 |
||
 |
||
 |
||
 |
||
 |
||
 |
||
 |
||
 |
||
 |
||
 |
||
 |
||
 |
||
 |
||
Michel Barras D.C
Abstract
After a review of the basic neurological organisation of the human being and its potential disorganisation, an original sequential method measuring the different tools necessary for the learning process is described. Results of a specific chiropractic treatment are shown in the form of a before/after comparison. General use of this procedure is recommended as a reliable monitoring device of treatments, even if the complaint of the patient is in another field.
Key Words : learning disabilities, dyslexia, neurological organization, neurological disorganization, applied kinesiology, chiropractic, psychometric evaluations.
Introduction
The human being is a contralateral animal in reference to his neurological organization. We can test the strength of the general flexor muscles of a forearm in a normal contralateral standing gait position (with the opposite leg forward). Staying in the same leg position, we can now measure a normal weakness of the same flexor muscles on the opposite forearm (on the same side as the forward leg), as they are inhibited to allow general extension of the arm1,2.
It has been demonstrated3 that following head trauma, the opposite might happen4, meaning that the forearm flexor muscles on the contralateral side of the forward leg will weaken and remain strong on the homolateral side.Therefore, we have a seemingly simple tool to measure if motor nervous impulses (from the brain to the periphery) have crossed from their normal pathway. By analogy, sensory impulses (from the periphery to the brain) will do the same. It is both a sensory and motor inversion.This has been defined as Neurological Disorganisation (ND).
ND is divided into 3 categories of potential signs and symptoms :
1) Scoliosis (incorrect tonic muscular response to information coming from the skeletal articulations).
2) Allergies (incorrect response to an element or organism foreign to the body).
3) Learning disabilities, dyslexia and more ( incorrect perception of visual or auditory information, or incorrect reproduction of that information).
Scoliosis and allergies will not be extensively covered here (further publications) even though they are totally part of the same underlying phenomenon; we will concentrate on ND and its consequences on the learning process.
Learning disabilities, dyslexia (and more...) are widespread conditions among the population. So far, the lack of understanding of the neurophysiological pathology behind it has lead to many confusions. Therefore, any attempt to evaluate and objectivate the problem of a given individual has been made in function of the specific field of interest of the professional " testor ”. We can add the fact that most of the times, the concerned professional will also be the potential therapist (subjectivity factor).
In front of this situation, and in relation to the constant clinical results obtained in our office with a specific Applied Kinesiology approach, we started to put together a series of classical, scientifically recognized tests, widely used individually in different domains. This research has been conducted by specialized professionals (logopedists) in our office for over 6 years and has led to a sequence of clinical tests measuring the necessary tools for the learning process.
Discussion
Talking about ND, we are dealing with a Central Nervous System (CNS) dysfunction, which is in turn modulated by the genetic code of the individual, his age, past diseases and injuries, his past and present chemical exposures, sociocultural background and so on.... These are the factors which are going to determine the absence or varying importance of the clinical picture for each individual.
This is the reason why clear classification of, and distinction between, the so called learning disabilities, dyslexia, hyperactivity, lateralisation problems and so on... has never been achieved.
On top of this, we have to add the other two concommittent categories, scoliosis and allergies, which will also be submitted to the before mentionned factors and their variability.
The expression of ND as a whole will therefore be totally different from one person to the other: an individual might clinically show a marked scoliosis, no allergy, and slightly slower learning, when the next one can have an almost straight spine, and be highly allergic with major reading and comprehension problems. But then, another one might also show clinically non significant signs. However, all 3 have ND! We have to add on top of this the psychological consequences... and end up with no possible detailed classification.
With this understanding, we can now see why nobody is arriving at a really satisfying therapeutic approach, as everybody is looking at the peripheral clinical signs when the basic problem is central : CNS crossing signals over, both sensory and motor, termed ND.
Obviously, ND will also affect the widespread procedure of Muscle Testing. Even being highly aware of this phenomenon, it is clinically clear that the CNS is (more often than we like to think!) fooling the therapist looking for an answer to his questions (is this muscle weak?) and a confirmation of his correction (a weak muscular response not being present anymore).We have to add to this the total lacking notion of the general picture of ND and the subjectivity of both the patient (or parent) and the therapist : the disturbing skin rash is gone (primary only complaint), but the grades in school are still barely average and need a lot of effort to be achieved. We are only ending up with an insufficiently satisfactory result instead of what it could and should be.
Basically, this is the reason why we felt the necessity to put together a control system, external to the patient/doctor duo, in order to qualify and quantify the potentially obtained results of a given therapy and get out of subjectivity.
Material
Only a brief description of the tests is given, the references providing all necessary details and being readily available.
1) Complex Figure of A.Rey5
A copy first, then a reproduction by memory of a complex geometrical figure.
Concerning : visual memory, spatial orientation and organisation, visual perception, process used for reproduction, necessary time for copying.
2) Logatomes. S.Borel-Maisonny6
Reproduction of series of words without particular significance
Concerning : auditory perception, phonological analysis and memorisation, general reading capacities, auditory-verbal perception.
3) Labyrinths tests. Porteus7
Following with a pen labyrinths of increasing difficulties.
Concerning : grapho-motricity, emotional aspect, IQ of social adaptation.
4) Oriented Signs. S.Borel-Maisonny9
A series of horizontal lines and curves are shown for memorisation and written reproduction is asked.
Concerning : visual discrimination and memory
5) Auditory Memory Test. A.REY8
Series of words are pronounced and repeated 5 times with maximum reproduction each time.
