gear State (right hemisphere)(right hemisphere)Busy, “trying hard”Busy, “trying hard”

FrustratedFrustratedQuits before finishedQuits before finished

Too many choicesToo many choices –– can’t choosecan’t chooseToo many choices Too many choices –– can t choosecan t chooseCan’t copeCan’t cope

ADHDADHDFearful, selfFearful, self--conscious, easily distracted, compulsiveconscious, easily distracted, compulsive

Perfectionist, dreamerPerfectionist, dreamerConfused, poor concentrationConfused, poor concentration

Manic Depression, over sensitiveManic Depression, over sensitivePoor time managementPoor time management

Always up, chaoticAlways up, chaotic


Unintegrated Low Gear StateUnintegrated Low Gear State (left hemisphere)(left hemisphere)

Bored, procrastinates, doesn’t careBored, procrastinates, doesn’t care“Why me?” and rule dominated“Why me?” and rule dominated

i i ii i iAutomatic, inappropriate responsesAutomatic, inappropriate responsesPainfully self conscious and criticalPainfully self conscious and critical

Spaced out, over focused, stuckSpaced out, over focused, stuckADD and DepressedADD and Depressed

Moves aimlessly, ideas blockedMoves aimlessly, ideas blockedConfused, shortConfused, short--term memory lossterm memory lossTunnel vision, obsessive, inflexibleTunnel vision, obsessive, inflexible

Can’t stop, poor self regulationCan’t stop, poor self regulationMechanical and stressedMechanical and stressed

A man found a cocoon of a butterfly. One day a small A man found a cocoon of a butterfly. One day a small opening appeared. He sat and watched the butterfly for opening appeared. He sat and watched the butterfly for several hours as it struggled to force its body through several hours as it struggled to force its body through that little hole. Then it seemed to stop making any that little hole. Then it seemed to stop making any progress. It appeared as if it had gotten as far as it had progress. It appeared as if it had gotten as far as it had and it could go no further.and it could go no further.

Then the man decided to help the butterfly, so he took a Then the man decided to help the butterfly, so he took a pair of scissors and snipped off the remaining bit of the pair of scissors and snipped off the remaining bit of the cocoon. The butterfly then emerged easily. But it had a cocoon. The butterfly then emerged easily. But it had a swollen body and small shriveled wings The manswollen body and small shriveled wings The manswollen body and small, shriveled wings. The man swollen body and small, shriveled wings. The man continued to watch the butterfly because he expected continued to watch the butterfly because he expected that, at any moment, the wings would enlarge and that, at any moment, the wings would enlarge and expand to be able to support the body, which would expand to be able to support the body, which would contract in time. contract in time.

Neither happened! In fact, the butterfly spent the rest of Neither happened! In fact, the butterfly spent the rest of its life crawling around with a swollen body and shriveled its life crawling around with a swollen body and shriveled wings. It never was able to fly. wings. It never was able to fly.

What the man in his kindness and haste did not What the man in his kindness and haste did not understand was that the restricting cocoon and understand was that the restricting cocoon and the struggle required for the butterfly to get the struggle required for the butterfly to get through the tiny opening were God's way of through the tiny opening were God's way of forcing fluid from the body of the butterfly into forcing fluid from the body of the butterfly into its wings so that it would be ready for flight its wings so that it would be ready for flight once it achieved its freedom from the cocoon. once it achieved its freedom from the cocoon.

Sometimes struggles are exactly what we need Sometimes struggles are exactly what we need in our life. If God allowed us to go through our in our life. If God allowed us to go through our life without any obstacles, it would cripple us. life without any obstacles, it would cripple us. We would not be as strong as what we could We would not be as strong as what we could have been. And we could never fly.have been. And we could never fly.(author (author unknown)unknown)


Hearing in an Integrated StateHearing in an Integrated StateStructures: R and L Temporal Lobes, CochleaStructures: R and L Temporal Lobes, Cochlea

GestaltGestalt (right hemisphere dominant)(right hemisphere dominant)HearsHears: rhythm, tone, dialect, emotions pitch, : rhythm, tone, dialect, emotions pitch, image, understanding, perception, patternsimage, understanding, perception, patterns

LogicLogic (left hemisphere dominant)(left hemisphere dominant)HearsHears: words, syntax, covert speech, : words, syntax, covert speech,

lyrics of music, specific notes, details, linear sequence, symbols, lyrics of music, specific notes, details, linear sequence, symbols, analysis, breaks sound into small partsanalysis, breaks sound into small parts


Vision in an Integrated StateVision in an Integrated StateStructures: lateral geniculate ganglion, Structures: lateral geniculate ganglion,

optic chiasm, optic nerve, eye structuresoptic chiasm, optic nerve, eye structures

GestaltGestalt (right hemisphere dominant)(right hemisphere dominant)Sees: image, patterns, big picture,Sees: image, patterns, big picture,

emotion, 3 dimensions, color, future possibilitiesemotion, 3 dimensions, color, future possibilities

LogicLogic (left hemisphere dominant)(left hemisphere dominant)Sees: details, analysis, linear sequencing, specific, Sees: details, analysis, linear sequencing, specific,

symmetry, line, 2 dimensions, puts vision in context of pastsymmetry, line, 2 dimensions, puts vision in context of past


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Left Brain, Right BrainLeft Brain, Right BrainBy Jean Houston and modified by Carla HannifordBy Jean Houston and modified by Carla Hanniford

Left brain, right brainLeft brain, right brain Get your head togetherGet your head togetherLeft brain right brainLeft brain right brain Get your head togetherGet your head togetherLeft brain, right brainLeft brain, right brain Get your head togetherGet your head together

Get ***,Get ***, Your head ***, Your head ***, TogetherTogether

The left brain discusses what your eyes can see,The left brain discusses what your eyes can see,Teaches you to read and the one, two , threeTeaches you to read and the one, two , threeThe left brain helps you structure your day,The left brain helps you structure your day,

If you didn’t have a left brain, you couldn’t sayIf you didn’t have a left brain, you couldn’t sayThat the right brain sees the oceanThat the right brain sees the ocean


The Right brain loves movementThe Right brain loves movementThe Right brain feels emotionThe Right brain feels emotion

And the Right brain likes improvement.And the Right brain likes improvement.

Left brain, Right brainLeft brain, Right brain ** get your head togetherget your head togetherLeft brain, Right brainLeft brain, Right brain get your head together get your head together Left brain, Right brain Left brain, Right brain * * get your head togetherget your head together

Get Get ****** your head your head ****** togethertogether

The Right brain intuits things as a whole,The Right brain intuits things as a whole,Synthesizes, integrates, believes in the soul.Synthesizes, integrates, believes in the soul.

The Right brain visualizes patterns so strange,The Right brain visualizes patterns so strange,If you didn’t have a Right brain, you’d never changeIf you didn’t have a Right brain, you’d never change


And the Left brain clock watches, The Left brain loves order.And the Left brain clock watches, The Left brain loves order.The Left brain hates blotches, and the Left brain makes borders.The Left brain hates blotches, and the Left brain makes borders.

Chorus:Chorus: Left brain, Right brain Left brain, Right brain get your head togetherget your head together

And the corpus callosum acts live a roadAnd the corpus callosum acts live a roadAnd the corpus callosum acts live a road,And the corpus callosum acts live a road,For the two brains to share the load.For the two brains to share the load.

In one given second there’s a quadrillion thingsIn one given second there’s a quadrillion thingsThat the brain puts together and that’s how it sings.That the brain puts together and that’s how it sings.

Whole brain wants teaching, Whole brain want learning.Whole brain wants teaching, Whole brain want learning.Whole brain’s out reaching, The whole brain is yearning.Whole brain’s out reaching, The whole brain is yearning.

Chorus: Chorus: Left brain, Right brainLeft brain, Right brain get your head togetherget your head together


Brain Gym Learning Menu (26 Activities)Brain Gym Learning Menu (26 Activities)

Lengthening ActivitiesLengthening ActivitiesTh O lTh O lThe OwlThe Owl

Arm ActivationArm ActivationFootflexFootflex

Calf PumpCalf PumpGravity GliderGravity GliderThe GrounderThe Grounder



Energy ActivitiesEnergy ActivitiesWaterWaterWaterWater

Brain ButtonsBrain ButtonsEarth ButtonEarth Button

Balance ButtonsBalance ButtonsSpace ButtonsSpace ButtonsEnergy YawnEnergy YawnThinking CapThinking Cap



Midline MovementsMidline MovementsThink of an XThink of an X

C C l d C C l SC C l d C C l SCross Crawl and Cross Crawl SitCross Crawl and Cross Crawl Sit--UpsUpsLazy 8’s and Alphabet 8’sLazy 8’s and Alphabet 8’s

Double DoodleDouble DoodleThe ElephantThe Elephant

Neck Rolls Neck Rolls The RockerThe Rocker

Belly BreathingBelly BreathingThe EnergizerThe Energizer


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Deepening AttitudesDeepening AttitudesC k’ H kC k’ H kCook’s HookCook’s Hook--upsupsPositive PointsPositive Points

RepatterningRepatterningDennison Laterality Repatterning (DLR)Dennison Laterality Repatterning (DLR)Three Dimension Repatterning (3DLR)Three Dimension Repatterning (3DLR)


Repatterning Repatterning Dennison Laterality Repatterning (DLR and 3DLR)Dennison Laterality Repatterning (DLR and 3DLR)

return to natural, integrated patterns imprinted in human developmentreturn to natural, integrated patterns imprinted in human development

P tt iP tt i (D & D l t )(D & D l t )•• PatterningPatterning (Doman & Delacato) (Doman & Delacato) ––Imprinting into the body’s physiology of a natural pattern via Imprinting into the body’s physiology of a natural pattern via prolonged repetitionprolonged repetition

•• Reciprocal InterweavingReciprocal Interweaving (Arnold Gesell) (Arnold Gesell) ––Walking with a rhythmic, contralateral gait to simultaneously Walking with a rhythmic, contralateral gait to simultaneously stimulate L and R brain hemispheresstimulate L and R brain hemispheres

•• RepatterningRepatterning (Dennison) (Dennison) –– rere--establish efficient, integrated establish efficient, integrated patterns in crosspatterns in cross--lateral movements including vision and hearing by lateral movements including vision and hearing by strengthening core postural awarenessstrengthening core postural awareness


Brain Gym Exercise: Calf PumpBrain Gym Exercise: Calf Pump


Adapting Sensory Motor Exercises for Specific Functional Limitations, Adapting Sensory Motor Exercises for Specific Functional Limitations, Classroom Learning, Personal Growth,Classroom Learning, Personal Growth,

and Creative Activitiesand Creative Activities


Brain Gym Exercise: Brain Gym Exercise: Energy YawnEnergy Yawn


Brain Gym Exercise: Brain Gym Exercise: Thinking CapThinking Cap


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Brain Gym Exercise: Brain Gym Exercise: Balance ButtonsBalance Buttons


Brain Gym ExerciseBrain Gym ExerciseThe RockerThe Rocker


Brain Gym ExerciseBrain Gym ExerciseLazy 8Lazy 8


DennisonDennison LateralityLaterality RepatterningRepatterning DLRDLR•• Look at X Look at X –– Cross Crawl Cross Crawl –– Look at l l Look at l l –– Homolateral CrawlHomolateral Crawl•• Cross Crawl while humming and looking up Cross Crawl while humming and looking up

(usually to the left)(usually to the left)

P t C l hil ti d l ki dP t C l hil ti d l ki d•• Puppet Crawl while counting and looking down Puppet Crawl while counting and looking down (usually to the right)(usually to the right)

