You arrived here because you are concerned about:

Developmental
Difficulties

including Developmental Delay, Developmental Disability, PDD, ADD/ADHD, CAPD, Dyslexia, Autism, Asperger's,
and many other diagnoses.

Check out our free Developmental Checklist
 

In the last few decades an increasing number of children are recognized as developmentally delayed or disabled. They are having difficulty at home and at school. They are having difficulties because they are not keeping up with their peers developmentally. These difficulties include social, emotional, physical, intellectual, mental, and behavioral problems. They are receiving various diagnoses having to do with developmental difficulties, because they are developmentally delayed or disabled and they are not growing out of it.

The standard medical, psychological, and pharmaceutical paradigm for these developmental difficulties (especially Autism & ADD/ADHD) seems to be that there is some brain chemical imbalance causing the interruption in the developmental process. After decades of drug therapy for these conditions, there is strong evidence that the drug therapy sometimes makes life easier for teachers and parents. But, there is little evidence that this drug therapy solves the developmental problems of those with these conditions.

For years, I have seen hundreds of children with many different developmental difficulty diagnoses loose their symptoms by learning rhythmicity and timing. Rhythmicity is the ability to maintain a steady beat. Timing is the ability to be on the beat. When people have difficulty keeping a steady beat, certain of their brain circuits usually need re-building. Under the circumstances of poor rhythmicity and poor timing, people have difficulty with focusing, coordination, sensory sensitivity, and maturity.

After learning rhythmicity and timing, children with developmental difficulties seem to re-start their developmental process. They go back and re-visit developmental stages where they have been stuck, and then move forward to become age-appropriate. When a child has become age-appropriate, they no longer exhibit developmental delay and we believe they no longer need their developmental difficulty diagnosis.

Developmental Difficulty is a Cultural Problem

We think that these developmental difficulties (including Autism & ADD/ADHD) are a cultural problem. We have seen hundreds of children lose their developmental problems by learning rhythmicity and timing. We are confident that successful rhythmicity training re-builds faulty circuits and developmental difficulties stop. We are sure that the code has been cracked for developmental difficulties.

The medical, psychological, and pharmaceutical communities are not yet ready to let go of their paradigm for these problems. The research process to convince these communities of the efficacy of a rhythmicity or timing intervention will probably take until 2035-2040. So, it will take at least 30 to 35 years from now (2006) for the medical, psychological, and pharmaceutical communities to accept rhythmicity and timing as an appropriate intervention for those with developmental difficulties.

We know that our paradigm does not fit the standard paradigm for developmental difficulties. The standard paradigm does not allow for the possibility of recovery from any of the developmental difficulties. We have seen children recover from a variety of developmental difficulties, so we know it is possible to recover. Read what we say in the "Rhythm and Culture" and "For our Children" tabs above. We think our paradigm is a much more useful way of dealing with developmental difficulties.

We think that something needs to be done to bypass the medical, psychological, and pharmaceutical communities' hold on the developmental difficulties paradigm. We think that developmental difficulties (including Autism & ADHD) can be eliminated by 2020. We think that families, churches, schools, children's organizations, and community centers can work together to virtually eliminate developmental difficulties in the next 15 years.

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