Concerning : load of short, mid and long term memory
6) Right-Left Battery. Piaget-Head10
Right-left recognition on himself, on someone facing, and on relative position of 3 objects.
Concerning : right-left knowledge, on self, on mirror and horizontal plane.
7) Rythmical Structures Reproduction Test. M.Stamback11
Rythmical structures of short and long sounds are made with a pen in hand behind a screen and have to be reproduced.
Concerning : auditory discrimination and temporal orientation
8) Facial motricity. Kwint - M. Stamback12
Study of voluntary mouvements of facial muscles. Face’s fine motor coordination.
Method
This represents the usual procedure in our office.
The individual will be tested by a specialized professional and the session will take from one hour ( adolescent and adult) to two sessions of one hour (child, depending upon the age and speed). Subsequent gradings are made.
This procedure is conducted before any corrective procedure (treatment) in order to have referential data. After this only, can the chosen therapeutic approach be started. At the end of the treatment, assessment of the obtained results is made by taking again the test sequence, and the differences are evaluated.
Results: before/after, by tests
After completion of an original chiropractic approach (further publication) using Applied Kinesiology (AK) tools..
Sample of 70 to 117 children (depending upon the tests and the age).
Numbers represent improvement averages in percentages, in decreasing order :
Memory richness Rey : 30.4 = visual memory
Long term auditory memory : 28.4 = memory load
oriented signs : 24 = visual discrimination + memory
Logatomes : 22.7 = auditory perception
Piaget-Head on a picture : 19.3 = right-left knowledge
Logatomes, reading : 19 = reading words without signification
Piaget-Head on somebody : 17.5 = mirror image right-left knowledge
Facial motricity : 16.5 = control of face muscles
Rey copy richness : 16 = spatial orientation and organisation
Logatomes spelling : 15.9 = writing words without particular significance
Mid-term auditory memory : 13.8 = memory load
Rey copy type: 11.8 = visual perception
Labyrinths, qualitative : 11.8 = grapho-motricity and emotional aspect
Labyrinths, quantitative : 11.5 = social adaptation IQ
Piaget head on self : 9.8 = auditory discrimination and temporal orientation
Rythms : 9.6 = auditory discrimination and temporal orientation
Rey memory type : 9.4 = procedure used for reproduction
Rey copy time : 8.9 = necessary time for copy
Piaget-Head on table : 7.4 = right-left knowledge on a horizontal plane
Immediate memory : 6.1 = immediate recall capacity
Comment : major improvement of different functions of the CNS that were tested (necessary tools for learning). It shows that the vast majority of them are concerned.
Note : we find about the same value improvements for adolescents and adults.
Results : before/after by individual
3 typical cases of children aged 10 to 13
(3 graphs to insert)
Comment : As illustrated, any individual is different from the other to start with, so is the type and amplitude of improvement. It can go from a general overall benefit to dramatic recuperation of certain functions.
Conclusion
The recent understanding3 of the cause of ND (head trauma) and the consequent corrective procedures (cranial holographic and first cervical corrections) have been of major importance in the general consideration of different usual complaints by patients.
A specific chiropractic approach (potentialized by AK) is showing unusually marked improvements in the treatment of different aspects of learning disabilities, among others.
Obviously, this evaluation of therapy does not only concern (and apply to) the dyslexia category, but as well lateralisation problems, memorisation, concentration, hyperactivity, some motor coordination impairments together with fine motricity. We can add to this its use as a control device when treating such conditions as food intolerance or problems within the psychoaffective field or, as a matter of fact, as soon as we have to rely upon some kind of subjectivity and not upon something we can grasp and measure in a constantly reproductible manner.
It is therefore obvious that this test synthesis is a tool that should be used on a regular basis not only to ascertain the validity of a given therapeutic approach but also to go further then having "good results", as is generally the case among the healthcare field.
References
1) Goodheart, George, " Cross Pattern Crawling and Muscle Spasm ”, The Digest of Chiropractic Economics, March/April 1969
2) Walther, David, " Applied Kinesiology ”, Vol I, " Basic Procedure and Muscle Testing ”, System DC, Pueblo, Colorado, 1981
3) Barras Michel, International College of Applied Kinesiology - USA, " Experimental Observations of the Members ” Vol I 1998-1999
4) Delacato, Carl H., " The Diagnosis and Treatment of Speech and Reading Problems ” Springfield, IL, Charles C. Thomas, 1963
5) Rey,A., " Test de copie d’une figure complexe ”
Editions du Centre de Psychologie Appliquée. Paris. 1959
6) Borel-Maisonny, S., " L’articulation et la parole " Tome II, 1960
7) Porteus, S.D., " Test des Labyrinthes ”
Editions du Centre de Psychologie Appliquée. Paris. 1950
Epreuve des signes orientés
8) Rey,A., " Test de Mémorisation de 15 mots ”
Editions du Centre de Psychologie Appliquée. Paris. 1959
9) Borel-Maisonny,S., " Epreuve des signes orientés ”
Arpajon & Pierre Dufour
10) Batterie Piaget-Head
Test de Piaget " droite-gauche ”Test de Head " main-oeil-oreille ”
Manuel pour l’Examen Psychologique de l’Enfant. Zazzo, R.
Delachaux et Niestlé. 1969
11) Stamback, Mira. " Epreuve de reproduction des structures rythmiques ”.
Manuel pour l’Examen Psychologique de l’Enfant. Zazzo, R.
Delachaux et Niestlé. 1980
12) Kwint - M.Stamback, " Manuel pour l’Examen Psychologique de l’Enfant ”
Delachaux et Niestlé. 1960
© February 1999