•• Integration MetaphorIntegration Metaphor

•• Cross Crawl while looking in all directionsCross Crawl while looking in all directions

•• Puppet Crawl while looking in all directionsPuppet Crawl while looking in all directions•• Look at XLook at X

ROBOTROBOT (thinking) (thinking) SWIMMER (feeling) SWIMMER (feeling) PENGUIN (sensing)PENGUIN (sensing)


Skull TappingSkull Tapping

Rhythmic, Continuous, Alternating Beat Rhythmic, Continuous, Alternating Beat Between right and left using two finger from each handBetween right and left using two finger from each hand

TempleTemple Positive Points (directly over eyebrows) Positive Points (directly over eyebrows) TempleTempleTemple Crown (over eyebrows up to the top of the head TempleTemple Crown (over eyebrows up to the top of the head TempleTemple Bottom of the Occular Orbit directly under eyes TempleTemple Bottom of the Occular Orbit directly under eyes TempleTemple Down jaw line to Space Buttons on upper lipTemple Down jaw line to Space Buttons on upper lip TempleTempleTemple Down jaw line to Earth Buttons on lower lipTemple Down jaw line to Earth Buttons on lower lip TempleTempleTempleTemple Over the ears to Balance Buttons on occiput Over the ears to Balance Buttons on occiput Finish 3 Thinking Caps massage ear folds top to bottom Finish 3 Thinking Caps massage ear folds top to bottom


Additional Supports for Brain GymAdditional Supports for Brain GymCore ActivationCore Activation


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Vision ExercisesVision ExercisesHolding the head up, looking straight ahead:Holding the head up, looking straight ahead:

•• Look up and to the left.Look up and to the left. Hold this fixed position for 15 secondsHold this fixed position for 15 seconds. . Strengthens visual recall and is spontaneously made when we want to recall Strengthens visual recall and is spontaneously made when we want to recall a visual memorya visual memory

•• Look down and to the left. Hold this fixed position for 15 seconds.Look down and to the left. Hold this fixed position for 15 seconds.Accesses auditory memory and is spontaneously made when we want to Accesses auditory memory and is spontaneously made when we want to recall a musical tunerecall a musical tune

• Look up and to the right. Hold this fixed position for 15 seconds.Accesses the ability to create new visual formsAccesses the ability to create new visual forms

•• Look down and to the right. Hold this fixed position for 15 seconds.Look down and to the right. Hold this fixed position for 15 seconds.Accesses kinesthetic recall and is spontaneously made when we want to Accesses kinesthetic recall and is spontaneously made when we want to recall an experience of touchrecall an experience of touch


•• Look to the directly to the right. Hold this fixed position for 15 Look to the directly to the right. Hold this fixed position for 15 seconds.seconds.Accesses the ability to create new sound formsAccesses the ability to create new sound forms

•• Look down to the end of the nose. Hold this fixed position for 15 Look down to the end of the nose. Hold this fixed position for 15 seconds.seconds.Accesses the ability to strengthen olfactory senseAccesses the ability to strengthen olfactory sense

•• Look down toward the tongue. Hold this fixed position for 15 Look down toward the tongue. Hold this fixed position for 15 seconds.seconds.Accesses the ability to strengthen gustatory sensesAccesses the ability to strengthen gustatory senses

•• Look upward and inward trying to look at the space between the Look upward and inward trying to look at the space between the eyebrows. Hold for 15 secondseyebrows. Hold for 15 seconds. . Accesses the ability to heighten intuition Accesses the ability to heighten intuition


Add to the Learning MenuAdd to the Learning Menu

Cranial SacralCranial SacralVision Therapy and Eye ExercisesVision Therapy and Eye Exercises

YogaYogaTai ChiTai ChiQigongQigong

Acupressure Acupressure Therapy Ball ExercisesTherapy Ball ExercisesDancing and DrummingDancing and Drumming

Therapeutic Listening and HemiTherapeutic Listening and Hemi--Sync MusicSync Music


Goal Setting

Practice in Groups of Three

• First person facilitates• Second person receives• Third person oversees the process, provides guidance and feedback,

and records information from receiver• Provide feedback to each other to refine the goal states to make

them positive, active, clear, energetic and powerful, measureable, and concise


Goal Statement Language Goal Statement Language llll

(present tense):(present tense):I will _____ ______ (future)I will _____ ______ (future)

listenlistenreadreadmovemovespeakspeakwritewrite

accurately fluentlyflexiblyclearlyeasilyI ___ ______ (present)I ___ ______ (present)

Verb (High Gear) ** Adverb (Low Gear)Verb (High Gear) ** Adverb (Low Gear)

tetecommunicatecommunicateorganizeorganizefocus focus managemanageempowerempowerrelaterelatechoosechooserelax relax createcreateplayplay

easilyopenlyfairlygloballyhonestlyfullyjoyfullyintuitivelycomfortablysmoothlyeffectively

runrunsleepsleepdrivedriverememberremember

powerfullylovinglycalmlyclearly


Where and When Where and When Situations:Situations:

HomeHomeSchoolSchoolW kW kWorkWorkSports Sports

RecreationRecreationCreative ActivitiesCreative Activities

TravelTravelSocial SettingsSocial SettingsPublic SpeakingPublic Speaking

Are you in PACE?Are you in PACE? Water, Brain Buttons, Cross Crawl, Hook UpsWater, Brain Buttons, Cross Crawl, Hook Ups


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9


My Goal Is Positive in the Present TenseMy Goal Is Positive in the Present Tense

•• What do I want?What do I want?•• What do I want to change in my life? What do I want to change in my life? •• What would be different or what would I be doing differently?What would be different or what would I be doing differently?•• What would be different or what would I be doing differently?What would be different or what would I be doing differently?•• What situation or issue is most challenging my in my life and that I am What situation or issue is most challenging my in my life and that I am

ready to change and let go of?ready to change and let go of?•• How would my life be different if I did not have this issue in my life?How would my life be different if I did not have this issue in my life?•• How would I feel?How would I feel?•• What would I be doing then that I am not doing now?What would I be doing then that I am not doing now?•• What observable behaviors are examples of this in my life?What observable behaviors are examples of this in my life?•• How will I know when I leave here that I got what I came for? (pre and How will I know when I leave here that I got what I came for? (pre and

post activities post activities


GOAL STATEMENT: GOAL STATEMENT:

PACE THE GOALPACE THE GOAL

•• This goal energizes and excites me?This goal energizes and excites me?•• This goal is positive, active, clear and energetic?This goal is positive, active, clear and energetic?•• This is the best goal for me? This is the best goal for me? •• Is this the most important goal? Prioritize the goals?Is this the most important goal? Prioritize the goals?•• This goal needs something more?This goal needs something more?•• This goal need something to take away or change?This goal need something to take away or change?•• How will you know when you leave here that you got what you How will you know when you leave here that you got what you

came for (pre and post activities)?came for (pre and post activities)?


5 Step Brain Gym Balance5 Step Brain Gym BalancePACEPACEGoalGoal

PrePre--ActivityActivityLearning MenuLearning MenuPostPost-- ActivityActivity

Celebrate and Anchor the Goal!Celebrate and Anchor the Goal!Home PlayHome Play

BalancingBalancing Brain FunctioningBrain Functioning

•• Prefrontal Cortex: Prefrontal Cortex: attention, attention, organization, organization, impulse, and mood impulse, and mood controlcontrol

•• Anerior Cingulate Gyrus: Anerior Cingulate Gyrus: gear shiftergear shifterB l G liB l G li•• Basal Ganglia: Basal Ganglia: movement and movement and anxietyanxiety

•• Thalamus: Thalamus: integratorintegrator•• Temporal Lobes: Temporal Lobes: mood, mood,

memory, learningmemory, learning•• Parietal Lobes: Parietal Lobes: sensory and sensory and

directiondirection•• Occipital Lobes: Occipital Lobes: visionvision•• Cerebellum: Cerebellum: processing speedprocessing speed


3 Dimensions for Whole Brain Learning3 Dimensions for Whole Brain LearningFocusFocus

ComprehensionComprehension Side to SideSide to Side Lengthening ExercisesLengthening Exercises

CenteringCenteringOrganizationOrganization Up and DownUp and Down Energy ExercisesEnergy Exercises

LateralityLateralityCommunicationCommunication Side to SideSide to Side Midline MovementMidline Movement

DLR/3DLR DLR/3DLR –– All DimensionsAll Dimensions


3 Dimensions and The Triune Brain3 Dimensions and The Triune BrainReflex PatternsReflex Patterns

Focus:Focus:Where Am I?Where Am I?

P ti i ti MidliP ti i ti MidliParticipation MidlineParticipation MidlineAttention and ComprehensionAttention and Comprehension

Hindbrain, Brain Stem, Reptilian BrainHindbrain, Brain Stem, Reptilian BrainDevelops from conception to 15 monthsDevelops from conception to 15 months

Fright and FreezeFright and FreezeControls Autonomic Nervous System: Controls Autonomic Nervous System:

Respiration, CNS, Sweating, Digestion, CirculationRespiration, CNS, Sweating, Digestion, CirculationSurvival and Self PreservationSurvival and Self Preservation

Unemotional, Ritualistic, Territorial, Doesn’t Recognize IndividualsUnemotional, Ritualistic, Territorial, Doesn’t Recognize Individuals


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Centering:Centering: Where Is It?Where Is It?Stabilizing MidlineStabilizing Midline

OrganizationOrganizationOrganizationOrganizationLimbic System, Thalamus, Hypothalamus, Midbrain, Old Mammalian BrainLimbic System, Thalamus, Hypothalamus, Midbrain, Old Mammalian Brain

Connects cerebral cortex and brain stemConnects cerebral cortex and brain stemDevelops from 15 months to 4 yearsDevelops from 15 months to 4 years

Fight or FlightFight or FlightControls Sympathetic Nervous System: Controls Sympathetic Nervous System:

Hormone Regulation and Cortisol levels,, Emotions, Response to Stimuli, Hormone Regulation and Cortisol levels,, Emotions, Response to Stimuli, ShortShort--term Memory, Relationshipterm Memory, Relationship

Playful, Loving, EmotionalPlayful, Loving, EmotionalRecognizes individualsRecognizes individuals



Laterality:Laterality: What Is It? Who Am I?What Is It? Who Am I?

C i ti MidliC i ti MidliCommunication MidlineCommunication MidlineCooperationCooperation

Cerebral Cortex, Prefrontal Lobe, The New Mammalian BrainCerebral Cortex, Prefrontal Lobe, The New Mammalian BrainDevelops from 4 years and upDevelops from 4 years and up

Reverts to Dominant Side (shuts down nonReverts to Dominant Side (shuts down non--dominant side)dominant side)Controls Higher Level Thinking, Problem Solving, Reasoning, Language, Systematizing, Controls Higher Level Thinking, Problem Solving, Reasoning, Language, Systematizing,

Altruism, Noticing, Fine Motor SkillsAltruism, Noticing, Fine Motor SkillsSelf Awareness and Self ActualizationSelf Awareness and Self Actualization

Creative, Innovative, Seeks Patterns and Order, Similarities/DifferencesCreative, Innovative, Seeks Patterns and Order, Similarities/DifferencesRecognizes Self as IndividualRecognizes Self as Individual



FocusFocusSTNRSTNRSTNRSTNR

Spinal GalantSpinal GalantLandauLandau

Tonic LabyrinthineTonic LabyrinthineTrunk ExtensionTrunk ExtensionSpinal PerezeSpinal Pereze



CenteringCenteringMoroMoro

LandauLandauLeg Cross FlexionLeg Cross FlexionFlying and Landing Flying and Landing

Bauer Crawling Bauer Crawling Thomas Autonomic GaitThomas Autonomic Gait

Hands SupportingHands Supporting



LateralityLateralityATNRATNR

Robinson GraspRobinson GraspLeg Cross FlexionLeg Cross Flexion

BabinskiBabinskiBondingBonding

Hands PullingHands Pulling



Symmetrical Tonic Neck ReflexSymmetrical Tonic Neck ReflexPreparation for creeping by raising up from stomach on all fours.Preparation for creeping by raising up from stomach on all fours.

