This document discusses how chiropractic care and addressing neurological issues may help with learning difficulties. It provides an overview of chiropractic and cranial techniques, retained primitive reflexes, essential fatty acids like EPA and DHA, and other nutrients like zinc. The document recommends a multi-disciplinary approach including chiropractic, cranial work, exercises to integrate primitive reflexes, nutrition, and referrals to other therapists. The chiropractor assesses the spine, cranium, reflexes and nutrition to address structural and neurological factors that could impact learning.
Separation of Lanthanides/ Lanthanides and Actinides
Chiro and Learning Difficulties: How Neuro-Musculo-Skeletal care may help brain function
1. Chiro and Learning
Difficulties
How Neuro-Musculo-Skeletal care may
help brain function.
Merlene Dilger B.Sc.M.Chir G.Dip.Cl.Nutr
Chiropractor
Nutritionist
Betterhealthpractices.com.au
info@betterhealthpractices.com.au
4340 5154
2. My Story.
“One day, it will just
click.”
“If we don’t change
our direction we’re
likely to end up where
we’re headed.”
Old Chinese proverb (Liz Dunoon)
3. The Learning Pyramid
A child with learning difficulties Academic
Remedial
may need a combination of
Teaching
approaches rather than just one.
This pyramid is a guide to other
therapies that parents may Vision
consider.
Pre-Academic
Therapist
Learning Speech
‘readiness’ Therapist
Integration Functional
Motor Auditory Visual
Structural
Neurological
Primitive Physical
Genetics Metabolism reflexes body & senses
6. Definition
“Chiropractic is based on the now
scientifically proven hypothesis that proper
structure of the spine is required for proper
function of the nervous system as it relates
to the control and regulation of global
physiology and health.”
7. Cranial Chiropractic
(craniosacral technique)
The human skull (cranium) houses and protects the very delicate
tissue of the brain. It consists of 22 different bones that are
separated from each other by joints or seams. These are called
sutures.
Sutures are sites of flexibility between the more rigid skull bones.
In healthy individuals the bones of the skull make subtle, almost
imperceptible movements.
The proper movement of cranial bones is critical to proper brain
function. Their primary function is to allow bone expansion and
brain growth.
8. Parts of the brain
1. Brain Stem
Heart rate, respiration, primitive reflexes
2. Mid brain
Emotions, stress response, language
3. Frontal cortex
Interprets senses, reasoning, decisions
9. What 4 things are essential for brain
function?
1. •Fuel (glucose)
2. •Oxygen
3. •Nutrition – EFA’s etc
4. •Stimulation (sensory input)
10. 90% of stimulation and nutrition to the brain is generated through
movement of the spine, via input from mechanoreceptors (nerve
endings) in joints, ligaments, tendons, and muscles, especially the
upper neck area (cervical spine) as we move through gravity.
Other sensory input includes sight, hearing, olfactory (smell),
taste, temperature, pressure, and proprioception (positional
sense).
Everything we learn enters through our sensory pathways. How
well we attend to and retain this sensory input determines our
learning. Simultaneous access to multiple sensory pathways
increases our potential to learn.
11. Learning Retention
We retain:
10% of what is read
20% of what is heard
30% of what is seen
50% of what is seen and heard
70% of what is said as you talk
90% of what is said as you do a thing
Everything we learn enters through our sensory pathways.
Multi-sensory approach helps dyslexics store and retrieve info.
12. Retained Primitive Reflexes
Primitive reflexes are those reflexes that a baby is born with that
are designed to insure immediate response to their new
environment. They are automatic, stereotyped movements,
directed from the brain stem. The brain stem is our ‘primitive’
brain. It controls our physiology, monitors the world through our
senses, and activates the body to physically respond.
These reflexes become obsolete as a baby starts to respond to a
gravity-based environment and gain more purposeful movement.
In fact, if they are kept they become a barrier to easy natural
movement development.
Keeping primitive reflexes beyond their usefulness can affect
both academic learning and social interaction.
13. Retained Primitive Reflexes
The ongoing presence of primitive reflexes at school age indicates
that the lower part of the brain (brain stem) has not reached full
maturity. It may result in immature patterns of behaviour or may
cause immature systems to remain prevalent, despite the
acquisition of later skills.
This poor organisation of brain nerve fibres can affect one or all
of the following areas of functioning:
Gross and fine muscle co-ordination
Sensory perception
Cognition
Avenues of expression
14. Retained Primitive Reflexes
It is as if later skills remain tethered to an earlier stage of
development and instead of becoming automatic, can only be
mastered through continuous conscious effort.
