What can you expect?

None of the therapy programs generally available for children with developmental difficulties have success at pluging the chinks in their movement through the developmental milestones. Most therapy programs focus on teaching as many skills as possible to someone who will be an adult with those developmental difficulties.

Teaching the un-teachable child

Most therapy programs assume that children with developmental difficulties will always have those developmental difficulties. So, they have stopped hoping that the movement through the developmental stages can be fixed. They have stopped searching for ways to round out the chinks in their movement through the developmental milestones.

Instead, they have settled for teaching the un-teachable child as their frame-of-reference. They select a series of skills that they think a grownup with developmental difficulties will need. They struggle for weeks or months or years to teach those skills to their un-teachable students. Of course, the workers in these therapy programs are very respectful of the special children with whom they work. They just assume these children will never be able to lose their symptoms.

It is in the diagnosis

There is an attitude that there is no cure built into the diagnostic process and even in the definitions of all of the individual problem diagnoses. Everyone involved thinks that this present-tense statement also includes the future as well. There is no cure is thought to also mean that there will never be a cure.

This presents an interesting problem. If someone found a cure, it could not be proved. The definition (for example) of PDD includes an item that there is no cure (with the un-written understanding that there will never be a cure). If researchers try to use a pre and post diagnosis testing in their research, the post-test (diagnosis) would indicate that the test subject continues with that developmental problem, because the subject obtained that diagnosis in the pre-test. Depending on the treatment, the research could certainly show that the symptoms have changed (maybe even gone away), but the diagnosic process does not include the possibility of cure.

If your child has one of these developmental difficulties, and receives a diagnosis for that problem, the child will continue with that diagnosis even if the child loses all of the symptoms of that diagnosis. Even when a child stops having that problem, the diagnosis continues. That is an interesting problem. Research to prove that the cure has been found, cannot prove it, because the definition does not permit that possibility.

So, what can you expect?

Even if the cure was discovered today, it would be many years before there is enough research to overcome the definitions, diagnostic specifications, and the diagnostic prejudice in existence today. This frame-of-reference that there is no cure is so broad-based that little effort is being spent on searching for that cure or expecting a cure to be forthcoming. Parents should not expect the cure to be announced before their own child has children with developmental difficulties (don't expect it for decades).

No medical, psychological, or educational program provider has available, or will send you to, a program that offers a cure. And, the therapy programs they send you to will have the frame-of-reference that they are teaching an un-teachable child. Parents should not expect the mainstream medical, psychological, or educational programs to provide a cure. They have no understanding of that possiblility.

If parents want to find anything close to a cure for their children with developmental difficulties, they should not look for that in the mainstream therapy programs. It is simply not there. They have to look at alternative programs.

If parents want their child to surpass their developmental difficulties, they should search for programs which work with the movement through the developmental stages. Our Developmental Discovery System™ inspires the innate predisposition for maturity. And, we get your children to round out the chinks in their movement through the developmental milestones.

Behavior is a symptom

The behavior of children with developmental problems is not the core problem for the child. It is often a very important problem for families, caregivers, and schools. For instance, the hyperactive and impulsive behaviors of some of these children are quite difficult to manage.

Just think of what needs to be managed in a classroom with a hyperactive child.

• The child's behavior,
• The physical impact that behavior has on the other children, the space, and all the things in that space,
• The behavioral reactions of the other children in the classroom,
• The emotional reactions of the other children, the teachers, and caregivers,
• And, at the same time, the teacher still has to manage all the children in the class learning some specific educational content or process.

It is easy to understand why schools often demand that hyperactive children be tested and then put on medication. In many cases, parents of hyperactive children are required by the school (as a condition for continued attendance in the school) to medicate their child.

Behavior is a symptom of the problem.

In these conditions, it is hard to think of the hyperactivity as a symptom of the problem. Hyperactivity is certainly a problem that has to be managed in this situation. But, the core problem is not the hyperactivity. The core problem is the stuck developmental process. The really sad thing is that none of the normal treatment programs (including the medications) do anything that fixes the stuck developmental process.

A blocked developmental process is the problem.

Getting the developmental process back on track should be the main focus of all treatment plans for children with developmental problems. If these children were able to get their developmental process working correctly, they would work through all of the developmental steps they are stuck in or they have missed. They would grow up. They would not display any of the symptoms which characterize their developmental problems.

If their developmental process was re-started and the children were nurtured through their formerly blocked or missed developmental steps, they would not have their 'inappropriate' behaviors which are the reason for their diagnoses. For those hyperactive children in the classroom, they would stop being hyperactive. If they stopped being hyperactive, the parent’s and teacher’s problems are greatly reduced.

Professionals have clearly demonstrated that when the developmental process is unblocked, it starts to operate again. After their developmental process gets re-started, these children start moving through their stuck or missed developmental stages. They catch up with their peers. They eventually become age-appropriate. They mature in a normal process. Depending on the severity of the developmental problem, they may take anywhere from 4 months to 18 months to become age-appropriate. In this process, they lose the behaviors that were used to award these children their diagnoses. They stop having developmental problems, because they develop appropriately.

The problem for parents is that no one seems to know how to unblock and re-start the developmental process. The professionals they consult do not know that the developmental process can be unblocked and re-started; they continue with their belief that there is no cure for developmental problems. So, parents do not get information about this possibility. They do not learn that it is possible.

Where is the research?

There is no published, peer-reviewed research about this. You will probably have to wait for at least 20 years before the research cycle has been completed for this. The reason it takes so long for this cycle, is that those who will review (in the peer-review process) do not believe it will ever be possible to unblock and re-start the developmental process. They will be pre-disposed to reject the research, instead of approving it for publication.

What should parents do?

Many parents have been told that there is no cure so they have stopped searching. Those who continue searching are aware that all of the currently accepted programs and treatments simply attempt to reduce symptoms and do nothing to resolve the problem in the developmental process. They are also aware that any solution for their child will be found in alternative programs.

The behavior is only a symptom. But, most programs and treatment plans are directed toward the symptoms. Managing, controlling, and stopping the symptoms is the 'normal' goal of these programs and plans. They do nothing to work on the core issue of the stuck developmental process.

The only appropriate solution for developmental problems is to re-start the developmental process. This will not happen with any known psychological, behavioral, or medical program or treatment. It can only happen with a program that is outside the norm. Parents need to try solutions that are outside-the-box.

Our consulting program un-blocks and re-starts the developmental process. It is the only program we know of which does this.

What are we doing here?

This blog is about our work with developmental problems. Here will be posts relating to our work with those who have never developed appropriately, or who have regressed. The majority of our clients are children, but we do work with adults as well.

Our primary focus is on re-building certain circuits in the brain which drive the developmental process. The developmental problems we work with usually have diagnoses of Developmental Delay or Developmental Disability. This includes (but is not limited to) ADD & ADHD, Autism, Asperger’s, PDD, GDD, APD, Dyslexia, and LD. Our work is non-medical and non-psychological.

In some cases we work with people in rehab from TBI, stroke, or brain surgery. They often regress and need to learn how to be a fully functioning person again. Posts in this blog will be about our work and our results.

Some who post here are clients who are going though programs with us to re-build the circuits on which we work. Their experiences provide valuable information about the significance of re-building these circuits.