Facundo

In previous posts I have introduced some of our children with great processing skills. I just finished a Skype evaluation and wanted to show everyone once again what great potential our children have and to encourage all of you parents and professionals to raise your expectations.

I would like to introduce you to another of our NACD kids, little Facundo from Uruguay. Facundo has Down Syndrome, but he and his family are not letting it slow him down. Facundo’s parents have been doing a great job with this terrific little guy who just turned three. As you can see from the video, Facundo is processing four pieces in a sequence better than most of his typical peers and doing it in English, which he has just begun learning.

To put this in perspective most typical children do not have this level of processing ability until they are four going on five years old. Facundo did it while hearing/processing the sequence in English—a foreign language for him. He then mentally translates each word one at a time to Spanish to locate it, then point to it, then translate the name back to English to name it, then remember the sequence in English, picks out the next word in English, translates it to Spanish, finds it—and so on and so forth—doing that whole process four times. If you’re not impressed, you should be—this is one very smart boy!

Potential has a lot to do with a vision. As parents and as professionals if we do not have a vision for our child that is high, the odds are that we are never going to help them achieve anything close to their innate potential. This is a universal truth, whether we have a typical child or a child with some issues. We need to raise the bar, believe that all of our children have fantastic potentials and work to provide them with the opportunities needed to achieve that potential.

You start with a vision.

Bob

Wheat and Gluten: Bad and Getting Worse

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I just saw a lovely 15-year-old girl who I have been seeing for a year. From her first evaluation until this past February, she had been doing super, developing great processing and making academic gains.

In February this child had a seizure from out of nowhere. We are presently dealing with what is probably mostly the effects of the medication she is taking to control possible future seizures. From the medications we now have severe loss of working memory and all the functions affected by it, including most of her academic work.

While talking with her mom about what the neurologist had said, she mentioned the MRI showed white spots and that the neurologist mentioned that new research was showing that gluten/wheat can produce these white spots in the brain.

As many of you know, I really like to see our kids avoid dairy and wheat for a wide range of associated problems; but this was the first I had heard about gluten causing white spots in the brain.  To hear more about the neurological effect of gluten/wheat, please read this article as well as the comments:

http://glutendude.com/media/celiac-disease-affects-the-brain/

If you have some confusion between gluten and wheat, you should know that all wheat has gluten. If you are on a gluten free diet you cannot eat wheat. If you are on a gluten free diet, you should also know that other grains in addition to wheat also contain gluten, such as barley and rye. Even oats do if they have been processed in a plant that also processes wheat.

One last note: I work with a child on the autism spectrum who is sensitive to wheat to the degree that literally a crumb of wheat can knock his processing from a 6 to a 1, and he can go from being conversational to non-verbal and need two weeks to recover. The message here is that even a little can create some major issues for some of our children.

Note From Aliya

Today I’m in London—actually in Eton—next door to the magnificent and spectacular Windsor Castle. Eton is the home of the very historic and very famous Eton College, which is a vibrant, progressive, and exceptional school even today. My very wonderful and gracious hosts here gave me a tour of the school yesterday, and it was truly an amazing, profound, and rather humbling experience. Eton was established in 1440 by King Henry the VI, a teenager, and today’s students are not only learning in the same classrooms, but sitting on the very same benches as the first students who were here in 1440! I actually saw Shelley’s name carved into a wall, along with the names of centuries of past students. How cool it is that the students can carve their names into the buildings to mark their passage throughout history! An incredible school and an amazing historic and beautiful town.

Today was a day full of new families and new children. As always, it’s wonderful meeting new kids and starting them along a road to hopefully a bright future. As I meet with new families, they all to some degree feel like they are stepping off a cliff, and they hope they are going to float up on a cloud into new and wonderful futures with their children and are not falling into a great black hole—scary! For the parents of our NACD kids, the journey is often difficult, and working day in and day out they are often trusting that their efforts are going to pay off and their children will progress. But the day to day task of doing program with children who would often rather not is difficult, and the faith can wear a little thin at times.

