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Hyperactivity, Dyslexia, Autism: Symptoms Are Not the Problem
By Rodger Bailey
Someone wanted information about about how my wife and I work with children with a variety of developmental problems. So, I decided to describe it here. Developmental problems includes hyperactivity, ADD, ADHD, dyslexia, autism, Pervasive Developmental Disorder, Asperger's, Auditory Processing Disorders, learning difficulties, Failure To Thrive, and a host of other issues relating to the developmental process. We do not think that these problems are "incurable." About 80% of children we work with lose all their symptoms and become completely normal. We do not think these problems are neurological problems. These problems are not a brain disorder. These children do not have a brain chemistry imbalance or there would be a brain chemistry test to establish the diagnosis. We think the brains of these children with developmental problems are working correctly, but they have not yet developed appropriately for the age of the child. Something has interrupted the normal developmental process for the child and all the symptoms are a results of that lack of development. For us, eliminating the blockage and re-engaging the developmental process is the only focus of the work we do. The child's symptoms are not the problem and we do not address their behaviors or other symptoms. Trying to fix the symptoms is what normal therapies do and with those therapies there is no cure. In our private practice, my wife (Isabel) and I work with children directly. We have some clients we work with remotely and we do this by coaching the parents. Our work is in two or three phases (depending on the age of the child and the severity of the child's difficulties). Phase 1: Developmental problems are simply a disruption in the child's normal developmental process. We work with the family to find out to which environmental factors the child's immune system is hypersensitive (and currently reacting) and we help the family get those factors out of the child's environment. When the family has done this work, the developmental process re-engages and tries to move forward naturally again. Phase 2: We usually start working with the child some years after their developmental process had been disrupted. So, the child needs certain naturally occurring stimulation to develop the brain circuitry that did not grow appropriately while the developmental process was blocked. The needed stimulation is now not available because the child is much older than when that stimulation would normally be available. We help the family provide that stimulation and guide the child's progress to catch up with peers. Phase 3: This is only needed when the developmental problem is very severe and the child has had the problem for many years. An example would be a child with autism who is now 15 years old (autism almost completely blocks the developmental starting between 18 and 36 months of age). So, this child has missed many learning opportunities in the areas of emotional and social development. Our interventions in this area are about the parenting interactions the child needs after their developmental process has been re-engaged and as the child is going through the natural developmental process. Overall, we think of developmental problems as simply a blockage in a normal process. We work to unblock and then re-engage that natural process and get it back on track.
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Contributor's Note
This information is not intended to replace anything provided by your primary licensed medical or psychological professional. Contact me if you have any questions about our work.
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PLEASE VISIT THE CONTRIBUTOR'S WEBSITE
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Sounds fascinating, this must be highly rewarding work. I look forward to more intel on which specific environmental factors you have discovered to be a cause, I bet many folks would be interested in that.
So interesting, Rodger! Please, keep us informed with more information about your work. I agree we must follow our doctor's work, but there is always other methods (compatible) we should pay attention to. Good work!
Great job Rodger. I'd love to hear more about this and about the "normal" therapies as a contrast.
This sounds like a completely different approach and one that would help with so many problems kids have. It seems like you've got a rewarding field of work and you break ground many times with this.
It's people like you and your wife, who have brought about change in how society deals with challenged children. Back in the 50's and before these children were placed in State Schools,locked up away from the world. Thank you for your dedication.
Frederick
Dyslexia is so intriguing. Is it true that 40% of the population has this learning disability?
carallelworld -- the best English teacher I've ever had in my life was dyslexic. He misspelled his name on the first day of class, then used that to explain what dyslexia was. Also how it didn't need to impair any of us against a writing career. He said that to get spelling, punctuation and word choice all we needed was a dictionary, thesaurus and style guide like Strunk & White -- his class was about how to tell a story. It was an incredibly good class even though we didn't get graded on spelling and punctuation at all. It swept right past those mechanical things into the real skill of storytelling.
The copyright for this content entitled "Hyperactivity, Dyslexia, Autism: Symptoms Are Not the Problem" has been specified by the contributor as:
Creative Commons Attribution-Noncommercial-No Derivative Works 3.0
Details 
This content may be copied and distributed (but not modified), as long as a) it's for non-commercial use and b) the original author is acknowledged with a link back to the content page.
If you use this content according to the license specified, you must link to the following URL:
http://rodgerbailey.qondio.com/
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