Baby raises neck up, arms straighten automatically and legs bend.Baby raises neck up, arms straighten automatically and legs bend.Unintegrated STNR hampers coordinated movement /postural control.Unintegrated STNR hampers coordinated movement /postural control.

Reading and writing problems, focusing challenges,Reading and writing problems, focusing challenges,Poor handPoor hand--eye coordination, directionality, posture, eye coordination, directionality, posture,

Figety, daydreaming, clumsy, messy Figety, daydreaming, clumsy, messy


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Spinal Galant ReflexSpinal Galant Reflex

Assists fetus in reacting to sound Assists fetus in reacting to sound Prepare position of fetus for birthPrepare position of fetus for birth

Triggers cross lateral movements during birth with ATNRTriggers cross lateral movements during birth with ATNRUnintegrated SGR results in:Unintegrated SGR results in:

Poor concentration, posture, STM, coordination,Poor concentration, posture, STM, coordination,Hip rotation to one side, bedwetting, fatigue, fidgeting, Hip rotation to one side, bedwetting, fatigue, fidgeting,


Developmental Movement PatternsDevelopmental Movement PatternsEarly in DanceEarly in Dance

Homolateral crawlHomolateral crawl Clap handsClap handsMoving head side to sideMoving head side to side

Moving head up and downMoving head up and downMoving head up and downMoving head up and downFall back and catch one’s selfFall back and catch one’s self

Swimming movement with armsSwimming movement with arms

Later in DanceLater in DanceCross lateral movementsCross lateral movements

Lazy 8 MovementsLazy 8 Movements SpinningSpinningSkipSkip--alongalong Spinning cross crawlSpinning cross crawl

Group spinning or circlingGroup spinning or circling HoppingHopping


Modifying Sensory Motor Exercises for Special NeedsModifying Sensory Motor Exercises for Special Needs

•• Sensory Stimulation/Modulation TechniquesSensory Stimulation/Modulation TechniquesPrepare Body via Desensitization to Calm the Nervous SystemPrepare Body via Desensitization to Calm the Nervous Systemvibration, brushing, rocking, music, dim lightingvibration, brushing, rocking, music, dim lighting

•• Passive Range of Motion and HOH/HUH Instead of AROMPassive Range of Motion and HOH/HUH Instead of AROM•• Passive Range of Motion and HOH/HUH Instead of AROMPassive Range of Motion and HOH/HUH Instead of AROM

•• Use Support For Back Or Sit/Lie DownUse Support For Back Or Sit/Lie Down

•• Use Visual and Auditory Cues:Use Visual and Auditory Cues:color code hands/arms/legs/feet, lighted mirror, flashlight, black light , occlude color code hands/arms/legs/feet, lighted mirror, flashlight, black light , occlude vision, verbal stepvision, verbal step--byby--step cues, singing step cues, singing

•• Use Assistance for Holding PointsUse Assistance for Holding Points

•• VisualizationVisualization


Six Dimensions Well Being to consider: Six Dimensions Well Being to consider: •• PhysicalPhysical•• IntellectualIntellectual•• IntellectualIntellectual•• SocialSocial•• EmotionalEmotional•• CulturalCultural•• VocationalVocational


Stress ReducersStress Reducers•• Recognize your symptoms of stressRecognize your symptoms of stress•• Relaxation techniques and exerciseRelaxation techniques and exercise•• Time managementTime managementgg•• Diet and nutritionDiet and nutrition•• Rest and sleep / dream journal/ laughterRest and sleep / dream journal/ laughter•• Talk to friends, professionals, support groupsTalk to friends, professionals, support groups•• Help others / Choose your battles wiselyHelp others / Choose your battles wisely•• Positive attitudes / Work off angerPositive attitudes / Work off anger•• Take a break to read, sing, dance, watch funny movies, Take a break to read, sing, dance, watch funny movies,

make something or engage in creative activitymake something or engage in creative activity

What is Irlen Syndrome ?What is Irlen Syndrome ?

•• Not visualNot visual

•• Not corrected with Not corrected with glassesglasses

•• Not identified by vision Not identified by vision teststests

•• Not a method of Not a method of instructioninstruction


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What is Irlen Syndrome?What is Irlen Syndrome?What is Irlen Syndrome?What is Irlen Syndrome?

•• VisualVisual--perceptual disorder: neurologicallyperceptual disorder: neurologically--based, visual based, visual cortex, transient or magnocellular deficitcortex, transient or magnocellular deficit

•• Genetic component: affecting males and females equallyGenetic component: affecting males and females equally

•• Condition is varied and intermittentCondition is varied and intermittent

•• Exists on a continuum from slight to severeExists on a continuum from slight to severe•• Exists on a continuum from slight to severe Exists on a continuum from slight to severe

•• Enhanced by environmental stressors: lighting; contrast, Enhanced by environmental stressors: lighting; contrast, colors, patterns; amount of print on page; demands for colors, patterns; amount of print on page; demands for continuous performance; demands for comprehension; continuous performance; demands for comprehension; print size, style and format print size, style and format

•• Not identified by standardized testsNot identified by standardized tests

•• Not a method of instruction Not a method of instruction

Irlen: A Piece of the PuzzleIrlen: A Piece of the PuzzleCorrect problems ofCorrect problems of

–– Light SensitivityLight Sensitivity–– GlareGlare–– Stress & StrainStress & Strain–– Visual DistortionsVisual Distortions–– Visual AcuityVisual Acuity–– Adaptation TimeAdaptation Time–– Visual PerformanceVisual Performance–– Field of VisionField of Vision–– Headaches & Discomfort Headaches & Discomfort –– Contrast SensitivityContrast Sensitivity

SymptomsSymptomsSymptomsSymptomsLIGHT SENSITIVITYBothered by glare, fluorescent lights, bright lights, sunlight, or driving at night. Discomfort or difficulty concentrating or working under bright lights or fluorescent lights.

INEFFICIENT READING

ATTENTION DEFICITProblems concentrating while reading or doing school work. May have difficulty staying on task, take breaks, look away, become restless, fidgety or tired.

STRAIN OR FATIGUEDifficulty reading print, numbers, or musical notes. Problems may include print that shifts, shakes, blurs, moves, doubles, disappears, or becomes difficult to perceive.

SLOW READING RATEInability to read letters, numbers, musical notes, or words in groups. Problems tracking, correctly identifying words, or ability to skim/speed read.

Feeling strain, tension, fatigue, sleepy or headaches with reading and other perceptual activities. Strain can interfere with the ease of reading, studying or even listening.

POOR DEPTH PERCEPTIONInability to accurately judge distance or spatial relationships. May be unsure or have difficulty with escalators, stairs, ball sports or driving.

ProblemsProblemsProblemsProblems•• Light SensitivityLight Sensitivity: :

fluorescent lights, bright fluorescent lights, bright lights, glare, night lights, glare, night blindnessblindness

•• Physical SymptomsPhysical Symptoms: : dizziness, fatigue, dizziness, fatigue, headaches/migrainesheadaches/migraines

•• Difficulties usingDifficulties usingchalkboards, overheads, chalkboards, overheads, computers/typewriters, computers/typewriters, maps, charts, books, music, maps, charts, books, music, scantron sheetsscantron sheets

•• Sports PerformanceSports Performance•• Depth PerceptionDepth Perceptionheadaches/migraines, headaches/migraines,

stomachaches stomachaches •• Academic DifficultiesAcademic Difficulties::

handwriting, spelling, handwriting, spelling, math, geometry, math, geometry, composition writing, note composition writing, note taking, copying, reading taking, copying, reading mapsmaps

•• Depth Perception Depth Perception •• Eye TrackingEye Tracking•• Driving Driving •• Behavior ProblemsBehavior Problems•• DistractibilityDistractibility•• ADHDADHD


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The Environment Can Trigger Stress The Environment Can Trigger Stress Affecting:Affecting:

–– Brain’s Activity Brain’s Activity –– EmotionsEmotions–– Immune SystemImmune System

Health & Well BeingHealth & Well Being–– Health & Well BeingHealth & Well Being–– PerformancePerformance

Environmental Stressors

–– LightingLighting–– GlareGlare–– Bright ColorBright Color

High ContrastHigh Contrast–– High ContrastHigh Contrast–– Patterns and StripesPatterns and Stripes–– DetailsDetails–– Sustained AttentionSustained Attention–– Continuous Continuous

PerformancePerformance

ENVIRONMENTLighting ContrastPatterns Colors

The Mind-Body-Learning Connection

Cortisol

PERCEPTUAL STRESS

VISUAL ACTIVITIESReading WritingCopying Computer Use

Changes in Automatic SystemChanges in Cortisol

SerotoninDopamineHormone

Automatic SystemEndocrine SystemImmune System

Neuropeptide System

Changes in

Brain Chemistry

Learning, reading, emotional, behavioral, or attitude problems

ADD/HDDyslexia

Conduct DisordersPsychologically

Disturbed

• Physical symptoms (headache, migraine, fatigue, dizziness, stomachaches, eye strain, anxiety, irritability)

• Attention & concentration

• Learning (hypo/hyper sensitivity)

• Sensory integration

• Depth perception

• Vulnerability to stress

• Diminished cognitive reserves

PROBLEMSPROBLEMS

MindMind--BodyBody--Learning ConnectionLearning Connection

•• Environment & Visual Activities can Environment & Visual Activities can cause over and under activationcause over and under activation

•• Causing imbalance and changes inCausing imbalance and changes in–– Brain Brain –– Autonomic NS (neurotransmitters)Autonomic NS (neurotransmitters)–– Endocrine System (hormonal)Endocrine System (hormonal)–– Suppresses Immune SystemSuppresses Immune System

SPECT Scans without and with SPECT Scans without and with Irlen Spectral FiltersIrlen Spectral Filters


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Spect Scans without and withSpect Scans without and withIrlen Spectral FiltersIrlen Spectral Filters

BeforeBefore AfterAfter

Activities as StressorsActivities as Stressors

•• Sustained Attention/ConcentrationSustained Attention/Concentration•• Continuous PerformanceContinuous Performance

–– ReadingReadingReadingReading–– WritingWriting–– CopyingCopying–– Scantron Answer SheetsScantron Answer Sheets–– Computer, T.V.Computer, T.V.–– Other visually intensive activityOther visually intensive activity

Published Reading StudiesPublished Reading StudiesPublished Reading StudiesPublished Reading Studies

•• Robinson & Miles (1987) Robinson & Miles (1987) 42 subjects selected preferred overlay over 42 subjects selected preferred overlay over random chosen overlay or clear overlay and random chosen overlay or clear overlay and performed better on word search letterperformed better on word search letterperformed better on word search, letter performed better on word search, letter recognition, and number recognition tasks.recognition, and number recognition tasks.