As I was finishing up my evaluations for the day and was taking a moment to reflect on the day’s new batch of parents and children, I received an email from one of our moms with an attached note that her daughter, Aliya, had written last night and taped to her mom’s bathroom mirror.

As her mom said, “If you had told me a few years ago that I would have received a note like this, I would never have believed it! To initiate this on her own is amazing! School days are so pleasant around here now! Just so thrilled!” At the end she asked if I had noticed all the exclamation points. I not only noticed them, I felt every one of them!

Aliya’s mom gave me permission to share her note. I trust it will bring some of you hope and bring a smile to your faces and perhaps even a little tear to your eye as it did mine.

– Bob

Hi there,

This is the note I found taped to my bathroom mirror last night. Aliya is thanking me for chores and is thankful for this family!! Yesterday she told me, “You know the day goes much better when I obey.” Feeling blessed today!!

Thanks to your work and support—I’m receiving these nuggets!

etonUK

Amy

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Yesterday I saw Amy, a bright and delightful six-year-old girl. While I was speaking to her mom, Amy walked over eating from a bag of Cheetos. I looked at Mom and softly said, “You know those aren’t good for her, right?” (I thought that Amy had been ignoring us, but I was wrong.)

Amy’s mouth drops open and wide-eyed she looks at her mom and says incredulously:

“Soooooo—why do you give these to me?”

Soooooo parents, why do you give such things to your kids?

Our children trust us. They trust us to take care of them and taking care of them includes making good choices and at times, hard choices. One of those choices is providing them with and teaching them about good nutrition. Amy’s assumption was that her mother wouldn’t give her anything harmful. Amy’s mom, a really super mom, certainly represents the majority of parents. Parents that often find it easier to give children what’s easy and convenient, what they like and to be truthful we like making our kids happy—but at what price?

Parenting isn’t easy.

Mila and Avery

Here are two videos of some extremely smart, happy, and very cute little girls. Two-year-old Mila is demonstrating her super auditory digit span of 5; and Avery (aka Shirley Temple), who just turned six, is showing us how much fun math can be.

Mila’s maturity and language, which are a reflection of her super processing skills, would blow your socks off! She’s really smart, really happy, and great fun. With her high processing, her world is much larger and richer than that of her peers, and the quality and quantity of information her brain processes every day is going to continue to keep moving her higher and higher. Just to put things in perspective, a lot of 5-year-olds can’t process a 5!

 

Miss Personality, Avery just gushes exuberance. To put her video in perspective, a note from Avery’s mom accompanied her video: “I just showed Avery the concept of borrowing (using Modular Math) and this is her second problem.“ The significance of this isn’t really that she has grasped borrowing, it’s that she loves it! How many parents can say their kids LOVE math? Step one in teaching any child anything—teach them to love it!

Every day I deal with children and parents struggling with school—kids who are learning to hate learning and often themselves in the process. Learning can and needs to be fun.

The foundation of development is neuroplasticity. Specific input delivered with the appropriate frequency, intensity, and duration is the key to success.

Guess what? If we can target our input, teach specifically to the child, create great processing skills, and make it fun, we produce great outcomes.

A big part of what excites me about these exceptional little ones is the fact that they are demonstrating the power of neuroplasticity and potential—the power and potential that lies in every child’s brain. They are a reflection of the opportunities they are receiving. Our children with developmental issues are often viewed as their labels with all the accompanying baggage. The baggage is being judged by the historical limitations of others with the same label that have preceded them over the past decades. The perception of limitations results in limited opportunities, and limited opportunities result in self-fulfilling prophecies. Every child, regardless of their issues and labels, needs to be perceived as a totally unique individual with unlimited potential and needs to be provided with real opportunities and the reality is the more issues they have, the more they need. We love seeing children exceed others’ expectations.

The power and potential of the human brain is literally unfathomable.

—Bob