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A Developmental Approach

ABC Foundations offers complete child assessments, Neuro-Developmental Delay remediation, remedial Listening Fitness and academic tutoring for children of all ages with various degrees of difficulties such as: ADD, ADHD, Perceptual Communication Disorder, Dyslexia, Dyspraxia, speech and language, gross and fine motor skills, auditory processing, attention and focusing, reading, writing, language, organization and coordination. 


Therapy at ABC Foundations is typically threefold:


  •  Neuro Developmental Delay (NDD) Therapy
  •  Remedial Listening Fitness Program (LiFT)
  •  Remedial Academic Tutoring.   



A full child assessment includes non-invasive neurological testing, which measures performance over a number of skills: balance, coordination, patterns of motor development, reflexes, visual functioning and visual perception. Additional auditory processing tests may be carried out. Academic status is also evaluated. 


Neuro-Developmental Delay is defined by the Institute in Neuro-Physiological Psychology (INPP) as the continued presence of a cluster of primitive reflexes above the age of one year and the absence or underdevelopment of postural reflexes above the age of three and a half years. The presence or absence of primitive and postural reflexes at key stages in development provides reliable indicators of central nervous system maturity. Abnormal reflexes have also been documented as playing a part in specific learning difficulties (Fiorentino 1970, Bobath & Bobath 1975, Ayres 1972/3, Bender 1976, Blythe, McGlown 1979, Goddard 1994/96, Wilkinson 1994, Goddard Blythe 1998) and immature behavior.


Primitive reflexes are automatic movements that are not cortically controlled. They begin in the womb and continue up through 6 months to one year of life. Pediatricians commonly test for these reflexes when assessing a newborn’s neurological health. Postural reflexes are automatic movements that begin after birth and should be in place by the age of three-and-a-half and remain for life. When these reflexes do not inhibit or are not stimulated, as they should in normal development, it can be an indication of problems with the vestibular system and/or immature development of the central nervous system.


Specific difficulties include problems in reading and writing, which may involve eye movement, eye tracking and hand-eye coordination. Other problems can make it difficult for a child to sit still, or sit comfortably in a chair. If a child cannot focus on certain sounds and eliminate others, has sound sensitivity, or cannot hear the difference between specific letters in words (b, t or ch, sh), academics suffer. Thus, problems become identified as ADD, ADHD, Dyslexia, Dyspraxia, Dysgraphia, uncoordination, focusing and attention.


A remediation program begins by establishing the lowest level of developmental difficulties for the child, whether it is Neuro-Developmental Delay, auditory processing, or a combination of both. A program is then established for the child, which is designed to help remediate the difficulties. At the appropriate time if it is needed, academic tutoring is begun.


A program is complete when a child no longer tests as having Neuro-Developmental Delay, the auditory program (if implemented) is complete, and the child is capable of functioning at grade level in the classroom.