•• O’Conner et. al. (1990) O’Conner et. al. (1990) After one week, 67 subjects showed 6 months After one week, 67 subjects showed 6 months gain in reading rate and accuracy. 19 month gain in reading rate and accuracy. 19 month gain in comprehensiongain in comprehension..

Reading StudiesReading StudiesReading StudiesReading Studies•• Fricker (1989) Fricker (1989)

Found significant gains after 12 months in rate, Found significant gains after 12 months in rate, accuracy, and silent reading (p<.01).accuracy, and silent reading (p<.01).

•• Robinson & Conway (1990) Robinson & Conway (1990) 44 LD children showed significant improvement 44 LD children showed significant improvement within 12 months.within 12 months.––Comprehension 36 months gain (p<.01)Comprehension 36 months gain (p<.01)––Accuracy 23 months gain (p<.01)Accuracy 23 months gain (p<.01)––SelfSelf--concept & attitude (p=.05)concept & attitude (p=.05)

Pioneer ValleyPioneer ValleyPioneer ValleyPioneer Valley172 students were screened and 27% were 172 students were screened and 27% were identified with moderate to severe SSS. identified with moderate to severe SSS. Results after 3 months:Results after 3 months:

–– 100% had statistically significant improvement in accuracy 100% had statistically significant improvement in accuracy and/or comprehension. Mean increases were 30 months in and/or comprehension. Mean increases were 30 months in accuracy and 27 months in comprehensionaccuracy and 27 months in comprehensionaccuracy and 27 months in comprehension.accuracy and 27 months in comprehension.

–– 100% of special ed. students showed statistically significant 100% of special ed. students showed statistically significant improvement in accuracy and/or comprehension. Mean improvement in accuracy and/or comprehension. Mean increases were 24 months in accuracy and 27 months in increases were 24 months in accuracy and 27 months in comprehension.comprehension.

–– 83% of students reading below grade level increased by 9 83% of students reading below grade level increased by 9 months to 49 months in accuracy.months to 49 months in accuracy.

–– 67% of students improved at least 12 months in accuracy, 67% of students improved at least 12 months in accuracy, comprehension, and passage fluency.comprehension, and passage fluency.

Yakima StudyYakima StudyYakima StudyYakima Study

•• SeventySeventy--one 3one 3rdrd graders with moderate to severe SSS.graders with moderate to severe SSS.

•• Those with SSS in school A were given overlays and in Those with SSS in school A were given overlays and in school B were not.school B were not.

•• Pre/Post testing using GORTPre/Post testing using GORT--4. Results after 3 months:4. Results after 3 months:/ g g/ g g

•• Overlay Group: gains of 14 months in rate, 17 months Overlay Group: gains of 14 months in rate, 17 months in accuracy, 14 months in fluency, and 13 months in in accuracy, 14 months in fluency, and 13 months in comprehension.comprehension.

•• No Overlays: gains of 1 month in rate & accuracy, 2 No Overlays: gains of 1 month in rate & accuracy, 2 months in fluency, and lost 5 months in comprehensionmonths in fluency, and lost 5 months in comprehension..


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New York City SchoolsNew York City SchoolsNew York City SchoolsNew York City Schools•• 26 RD students with SSS were randomly assigned to 26 RD students with SSS were randomly assigned to

overlay or no overlay group.overlay or no overlay group.

•• Both groups given 4 months of reading remediationBoth groups given 4 months of reading remediation

•• Pre/post testing using GORTPre/post testing using GORT--R and subtests from R and subtests from WRMTWRMT RRWRMTWRMT--RR

•• SSS students who did not have an overlay showed no SSS students who did not have an overlay showed no growth in comprehension, speed, or efficiency.growth in comprehension, speed, or efficiency.

•• SSS students with overlays showed significant growth SSS students with overlays showed significant growth in all areas.in all areas.

A Six Year FollowA Six Year Follow--up Studyup StudyA Six Year FollowA Six Year Follow--up Studyup Study

•• Irlen Coloured Filters for Reading: A Six Irlen Coloured Filters for Reading: A Six Year FollowYear Follow--upup by Whiting, Robinson, and by Whiting, Robinson, and Parrott in Parrott in AustralianAustralian Journal of Remedial Journal of Remedial d id i 199199EducationEducation, 1994, 1994..–– 94%94% of 267 subjects reported continued of 267 subjects reported continued

improvementimprovement–– 58%58% reported large improvements in at reported large improvements in at

least 3 areasleast 3 areas

Job Performance SurveyJob Performance SurveyJob Performance SurveyJob Performance Survey

•• 136 randomly selected Irlen Filter users in 136 randomly selected Irlen Filter users in the workplace.the workplace.

•• 95%95% found significant improvement in found significant improvement in h i bili d h i j bh i bili d h i j btheir ability to do their job.their ability to do their job.

•• 94%94% found that their level of productivity found that their level of productivity had been significantly improved.had been significantly improved.

•• 91%91% reported a substantial decrease in reported a substantial decrease in the factors for absenteeism.the factors for absenteeism.

•• 91%91% felt increased job satisfaction.felt increased job satisfaction.

Job Performance SurveyJob Performance SurveyAmerican Journal American Journal

of Learning Disabilitiesof Learning Disabilities, 1996, 1996

Job Performance SurveyJob Performance SurveyAmerican Journal American Journal

of Learning Disabilitiesof Learning Disabilities, 1996, 1996

KeyA Skipped WordsB Repeat Lines

Percent Improvement in 8 Areas

B Repeat LinesC Lose PlaceD Glare ProblemsE Time on TaskF ComprehensionG Energy/EffortH Increased Speed

% im

prov

emen

t

Colorado Inmates & Irlen SyndromeColorado Inmates & Irlen SyndromeColorado Inmates & Irlen SyndromeColorado Inmates & Irlen SyndromeJournal of Correctional Education, September

2000by Whichard, J.A., Feller, & Kastner.

Improvement with Colored Overlays

Of 155 randomly selected subjects, 88.9% were moderately or highly Scotopic and reported moderate to considerable

improvement with an Irlen colored overlay.

Improvement with Colored Overlays (N=72)

0%

50%

100%

Degree of ImprovementSeries1 0.1 0.02 0.35 0.53

none slight mode consi

Understanding the Causal Mechanisms of Visual Understanding the Causal Mechanisms of Visual Processing Problems: A Possible Biochemical Processing Problems: A Possible Biochemical

Basis for Irlen Syndrome?Basis for Irlen Syndrome?

Understanding the Causal Mechanisms of Visual Understanding the Causal Mechanisms of Visual Processing Problems: A Possible Biochemical Processing Problems: A Possible Biochemical

Basis for Irlen Syndrome?Basis for Irlen Syndrome?

Australian Journal of Learning Disabilities, Robinson, Roberts, McGregor, Dunstan, and Butt, Dec. 1999

This study found a variety of biochemical anomalies in 143 subjects with CFS who had been identified as likely to have symptoms of Irlen Syndrome. These individuals all reported headaches, photophobia, and trouble concentrating.


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MEG NeuroimagingMEG NeuroimagingMEG NeuroimagingMEG Neuroimaging

•• Results of brain scan study showed that Results of brain scan study showed that colored Irlen Filters provided forcolored Irlen Filters provided forcolored Irlen Filters provided for colored Irlen Filters provided for normalization and crystallization of visual normalization and crystallization of visual information processing for those with information processing for those with SSSSSS

A Publication of Harvard Medical SchoolA Publication of Harvard Medical SchoolFOCUSFOCUS January 21, 1994January 21, 1994

A Publication of Harvard Medical SchoolA Publication of Harvard Medical SchoolFOCUSFOCUS January 21, 1994January 21, 1994

“Livingstone believes the colored lenses may be useful because they heighten the contrast between the letters and the background, thus altering the timing differencesaltering the timing differences between the [magno and parvocellular] systems. Some people have come and sworn that wearing these glasses has changed their lives. I've tested some of these people, and there are instances where we do see some differences. So I don't d t d it b t ith

The Irlen MethodThe Irlen Method

•• Irlen Colored OverlaysIrlen Colored Overlays

•• Irlen Spectral FiltersIrlen Spectral Filters

•• Environmental Environmental ModificationsModifications

Screening ProcessScreening ProcessIrlen Reading Perceptual Scale (IRPS)Irlen Reading Perceptual Scale (IRPS)

Screening ProcessScreening ProcessIrlen Reading Perceptual Scale (IRPS)Irlen Reading Perceptual Scale (IRPS)

•• Overlays are an interim interventionOverlays are an interim intervention–– Works for readingWorks for reading–– Limited color selectionLimited color selection–– CumbersomeCumbersome–– Overlays scratchOverlays scratch–– Need to be replacedNeed to be replaced

Irlen Spectral FiltersIrlen Spectral FiltersIrlen Spectral FiltersIrlen Spectral Filters

•• More comprehensive testing processMore comprehensive testing process•• Different color than the overlayDifferent color than the overlay

–– Transmitted vs. reflected lightTransmitted vs. reflected lightTransmitted vs. reflected lightTransmitted vs. reflected light–– Filters offending wavelengths of lightFilters offending wavelengths of light

•• Worn as lenses or contact lensesWorn as lenses or contact lenses•• Optimizes readingOptimizes reading•• Eliminates headaches and other physical Eliminates headaches and other physical

symptomssymptoms•• Changes in: depth perception, driving, Changes in: depth perception, driving,

copying, math, computers, light sensitivitycopying, math, computers, light sensitivity


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Classroom ModificationsClassroom Modifications

•• LightingLighting–– Reduce lightingReduce lighting–– Incandescent or Incandescent or

i di t t l li htii di t t l li htiindirect natural lightingindirect natural lighting–– warm white tubes, and SPX warm white tubes, and SPX

2700 tubes 2700 tubes

–– Gels over fluorescent Gels over fluorescent http://www.rosco.com/us/fihttp://www.rosco.com/us/filters/cinegel.asplters/cinegel.asp

–– Visor or brimmed hatVisor or brimmed hat


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Classroom ModificationsClassroom ModificationsClassroom ModificationsClassroom Modifications

•• Clothing:Clothing:–– No bright or No bright or

fluorescent colorsfluorescent colors

•• Test Taking:Test Taking:–– Tests duplicated on Tests duplicated on

colored papercolored paperfluorescent colorsfluorescent colors–– No stripes, plaids, or No stripes, plaids, or

polka dotspolka dots–– No large or glittery No large or glittery

jewelry or buttonsjewelry or buttons

colored papercolored paper–– Colored plastic Colored plastic

overlaysoverlays–– Scantron answer Scantron answer

sheets: use a rulersheets: use a ruler–– Natural lightingNatural lighting

Classroom ModificationsClassroom ModificationsClassroom ModificationsClassroom Modifications

•• Chalkboards:Chalkboards:–– Gray or brown Gray or brown –– Colored Colored

•• Paper:Paper:–– Recycled, offRecycled, off--white, white,

nonnon--glareglaremarker/chalk (red marker/chalk (red and yellow are and yellow are hard to see)hard to see)

–– Write in columnsWrite in columns

–– Different colors for Different colors for different peopledifferent people

•• Computer/Overhead Computer/Overhead ProjectorProjector::–– Use colored overlaysUse colored overlays

Reading ModificationsReading ModificationsReading ModificationsReading Modifications

–– Dim lighting Dim lighting –– Incandescent Incandescent

lightinglighting

–– Irlen tinted lensesIrlen tinted lenses–– Colored overlaysColored overlays

M if i bM if i b lightinglighting–– Markers (above, Markers (above,

below, to the side below, to the side of the line)of the line)

