Developmental experts have known for more than 80 years that physical movement activates the brain and enhances learning.
Cecilia Koester, M.Ed, has developed BG170 Brain Gym® for Special Needs Providers program. It provides an in‐depth study of how to use Brain Gym® with children and adults, with specific adaptations for those with special needs.
Therapists, teachers, tutors, elder caregivers and parents as well as anyone in the caring professions will benefit from learning how to assess the needs of an individual, develop a Brain Gym® program to meet those needs, evaluate the effectiveness of the program with ways to modify when necessary for best results. Brain Gym® for Special Needs Providers offers excellent applications for a variety of mental and physical challenges including: autism, cerebral palsy, attention deficit disorders (ADD and ADHD), dyslexia, Angelman’s Syndrome, Down Syndrome, speech impairments, brain injuries, blindness, deafness and impairments caused by strokes.
Therapists, teachers, tutors, and parents as well as others in the caring professions will benefit from learning how to
Assess the needs of an individual
Develop a Brain Gym® program to meet those needs,
Evaluate the effectiveness of the program with ways to modify when necessary for best results.
“Brain Gym® for Special Needs Providers” provides excellent applications for a variety of mental and physical challenges including: autism, cerebral palsy, attention deficit disorders (ADD and ADHD), dyslexia, Angelman’s Syndrome, Down Syndrome, speech impairment, brain injuries, blindness, deafness and impairments caused by strokes.
Some academics consider only experimental research (statistical research with control groups) to be scientific. You’ll find the studies that most adhere to this standard in our Annotated Research subcategories “Quasi-Experimental Research” and “True Experimental Research”.
About Brain Gym Movements:
To our knowledge, two have been published in a peer-reviewed journal about Brain Gym Movements:
C.K. Khalsa’s, Don Morris’s, and Josie M. Siift, Ph.D.’s study on static balance, 1990) “The effects of Educational Kinesiology on the static balance of learning-disabled students“
Josie M. Siift, Ph.D.’s and C.K. Khalsa’s study “The effect of Educational Kinesiology upon simple response times and choice response times”.
Other academics consider descriptive research to be of equal scientific value to experimental research, because it identifies trends and provides a sound basis for controlled experimental research. You’ll find many examples of such pilot studies that use qualitative or anecdotal research. These latter studies have not yet been peer- reviewed, although some of them are qualified for such review. Both qualitative and quantitative studies are acceptable for peer review.
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