–– Magnifying barMagnifying bar–– Visor/brimmed Visor/brimmed

hathat–– BookstandBookstand–– Avoid fluorescent Avoid fluorescent

lightinglighting

Recommended ReadingRecommended Reading•• Change Your Brain and Change Your Brain and

Change Your LifeChange Your Life by Dan by Dan AmenAmen

•• A User’s Guide to the BrainA User’s Guide to the Brain by by John RateyJohn Ratey

•• Teaching Outside the BoxTeaching Outside the Box by by LouAnne JohnsonLouAnne Johnson

•• The 7 Secrets of Learning The 7 Secrets of Learning RevealedRevealed by Dr. Laurence by Dr. Laurence MartelMartel

•• LD From the Inside Out: A LD From the Inside Out: A Survival Guide for ParentsSurvival Guide for Parents by by Carolyn BrubakerCarolyn Brubaker

•• Shoot For the Stars: Success Shoot For the Stars: Success in School and the Workplacein School and the Workplaceby France Morrowby France Morrow

Reading by Colors by Helen Irlen


19

A Summary of a Brain Gym Research Project on Reading

Cecilia (Freeman) Koester, M.Ed. From Brain Gym Journal, December 2000 Given my deep desire to get Brain Gym into the schools, as well as the enormous amount of conversation about the need for longitudinal research on the effects of Brain Gym¨ on academic skills, in 1998 I set out to do a year long research project at an elementary school. To accomplish this task, I engaged the assistance of Brain Gym Consultant Joyce B. Sherwood. The report for this pilot project offers data supporting the finding that students in grades three, four, and five who used Brain Gym throughout the year improved their reading test scores on a statewide standardized test (the Stanford 9) twice as much as did the students in the control group who did not use Brain Gym as a part of their learning. These are remarkable results-both academically and statistically. Having formerly worked as a classroom teacher in a special day class for severely challenged students on this particular campus, I approached principal Paul Jablonowski at Saticoy Elementary School in Ventura, California, with the request to conduct this project with some of his students. I received his consent and was met with open arms and great enthusiasm for the project by the twelve teachers whose classrooms would be involved. These teachers agreed to the following: 1. To meet for one hour after school every Monday throughout the school year. 2. To do a minimum of fifteen minutes of Brain Gym each day, integrated into the daily activities of the classroom rather than in a fifteen-minute block of time. 3. To allow students-selected by each teacher-to leave class one time each month for a thirty-minute session of Brain Gym within a small group, facilitated by a Brain Gym Consultant. 4. To invite Brain Gym Consultants to do classroom consultations a minimum of two times during the school year. 5. To allow students’ test scores to be gathered for data comparison. An equal number of student scores were gathered from the school files to serve as a control group, with the permission of the teachers in those classrooms. Throughout the school year, enthusiasm and follow-through remained high. All of the above agreements were carried out. We arranged a special Parents Night which drew an astonishing crowd of 120 to inform the parents about Brain Gym and explain how their children were using it in the classroom. In addition, the participating classroom teachers papered their walls with suggested Brain Gym materials, instructed students in the task-appropriate use of the Brain Gym movements, and reminded the young people about which Brain Gym activities to do prior to undertaking a homework assignment. The teachers learned the Brain Gym exercises and subsequently taught their students. As I passed through the halls when we were only three months into the project, I saw children using Brain Gym throughout the school day, even without teacher direction. The students who continued to have difficulty with their reading skills were seen by a Brain Gym Consultant in small groups of two to four. In these groups, balances* were facilitated to remediate specific difficulties related to such areas as attention and comprehension, fine- or gross-motor coordination, or specific academic skills. The results of this pilot project were phenomenal. Students' self-esteem improved, the classroom climate became more calm, the students reported how much easier their reading had become, and the teachers expressed deep gratitude for this simple, effective tool that enhanced their teaching strategies. I also gathered test data from the Stanford 9. The following graphs illustrate the effectiveness of the use of Brain Gym in the classroom. Students in each grade level who experienced the Brain Gym activities improved their test scores twice as much as did the students in the control group who did not practice Brain Gym. Given these results, I believe that all reading programs would benefit by infusing Brain Gym into the school day. Whether the approach is phonics, guided reading, or Reading Recovery, testing should inform instruction-rather than the other way around. Let us use this research to inform ourselves. We need to encourage classroom teachers everywhere to add Brain Gym activities to their teaching strategies. One grateful parent volunteer summarized community responses with the following letter: "To Whom It May Concern: I am writing in regard to the Brain Gym Program that is being taught at my child’s school. These small, but effective techniques have helped my daughter excel in class immensely. Her ability to focus, concentrate and complete class assignments increase after each morning’s pace exercise. The class as a whole, in which I volunteer two times a week, seems to calm down and show improvement with listening as well as performing the days’ tasks. I am sure as time goes by, the children will only benefit from this Educational Kinesiology brought to our schools. Each day a different exercise is introduced and children are evaluated individually to meet their own specific needs in class. Getting in touch with your mind through the body sounds fantastic. What a wonderful way to begin a life‹positive, healthy and strong. The perfect way to create a successful adult." This report can be read to glean classroom ideas. It can also be shared with administrators or used to replicate Cecilia’s study.


20

1

Why Your Nose 'Knows' By Dr. Jane Sorensen, OT, PhD, ND

How Aromas Affect the Psyche

To calm anger: chamomile, ylang-ylang

To calm physical anxiety: benzoin, bergamot, cedarwood, fir, jasmine, lemon, lime, patchouli, pine, rosewood, spruce

To calm mental anxiety: lavender, marjoram, melissa, patchouli, rosemary, thyme.

To build confidence: jasmine

To clear confusion: petigrain

To lift depression: bergamot, clary sage, geranium, jasmine, lavender, lemon, lime, melissa, peppermint, petitgrain, rose, rosemary, sage, sandalwood, spearmint, thyme, lemon thyme, ylang-ylang

To lift post-natal depression: clary sage, jasmine

To alleviate nightmares: mugwort, clary sage

To treat emotional shock: melissa, neroli, Rose

To alleviate nervous (intellectual) fatigue: basil, clove, juniper, nutmeg

To soothe grief: melissa, neroli, rose

To calm hysteria: neroli, orange, tangerine

To improve poor memory: basil, clove, ginger, juniper, rosemary

To ease mental fatigue: basil, caraway seed, ginger, peppermint, rosemary, sage, spearmint

To support the mind: frankincense, myrrh;

To support the nervous system: bergamot, cedarwood, cumin seed, fir, lemon, lime, pepper, peppermint, pine, sage, spearmint, spruce, thyme

To ease nervous tension: geranium, lavender, marjoram, melissa, neroli, orange, rose, tangerine, ylang-ylang

To ease nervousness: orange, tangerine, lemon verbena

To ease sadness: benzoin, jasmine, rose, rosewood

To counteract the effects of stress: cedarwood, fir, pine, spruce, ylang-ylang

To ground: pepper, rue, vetivert


21

2

Aromas for Chakras (These are blends or synergies)

1st or Root: lemon, narcissus, vetiver

2nd or Sacral: cinnamon, myrrh, rose

3rd or Naval: bergamot, jasmine, orange, ylang-ylang

4th or Heart: frankincense, sandalwood, bergamot, lavender

5th or Throat: rosewood, rose

6th or Third Eye: bergamot, jasmine, lime, sandalwood

7th or Crown: bergamot, jasmine, orris, rose

Here are the scents that anciently were associated with astrological signs

ARIES: pepper, clove, coriander, cumin, frankincense, ginger, neroli, pine, woodruff

TAURUS: apple, cardamom, honeysuckle, lilac, magnolia, atchouli, rose, thyme, ylang-ylang

GEMINI: benzoin, bergamot, caraway, dill, lavender, lemongrass, lily of the valley, peppermint

CANCER: chamomile, cardamom, jasmine, lemon, lily, myrrh, rose, sandalwood, yarrow

LEO: bay, basil, cinnamon, frankincense, ginger, juniper, lime, neroli, orange, rosemary

VIRGO: caraway, clary sage, costmary, cypress, dill, fennel, lemon balm, honeysuckle, patchouli

LIBRA: chamomile, daffodil, dill, eucalyptus, fennel, geranium, peppermint, pine, spearmint, vanilla

SCORPIO: black pepper, cardamom, coffee, hyacinth, pennyroyal, pine, thyme, tuberose, woodruff

SAGITTARIUS: bergamot, calendula, clove, hyssop, lemon balm, nutmeg, rosemary, saffron;

CAPRICORN: cypress, honeysuckle, lilac, mimosa, myrrh, patchouli, tulip, vetivert

AQUARIUS: costmary, lavender, lemon verbena, parsley, patchouli, pine, star anise

PISCES: apple, camphor, cardamom gardenia, hyacinth, jasmine, lily, mugwort, sandalwood, vanilla, ylang-ylang

Sorensen, Jane (1998). Why Your Nose ‘Knows”, Advance for OT Practitioners, Merion Publications. December 7, 1998 Issue.

http://occupational-therapy.advanceweb.com/Editorial/Search/AViewer.aspx?AN=OT_p7.html&AD=12-07-1998


22

1

Goal Setting Using Brain Gym Presenter: Shoshana Shamberg OTR/L, MS

President of Abilities OT Services and Seminars, Inc. www.aotss.com

Practice in Groups of Three. The first person facilitates, the second person receives, and the third person oversees the process and provides guidance and feedback. Effective Goals:

1. Enables a person to live and perform in more effort-free manner 2. Uses positive language and goal 3. Action orientated and situation specific related to life-long patterns 4. Clear enough language for a child to understand 5. Energetic and exciting for the person 6. Recognizes both high (verb) and low (adverb) gear elements 7. Specific and measurable

Goal Statement Language present tense): To Verb (High Gear) Adverb (Low Gear)_____________ VERB listen read move speak write communicate organize focus manage empower relate choose relax create play run sleep drive remember

ADVERB accurately fluently flexibly clearly easily openly fairly globally honestly fully joyfully intuitively comfortably smoothly effectively powerfully lovingly calmly clearly


23

http://www.aotss.com/

2 Situations: Home School Work Sports Recreation Creative Activities Travel Social Settings PACE Are you in PACE? Water, Brain Buttons, Cross Crawl, Goal IS Positive in the Present Tense

1. What do you want? 2. What do you want to change in your life? 3. What would be different or what would you be doing differently? 4. What situation or issue is most challenging your in your life and that you are

ready to change and let go of? 5. How would your life be different if you did not have this issue in your life? 6. How would you feel? 7. What would you be doing then that you are not doing now? 8. What observable behaviors are examples of this in your life? 9. How will you know when you leave here that you got what you came for?

(pre and post activities) GOAL STATEMENT: ____________________________________________ PACE

1. This goal energizes and excites you? 2. This goal is positive, active, clear and energetic? 3. This is the best goal for you? 4. This goal needs something more? 5. This goal need something to take away or changed in anyway?

Noticing:

1. Notice HOW IT IS NOW 2. Notice WHERE you are experiencing it in your body 3. What WORD describes this inner experience? 4. On a scale of 1 to 10, how do you rate the intensity of the experience? 5. Does this serve you well? 6. Is this how you WANT to feel? 7. If ‘no”, what do you want? If it were ideal how would it be different?


24

EYE EXERCISES

These eye exercises are taken from Dr. Chopra's audio tape set Magical Mind. Magical Body. Tape 5 covers sensory input to bring about changes in the physiology through the sense of sight. Research shows that what we take in through our sight profoundly influences our physiology, i.e. heart rate, blood pressure, hormones, etc. Enhanced sensory perception can result in improvement in memory, creativity, attention span, and learning ability. The following procedures are designed to improve vision, the sense of color perception and access different information in consciousness.

• Do everyday for 5 to 6 minutes. • Never go to a point of strain or fatigue.

• Rest for 10 seconds in between exercises by closing eyes. • Do with corrective lenses removed.

1. Exercise to increase sensitivity to light by stimulating the rods and cones of the retina which are responsible for light perception. With eyes closed, look in the direction of the sun or a full spectrum light for 15 to 20 seconds.

2. Exercise to improve color perception, to make colors more vibrant and lively by stimulating cones for color perception. This exercise of watching the colors in the quantum mechanical body has a spontaneous healing effect. With eyes closed, look in the direction of the sun or a full spectrum light for 15 to 20 seconds. With eyes still closed, massage the eyeballs with the finger tips for another 15 to 20 seconds. Continuing to keep eyes closed gently turn the head away from the sun and back until the whole range of the color spectrum is exposed.

3. Exercise to prevent or decrease rigidity in the lens, ie decrease of fluid in the lens such as in cataracts. This exercise improves flexibility, pliability, and elasticity to the lens. Focusing - To change the focal length of the lens & improve the internal muscles of the eyeballs, look at an object up close and then at a distance. For example look at your hand 6 inches from your face and then look at an object on the horizon. Repeat this exercise for 15 times without straining.

4. Distant reading - Pin up on the wall some reading matter and every day move back a little bit to read it. 5. Close reading - Every day move up a little bit to read the pin-up on the wall. 6. Exercise to tone the eyelids - Blink eyelids hard and rapidly for 30 seconds. 7. Exercises using matras or fixed positions of the eye to strengthen the extra-ocular muscles (external muscles of the

eyeball which are responsible for eye movement and coordination). This exercise allows us to access different information in consciousness. Holding these fixed positions increases brain wave coherence and strengthens memory, learning ability, increases attention span; all of which lead to a more stable physiology.

Holding the head up, looking straight ahead:

1. Look up and to the left. Hold this fixed position for 15 seconds. This exercise strengthens the ability of visual recall and is spontaneously made when we want to recall a visual memory.

2. Look down and to the left. Hold this fixed position for 15 seconds. This movement accesses auditory memory and is spontaneously made when we want to recall a musical tune.

3. Look up and to the right. Hold this fixed position for 15 seconds. This movement accesses the ability to create new visual forms.

4. Look down and to the right. Hold this fixed position for 15 seconds. This movement accesses kinesthetic recall and is spontaneously made when we want to recall an experience of touch.

5. Look to the directly to the right. Hold this fixed position for 15 seconds. This movement accesses the ability to create new sound forms.

6. Look down to the end of the nose. Hold this fixed position for 15 seconds. This movement accesses the ability to strengthen olfactory sense.

7. Look down toward the tongue. Hold this fixed position for 15 seconds. This movement accesses the ability to strengthen gustatory senses.

8. Look upward and inward trying to look at the space between the eyebrows. Hold this position for 15 seconds. This movement accesses the ability to heighten intuition.

© Copyright 1993 Maharishi Ayur-Veda Health Center All Rights Reserved


25

THE TRIUNE BRAINPHYSIOLOGY AND FUNCTIONS

Fom Brain Gym® for Physical Education, Athletics & Movement Arts Student Manual©1995 by The Educational Kinesiology Foundation

Written and Compiled by Carol Ann Erickson andShirley Miekka

BRAIN NAME/characteristics

HINDBRAINBrainstemReptilianSurvival brainBottom/back brain

“Receiver”

Responds to StimuliTerritorial/RitualisticSelf-Preservation

Develops Conception - 15 mo.

MIDBRAINLimbic SystemPaleomammalianEmotional brainMiddle

“Integrator”Responds to stimuliMediates mood/emotionDevelops 15 mo - 4 y

FOREBRAINCerebrumNeomammalianRational brainTop brain

“Processor”

Controls higher mental functionIntellectual/creativeReasons, InnovatesRecognizes similaritiesDevelops 4 y & up

SECTIONS

Reticular FormationReticular activating system (R.A.S.)

Cerebellum

Pons(“Bridge”)

Medulla Oblongata

Hypothalamus(Pea-sized)

Hippocampus(“Sea Horse”)

AmygdalaPituitary Gland

NeocortexOccipital Lobe

Temporal Lobe

Frontal Lobe

Parietal Lobe

Corpus Collosum

Thalamus

Basal Ganglia

Lateral Ventricles

FUNCTIONS

Wakes up the brainAlerts of incoming stimulusSelects, screens out sounds

Motor structure/control of balancePosition, movement in space

Relays info to and from cerebellumReceives sensory input from ears, eyes, nose, mouth, face

Helps regulate breathing, pulse, blood pressure, digestionControls head-turning, gagging, coughing, swallowing, sneezing

Regulates eating, drinking, pulse, sleep/wake, temperature, sex, hormones, emotions

Processes short-term memoryInhibits or activates R.A.S.

Moderates fear, anxietyMaster gland

Controls hormonal systems

Controls motor, sensory, associationVision - receives info from eyes

Analyzes orientation, position, movement, color

Hearing, smell, perception, memoryTranslates words into thoughts

Oversight of brain activityConnects to limbic, survivalThinks, plans, decides, assesses

General sensory area: touch, heat, cold, pressure, painMonitors our world; Spatial

Bridge connecting L & R hemispheresMyelination 9y - 12y

“Valve” for incoming sensory stimuliClassifies/relays information

Cell network connected with cortexInitiates & controls movement

Spaces filled with cerebrospinal fluid


26

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Simple, Low-Cost Learning Accommodations Tips for Teachers and Parent

by Shoshana Shamberg OTR/L, MS, FAOTA

President, Abilities OT Services and Seminars, Inc. Irlen Visual Learning Center of MD

Baltimore, MD Why are reading and attention span difficulties, migraines, and stress-related sensory processing problems increasing among school-aged children? Why are adults increasingly complaining of stress-related conditions? Could it be because both children and adults are spending most of their time sitting still for long periods under artificial lighting, working at their school desks or computer screens? The lack of movement, as well as auditory and visual stress, can affect our ability to listen, understand, and remember what we read or hear. It can also affect our ability to relax and use our bodies comfortably. Such stress may even lead to illness and learning disabilities, and then to low self-esteem, chronic depression, pain, and anxieties. These issues often follow a person into the college and work environment, and affect his or her ability to successfully sustain employment and personal relationships. Many of these people are intelligent, but their performance and test scores do not indicate their abilities, and they often give up in despair and see themselves as stupid without really understanding why. Many people with unexplained or excessive anxieties are actually experiencing visual stress and they are not aware of it since the symptoms are not obviously visual or they have experienced them all their life and do not know of any other way to function. For parents, it is frustrating and overwhelming to weed through the maze of resources and interventions in order to address each child’s unique challenges, not to mention the high cost involved. For society, the tax dollars going into prisons, drug rehabilitation, and unemployment is rising even though modern medicine and technology has been trying to find answers for decades. Simple Solutions Fortunately, there are some simple assessments that can be tried first. For over 30 years, I have researched these simple solutions and implemented them in public and private schools, at jobsites, and in my private practice. Many were introduced to me by my friends and clients, rather than the professional training programs within my career track. They include Brain Gym sensory-motor exercises, simple mental exercises, nutritional interventions over medications, and visual perceptual technologies like the Irlen Method. No one intervention works for everyone, and that is why careful assessment is recommended. However, the following suggestions can be implemented by anyone in a school, home, or work environment, and may minimize or eliminate the need for support services, therapies, specialized schooling, and long-term tutoring. Math and reading can become enjoyable learning experiences, with less fidgeting and discomfort while increasing fluidity, accuracy, focus, and memory.

1) Positioning and movement: When students or workers sit at a desk with proper alignment, it is less fatiguing on the neck, shoulders, back, and eyes. They are more relaxed and able to attend to their tasks. Feet should be flat on the floor, with hips and knees at 90-degree angles and the back supported by a chair with back support. Forearms should rest on the desk comfortably, not too high or low. (Diagrams for proper positioning are available upon request.) Periodic stretching and vision-exercise breaks release tension and enhance mental function.

2) Lighting: Many people are sensitive to glare and fluorescent lighting. The discomfort is perceived

through the symptoms like eye strain, headaches/migraines, neck and back pain, fidgety behavior or fatigue.


29

The light sensitive person may prefer to read in darker than normal lighting, and may read better at home under incandescent lighting than at school or work. Help this person by lowering the intensity of the light, and/or allowing natural lighting into the room. Wearing a sun visor or baseball cap helps filter out adverse glare from fluorescent lighting or bright daylight. In addition, a tabletop cubicle made from a decorated box provides an enclosed space to minimize visual distraction, as well as glare. In many cases, light sensitivity is caused by a visual perception issue known as Scotopic Senstivity Syndrome, or the Irlen Syndrome. This syndrome, which often mimics dyslexia and ADD/ADHD, is detected through an evaluation by a professional trained and certified in the Irlen Method. Those with this syndrome can get relief by using simple color overlays ($7) or lenses that filter out adverse light frequencies. Reading with the specially prescribed color overlay minimizes glare and visual distortions considerably.

3) Written materials and writing: Some children simply need larger print materials or a way to reduce the discomfort of reading black letters on a white shiny paper. The teacher can photocopy text on different colored papers from any office supply store and ask the student which color is more comfortable and makes the letters easier to read. Reading aloud can also help the teacher determine which color is easier for the student to read from.

• For math assignments, use graph paper to ensure that columns line up accurately, which prevents needless mistakes.

• For proper letter and number formation, use specially lined paper to minimize visual confusion. (The Handwriting Without Tears company sells lined paper resembling Hebrew notebook paper, which is ideal.)

• An angled desktop or easel, like a large tabletop shtender, provides ergonomic positioning and comfortable vision when copying from a blackboard or reading and writing in an upright position. Make one yourself from notebooks, rubber bands, and a clip. (Directions are available upon request.)

• Use a tiny pencil to facilitate pincer grasp or, alternatively, try a variety of pencil grippers to see which one is best for the student.

• Soft pencils make a darker mark than regular pencils and are less fatiguing to the hands. • Shorten writing assignments to test for knowledge without the stress of too much handwriting or

keyboarding. Instead of sentences and essays, use methods like circling the answer or filling in the blank.

4) Math skills: Check to see if has trouble reading math symbols, numbers, and columns, especially

during sustained attention. If the child is accurate in the beginning of an assignment of the same level of difficulty but makes progressively more mistakes, and has difficulty sustaining attention, it is likely due to fatigue and possibly visual distortion, not lack of knowledge. This must be addressed by a vision specialist or appropriate professional, or the child may be at risk for greater levels of learning problems. While the child may compensate somewhat, he will be under undue mental and emotional stress. Try copying work onto color paper, with more spacing and larger type, to see if accuracy and attention improve. Other written materials, like musical scores, standardized test sheets, and computerized assignments, may also be very difficult to decipher and use.

5) Visual perception and motors skill strategies: Have the child close one eye and read; then switch eyes.

If the child states that reading and seeing the type are more comfortable with one eye, this may indicate a vision problem related to how the two eyes work together (binocular vision). If impaired, it can affect performance in reading, writing and other activities involving seeing up close.

If a child has trouble following an object or looking across and up and down the page without moving his

head – or if the eyes look jerky as they move and he has trouble finding and keeping the place, or if he cannot accurately catch a ball – there may be a visual motor deficit that can adversely affect academic


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learning and sports performance. Visual stress in childhood as well as adulthood can be mistakenly diagnosed as a learning disability, like dyslexia, or various mental conditions related to anxiety, attention deficit and more. But when the visual stress is addressed successfully, other sensory systems, such as auditory processing and tactile sensitivities, are helped as well. A traditional eye exam may not pick up these problems. A developmental optometrist, educational psychologist, or specially trained occupational therapist is trained to assess these issues and will also have ideas for intervention.

6) Behavioral and psychological challenges: Children and adults may exhibit symptoms resembling

ADD/ADHD, oppositional defiance disorder, and severe depression or manic behavior. Their behavior may actually be due to stress overload caused by the inability to process sensory information and to balance mental, physical and emotional skills. Compensation techniques may increase functioning, but the person is still working much too hard to accomplish what others do with much less effort.

Specialized sensory-motor exercises and controlling the environment can make a huge difference in

behavior. A trained specialist can assess the person and provide ideas for implementation at home and school. Some of these might be extended time for assignments and test taking, books on tape, using a computer, shorter assignments, a less distracting environment, ear phones to block noise, periodic sips of water to address dehydration, healthy snacks to prevent low blood sugar, and scheduled breaks to recharge.

These are just a few of the many problems and solutions that can be easily implemented without undue

cost or time. They may save thousands of dollars in specialized services and help maximize the performance of students and adults in school and work environments. For a list of resources and more ideas, email Shoshana Shamberg, OTR/L, MS, at [email protected], or call the Irlen Visual Learning Center of MD at 410-358-7269. I am offering free phone screenings and free in-service training for parents, teachers, and therapists in assessment and implementation of low-cost learning accommodations. Mrs. Shamberg is a Special Education Consultant and Certified Irlen Screener/Diagnostician and Brain Gym Consultant. She is president of Abilities OT Services and Seminars, Inc. and co-director of the Irlen Visual Learning Center of Maryland. How to Track Improvement As you implement the strategies in this article, use the following list of adverse symptoms to track any improvement. First eliminate the symptoms that do not apply, then track those that do, using the scoring key at the end of the list.

• Comfort level with lighting indoors • Comfort level with lighting outdoors • Strain or fatigue • Attention span • Endurance/tolerance for reading • Glare • Blurriness • Words moving, jumping, flickering • White stands out/sparkles • Black stands out • Spacing • Error rate • Fluidity of reading - smoothness/hesitation • Memory for what is read • Comprehension


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• Loosing place/skipping lines • Skip words/add words • Reading for pleasure • Effort to keep place • Using finger to hold place • Blinking/opens eyes wide/squinting • Move up or away from page • Eyes hurt, ache, itchy • Rubbing eyes • Dizziness or nausea • Fatigue, drowsiness • Headaches • Reading musical notes/ scores • Reading numbers and words • Writing reports • Repeats what is read • Stress tolerance • Fidgeting • Problems with stair climbing • Problems with driving/changing lanes • Problems looking at the computer screen • Problems with depth perception, such as parking your car • Color overlays or lenses feel too light, dark, change the colors you see, or cause discomfort after

using for a few days Score on a scale of 0-5: NA (not applicable), 0 (no improvement), 1 (slight improvement but

inconsistent), 2 (slight improvement consistently), 3 (moderate improvement), 4 (moderate to considerable improvement but inconsistent), 5 (excellent, consistent improvement most or all of the time).


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Irlen Filters and Migraine: A Preliminary Study D.W.Riley M.A.,Adv.Dip.SEN, F.E.A.I.D and A. Wright F.E.A.I.D. October 2000

83% Report Positive Results

Irlen- Filters have proved to be effective in treating the perceptual distortions experienced by people with Irlen Syndrome. This preliminary study found that those suffering from migraines associated with light sensitivity and perceptual stress from the environment, were helped by the use of individually prescribed Irlen™ Filters. Studies in the U.K. have shown that 8% of the adult population and 10.6% of children aged 5-15 suffer from migraine. It has also been estimated that because of migraine, 4 million working days per year are lost at an economic cost of £750 million among men alone. In addition children aged 5-15 with migraine lost more than twice as many days from school through illness than a control group of non-migraine children. It can be deduced, from these figures that the social and physical effects of migraine are significant. Classic migraine varies from person to person and in severity and duration. Symptoms may include: Headaches nausea Visual disturbances sensitivity to light and/or sound Some people suffer from headaches or migraine caused by strain and stress from the environment i.e. factors such as: Bright light, particularly fluorescent; reflected light; and sunshine Bright colours high contrast especially black and white Stripes or other patterns T.V. and/or computer screens The study comprised 30 people ranging in age from 10 to 60+. Diagnosis of migraine was by doctor or specialist for 21 of the subjects with the remaining 9 being self- diagnosed. All were given the SNONMD International Migraine Questionnaire. All the subjects had been assessed for Irlen Syndrome by fully trained and licensed Irlen Diagnosticians. They had been wearing Irlen Filters for 6 months to 5 years or more. Frequency of migraine attacks varied from two to four per week to one per month.

Results:

Effects of Wearing Irlen Filters Number % a) No migraines since wearing Irlen Filters 11 36.5%b) Fewer migraines and reduced in severity and duration 14 46.5%

Total of a + b 25 83% c) Same frequency but reduced in severity and duration 3 10% d) No change 2 7% As 83% of people in the study reported positive effects and the need for less medication, the results suggest that (i) Irlen Filters can reduce the frequency and severity of migraines caused by perceptual stress in the environment; and (ii) a significant number of people could be helped if Irlen Filters were more widely known about and prescribed. This would result in improved quality of life for migraine sufferers; fewer days lost to industry due to illness and stress; and reduced spending by the National Health Service on medication and visits to doctors' surgeries. This study reinforces previous studies which have identified fluorescent lighting as a trigger for headaches and migraine and have shown the effectiveness of Irlen Filters in reducing the symptoms of eyestrain, headaches and migraine.


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SCENIHR & Light Sensitivity

[email protected]

Scientific Committee on Emerging and Newly Identified Health Risks (SCENIHR)Request for an opinion on “Light Sensitivity”

June 5, 2008

Health Concerns associated with Energy EfficientLighting and their Electromagnetic Emissions

Dr. Magda Havas

Associate Professor, Environmental and Resource StudiesTrent University, Peterborough, ON, Canada

[email protected]

Table of ContentIntroduction page 1UV Radiation 3Radio Frequency Radiation 4ElectroHyperSensitivity (EHS) 6Conclusions 8References Cited 9Appendix A: Biographical Sketch of the Author 10Appendix B: Health Canada and UV Radiation 11

Tables & FiguresTable 1. Symptoms of Electrohypersensitivity or Radio Wave Sickness (7). 6Figure 1. Electromagnetic frequencies generated by various types of light bulbs. 3Figure 2. Intermediate frequencies generated by an incandescent light bulb and 5a compact fluorescent light bulb. Input A: 0.5 meters from bulb. Input B:on wire after passing through a ubiquitous filter that removes the 60-Hz cycle.Figure 3. Responses to an electronic survey on self-proclaimed 7electrohypersensitivity and to various types of lighting (n=168).


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[email protected]

Scientific Committee on Emerging and Newly Identified Health Risks (SCENIHR)Request for an opinion on “Light Sensitivity”

June 2008

Health Concerns associated with Energy Efficient Lighting and theirElectromagnetic Emissions

Dr. Magda Havas1

Associate Professor, Environmental and Resource StudiesTrent University, Peterborough, ON, Canada

[email protected]

I write this mini report in response to your request for information about Light Sensitivityas it relates to energy efficient light bulbs. It is based on research we are currentlyconducting that has not yet been peer-reviewed. For this reason I am able to share only asmall portion of our results with you at this time.

Governments around the world are banning energy inefficient light bulbs in an attempt toreduce consumption of fossil fuels and the emission of greenhouse gases. However, theenergy efficient light bulbs that are currently available may be harming both theenvironment (mercury content of bulbs is high) and human health (electromagneticpollution).

The main function of light bulbs is to generate light, which is part of the electromagneticspectrum (see Figure 1). The original incandescent light bulbs also generate heat(infrared radiation, also part of the EM2 spectrum), which makes them energy inefficient.The newer compact fluorescent light bulbs generate radio frequency radiation as well asultraviolet radiation (see Figure 1) and many still generate heat although less of it.These frequencies (RF3 and UV4) have been associated with adverse health in numerouspeer-reviewed scientific studies and a growing number of people are complaining thatthese bulbs make them ill.

Instead of promoting compact fluorescent light bulbs, governments should be insistingthat manufacturers produce light bulbs that do not produce radio frequency or UVradiation and that are safe for the environment and for human health. Alternative lightbulbs are available that are much more energy efficient than CFL, do not containmercury, do not produce radio frequencies or UV radiation, and do not make people sick.Unfortunately these bulbs are still too expensive for residential use (CLED lightsproduced by www.realuvcorp.com).

1 For a biographical sketch of the author please refer to Appendix A.2 EM: electromagnetic3 RF: radio frequency4 UV: ultraviolet


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Figure 1. Electromagnetic frequencies generated by various types of light bulbs.

UV Radiation:

Fluorescent light bulbs contain mercury, which emits UV radiation when it is electricallyexcited. This UV radiation then interacts with the chemicals on the inside of the bulb togenerate light. Tube fluorescent bulbs have diffusers that filter the UV radiation. Thenew compact fluorescent light bulbs do not have these diffusers and hence people usingCFL are exposed to UV radiation. UV radiation has been linked to skin cancer and


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various skin disorders. Those who have skin problems may be particularly sensitive tothis radiation.

Global News in Canada did a Special Report in April 2008 on energy efficient lightbulbs. Health Canada provided them with some information about these bulbs (seeAppendix 2). According to Philippe Laroche, Media Relations Officer for HealthCanada, compact fluorescent light bulbs, unlike tube fluorescent bulbs, do not haveprismatic diffusers to filter UV radiation. “Therefore, there may be skin sensitivity issues,especially in people with certain skin diseases.”

Health Canada and other government agencies responsible for ensuring that products soldhave no adverse health effects need to make this information readily available to thepublic.

Radio Frequency Radiation:

According to General Electric (GE) their typical electronically-ballasted CFL operate inthe 24-100 kHz frequency range. This range is within the radio frequency band of theelectromagnetic spectrum (Figure 1) and is classified as Intermediate Frequency (IF5) bythe World Health Organization. There is concern about electromagnetic interference(EMI) associated with IF and recently studies have shown that IF are biologically activeand can have adverse health effects (1,2).

We used a Fluke Scope meter to measure the waveform generated by light bulbs throughthe air (at a distance of 0.5 meters) and on the wire (after it had passed through aubiquitous filter to remove the 60 Hz cycle). We also measured power quality using amicrosurge meter, which measure the frequency range between 4 and 100 kHz.

Figure 2 shows the waveform through the air (blue) and on the wire (red) for a Sylvania60 watt incandescent light bulb and for a 15 watt CFL produced by General Electric.The GE bulb emits radio frequencies directly through the air (blue) and generates IF onwires which causes dirty electricity. Background values for power quality (dirtyelectricity) were between 63 and 67 GS units. The incandescent bulb did not contributeto dirty electricity but the CFL did and raised the readings to 298 GS units. This was notthe “dirtiest” light bulb we tested. Several gave readings above 1000 GS units.

A recent study of cancer clusters in a school in California associated the increased risk ofcancer among teachers to dirty electricity (2). Teachers who taught in classrooms wherethe dirty electricity was above 2000 GS units had a 5-fold increase risk of cancer (riskratio 5.1) that was statistically significant. Teachers who never taught in thoseclassrooms had a risk ratio of 1.8.

5 IF: Intermediate Frequencies within the Radio Frequency band of the electromagneticspectrum. Generally in the kHz range (thousands of cycles per second).


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In a different school study in Toronto, improvement in power quality was associated withimproved health among teachers and improved behaviour among their students (3). Thisstudy has been repeated at 3 Minnesota schools with similar results (4). Dirty electricityin schools contributes to ill health of teachers and behavioural problems among students.

We have conducted studies with diabetics and people who have multiple sclerosis andfound that when the dirty electricity in their home is reduced their symptoms diminish.Both type 1 and type 2 diabetics have lower blood sugar and type 1 diabetics require lessinsulin when they are in an electromagnetically clean environment. People with MS havefewer tremors, improved balance, less fatigue, and several have been able to walkunassisted after the dirty electricity in their home was reduced (5).

Figure 2. Intermediate frequencies generated by an incandescent light bulb and acompact fluorescent light bulb. Input A: 0.5 meters from bulb. Input B: on wire afterpassing through a ubiquitous filter that removes the 60-Hz cycle.


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ElectroHyperSensitivity (EHS)

According to the Swedish Association for the ElectroSensitive (www.feb.se)approximately 3% of the population have severe symptoms of electrohypersensitivity.These symptoms include sleep disorders, chronic fatigue, chronic pain, cognitivedysfunction, dizziness, skin disorders, among others (see Table 1). The Swedishgovernment recognizes EHS as a functional impairment rather than a disease (6).

Table 1. Symptoms of Electrohypersensitivity or Radio Wave Sickness (7).

Neurological: headaches, dizziness, nausea, difficulty concentrating, memory loss,irritability, depression, anxiety, insomnia, fatigue, weakness, tremors, muscle spasms,numbness, tingling, altered reflexes, muscle and joint paint, leg/foot pain, flu-likesymptoms, fever. More severe reactions can include seizures, paralysis, psychosis andstroke.Cardiac: palpitations, arrhythmias, pain or pressure in the chest, low or high bloodpressure, slow or fast heart rate, shortness of breathRespiratory: sinusitis, bronchitis, pneumonia, and asthmaDermatological: skin rash, itching, burning, and facial flushingOphthalmologic: pain or burning in the eyes, pressure in/behind the eyes, deterioratingvision, floaters, and cataractsOthers: digestive problems; abdominal pain; enlarged thyroid, testicular/ovarian pain;dryness of lips, tongue, mouth, eyes; great thirst; dehydration; nosebleeds; internalbleeding; altered sugar metabolism; immune abnormalities; redistribution of metalswithin the body; hair loss; pain in the teeth; deteriorating fillings; impaired sense ofsmell; ringing in the ears.

We conducted a survey on line to determine how electrically sensitive people respond todifferent types of lighting. This survey was circulated among different groups includethose with electrohypersensitivity, migraines, lupus and other health concerns. Sincemigraine sufferers respond to bright light we eliminated them from this part of theanalysis.

We asked participants to identify their degree of electrohypersensitivity and to identifytheir symptoms when they were exposed to various types of lighting. Figure 3 showstheir results for headaches. The highest percentage of headaches was reported forexposure to both tube and compact fluorescent light bulbs among those who classifythemselves as either moderate sensitive to extremely sensitive. Results for othersymptoms were similar.


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Figure 3. Responses to an electronic survey on self-proclaimed electrohypersensitivityand to various types of lighting n=168.

The World Health Organization held an international seminar on EHS in Prague, October25-27, 2004 and at that seminar they defined EHS as follows:

“. . . a phenomenon where individuals experience adverse health effectswhile using or being in the vicinity of devices emanating electric,magnetic, or electromagnetic fields (EMFs). . . . Whatever its cause, EHSis a real and sometimes a debilitating problem for the affected persons . . .Their exposures are generally several orders of magnitude under thelimits in internationally accepted standards.”

Medical doctors and scientists around the world are asking governments to establishstricter guidelines for electromagnetic exposure. These guidelines are for both extremelylow frequency (ELF) electromagnetic fields and for radio frequency radiation (RFR) (8).We also need stricter guidelines for Intermediate Frequencies.

These appeals include:

2002: Freiburger Appeal: German Physicians request tougher guidelines for radiofrequency exposure, endorsed by 6,500 practioners.

2004: World Health Organization, EHS Workshop, Czech Republic, Oct 2004.

Headaches, EHS, and Lighting

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a little (n=45)

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very/extremely (n=23)

Self-Proclaimed EHS


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2005: Irish Doctors’ Environmental Association (IDEA): EHS increasing.

2005: Helsinki Appeal: Finland, call for new safety standards, reject ICNIRP, applyPrecautionary Principle to EMFs.

2006: Benevento Resolution: International Commission for Electromagnetic Safety(ICEMS), Italy, Precautionary Approach.

2007: Bioinitiatives Report: reviewed 2000 studies, calling for biologically basedexposure guidelines. www.bioinitiative.org

While 3% of the population may be severely affected by EHS, another 35% of thepopulation in developed countries has many of the symptoms of EHS (5). Withcontinued exposure this number is likely to increase.

If we extend these percentages to the population of Europe (728 million as of 2005), thenapproximately 21.8 million people in the EU are severely affect by EHS and another 254million have moderate symptoms of EHS. Even if these values are in error by more than50% we have a serious emerging and newly identified health risk that requires immediateattention.

Conclusion

The energy efficient compact fluorescent lights that are commercial available generateradio frequency radiation and ultraviolet radiation, they contain mercury-a knownneurotoxin, and they are making some people ill. Instead of promoting these light bulbsgovernments around the world should be insisting that manufactures produces light bulbsthat are electromagnetically clean and contain no toxic chemicals. Some of these arealready available (CLED) but are too expensive for regular use. With a growing numberof people developing electrohypersensitivity we have a serious emerging and newlyidentified health risk that is likely to get worse until regulations restricting our exposureto electromagnetic pollutants are enforced. Since everyone uses light bulbs and since theincandescent light bulbs are being phased out this is an area that requires immediateattention.


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References Cited:

1. Havas, M. and D. Stetzer. 2004. Dirty electricity and electrical hypersensitivity: Fivecase studies. World Health Organization Workshop on Electricity Hypersensitivity,WHO, Prague, Czech Republic, 25-26 October, 2004.

2. Milham, S. and L.L. Morgan. 2008. A New Electromagnetic Exposure Metric: HighFrequency Voltage Transients Associated With Increased Cancer Incidence inTeachers in a California School. American Journal of Industrial Medicine. 8 pp.

3. Havas, M., M. Illiatovitch, and C. Proctor. 2004. Teacher and student response to theremoval of dirty electricity by the Graham/Stetzer filter at Willow Wood School inToronto, Canada. Biological Effects of EMFs, 3rd International Workshop, Kos,Greece, 4-8 October, 2004, pp. 311-317.

4. Havas, M. and A. Olstad. 2008. Power quality affects teacher wellbeing and studentbehavior in three Minnesota Schools. Science of the Total Environment, in press.

5. Havas, M. 2006. Electromagnetic Hypersensitivity: Biological effects of dirty electricitywith emphasis on diabetes and multiple sclerosis. Electromagnetic Biology and Medicine, 25:259-268, 2006

6. Johansson, O. 2006. Electrohypersensitivity: State-of-the-Art of a FunctionalImpairment. Electromagnetic Biology and Medicine, 25: 245–258, 2006

7. Firstenberg, A. (Editor). 2001. “No Place To Hide” vol. 3, no. 1, April 2001,“Special Issue on Russian and Ukrainian Research”, The Cellular Phone Taskforce.

8. Havas, M. 2007. Analysis of Health and Environmental Effects of Proposed SanFrancisco Earthlink Wi-Fi Network, Commissioned by SNAFU (San FranciscoNeighborhood Antenna Free Union) and presented to Board of Supervisors, City andCountry of San Francisco, 51 pp.


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Appendix A: Biographical Sketch of Author

Magda Havas is Associate Professor of Environmental and Resource Studies at TrentUniversity where she teaches and does research on the biological effects ofelectromagnetic fields, dirty electricity, ground current, radio frequency radiation andelectrical hypersensitivity. She is working with diabetics and those with multiplesclerosis who are responding adversely to power quality issues in their homes. Dr. Havasreceived her B.Sc. and Ph.D. from the University of Toronto and did Post-DoctoralResearch at Cornell University before returning to Canada. She has co-edited 3 booksand has more than 100 publications.

Dr. Havas provides advice to the public and expert testimony on radio frequencyradiation from wireless telecommunication antennas and electromagnetic fields frompower lines in the United States and Canada. She helped draft Resolution 15 for theInternational Association of Fire Fighters (IAFF) cell phone antennas on fire halls. Shealso helped draft the Private Member’s Bill on Ground Current Pollution in Ontario thatreceived unanimous approval at its Second Reading in the House. The Ontario EnergyBoard is currently reviewing that Bill.

Magda Havas is science advisor on EMF-related issues to non-profit organizationsincluding: WEEP Initiative in Canada; the Council on Wireless Technology Impacts andthe EMR Policy Institute in the US; HESE and the EM Radiation Trust in the UK; andthe Nationaal Platform Stralingscrisico’s in the Netherlands.


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Appendix 2: Health Canada and UV Radiation

Here are Health Canada's answers given to Allison Vuchnich ([email protected]) of Global TV:

What enquiries has Health Canada received regarding the bulbs?

On 08-04-11, at 15:10, Philippe Laroche [email protected] wrote:

Since 2002, the Department has received 31 consumer complaints surrounding CFLs. The majority ofthese complaints are with regards to the bulbs’ end-of-life failure, which can include flickering, a brightorange or red glow, popping sounds, an odour or browning of the ballast enclosure.

The following Web sites include additional information on this process:

http://www.esainspection.net/pdf/Safety_Alerts/07-03-AL.pdfhttp://www.esainspection.net/pdf/Safety_Alerts/06-03-AL.pdf

As well, Health Canada’s Consumer and Clinical Radiation Protection Bureau has received questions aboutincreased UV and colour rendering from CFLs use in the Canadian household environment. Contrary toordinary fluorescent tubes used in luminaires, the CFLs are not provided with a prismatic diffuser thatfilters ultraviolet radiation out. Therefore, there may be skin sensitivity issues, especially in people withcertain skin diseases.

According to the Canadian Electrical Code, CFLs are required to be certified by testing and certificationorganizations such as Underwriters’ Laboratories Canada (ULC) or the Canadian Standards Association(CSA) to ensure they meet their requirements for safety. If consumers have a safety-related concern with aCFL, that is marked by a certification body such as ULC or CSA, they can report the details directly tothese bodies by contacting them at the following:

Underwriters’ Laboratories of Canada: Tel: 1-866-937-3852Email: [email protected] Standards Association: Tel: 1-800-463-6727

The Canadian Advisory Council on Electrical Safety also notes that Regional Electrical Safety Associationsare able to follow up on any incidents where there is no information on the certifying body.

Je vais recommuniquer sous peu avec vous concernant votre requête pour une entrevue avec un expert.

Merci.

Philippe LarocheMedia Relations Officer/Conseiller, Relations avec les médiasHealth Canada/Santé CanadaTel.: (613) 946-4250Fax.: (613) [email protected]/www.santecanada.gc.caGouvernment of Canada/Gouvernement du Canada


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