Inhibition of a reflex frequently correlates with the acquisition of
a new skill. Preschool play activity plays an important role in the
maturation of these primitive reflexes, but for some children this
natural pre-academic phase of learning and development is not
completed.
The lower part of the brain then will not automatically pick up
and send good information to the higher thinking, judging,
talking, understanding and remembering parts of the brain.
15. MORO REFLEX
• Earliest form of fight / flight response.
• Integrated 2 – 4 months of age.
Failure to integrate:
• Over-reactiveness to stimulation (sight, sounds, touch).
• Easily distracted / difficulty relaxing
• Allergies / lowered immunity
• Vestibular problems – motion sickness, poor balance/co-ord
• Poor pupillary reaction to light – photosensitivity
• Poor Stamina
16. PALMAR REFLEX
• Continuation of an earlier stage of evolution
• Direct link between reflex and sucking (mouth movements)
• Inhibited 2-3 months
Failure to integrate:
• poor manual dexterity
• Tight pencil grip
• Accessory mouth movements when writing / drawing
• Speech difficulties
17. ASYMMETRICAL TONIC NECK REFLEX
• Movement of the head to one side causes extension of arm
and leg on that side and flexion on the opposite side.
• Inhibited: 6 months
Failure to integrate:
• Invisible barrier to crossing the vertical midline
• Homolateral crawling, walking, marching
• Poor ‘ocular pursuit’ – tracking
• Poor handwriting/writing posture – rotate page
• Mixed laterality
18. SPINAL GALANT
• Stimulation of back to one side causes hip flexion to that side.
• Integrated at 3-9months
Failure to Integrate:
• Ticklish / restless / “ants in pants”
• Extended bedwetting
• Poor concentration
• Poor short term memory
• Hip rotation when walking / scoliosis
19. TONIC LABYRINTHINE REFLEX
• Early primitive method of response to gravity.
• Head movement beyond midplane causes flexion/extension
throughout the entire body.
• Integrated at 4 months – 3 years
Failure to Integrate:
• Difficulty holding holding head and body up against gravity.
• Can’t sit still in a chair.
• Hypotonic/hypertonic muscles
• Balance problems, clumsy, motion sickness
• Walks on toes
• Poor sequencing skills / organisational skills
20. The Plastic Brain
The primary source of activation of the brain is through the
motor system. High frequency, low intensity activity of the motor
system has powerful effects on the global activation, arousal and
attention of all centres of the brain.
If the primitive reflexes haven’t integrated properly and/or the
sequential movement patterns haven’t progressed as they are
supposed to it is possible to do it at a later stage.
Stylized sequential movements give the brain a second chance.
Neurologically we are creating super highways from neural
pathways.
21. What can we do?
Effective primitive reflex integration
Nourish the
brain with
Specific good nutrition
movement
Detect exercises
retained
Ensure proper primitive
functioning of reflexes
the spine and
cranial bones
22. MOVE TO LEARN
Barbara Pheloung
We need to move to learn.
Movement enables neurological development, but it has to be
the right kind of movement and done in the appropriate order.
Each skill builds on the one just gained, to form a solid
foundation.
Developed an easily followed, correctly ordered movement
programme that has proven to be an effective means of
increasing neurological maturity and integration.
23. BRAIN GYM
• Bases its exercises on the premise that the lower sections of
our brains (brain stem) must be settled before learning can
take place.
• The brain gym movements consciously activate the whole
mind/body system, stimulating nervous system activity in all
parts of the brain and lessening the fight/flight reaction.
• Describes brain function in 3 dimensions:
① Laterality – between 2 sides of the brain
② Focus – between the back and front of the brain
③ Centering – between the top and bottom of the brain
24. THE EXTRA LESSON
Programme based on the premise that learning difficulties are
often due to disruptions in the developmental stages of the first
7 years of life. This can result in :
Poor spatial orientation and body awareness
Sensory processing challenges
Retained early movement patterns
Co-ordination difficulties
Research supports the connection between learning difficulties
and early childhood development and shows that regular
movement and physical activity can help develop neural
pathways in the brain.
Works on the underlying barriers to learning.
25. ESSENTIAL FATTY ACIDS
EFA’s are nutrients that are considered ‘essential’ because they are
required for optimal health but cannot be produced by the body, and
must, therefore, be obtained from the diet or supplementation.
The most beneficial omega-3’s are EPA and DHA. Fish is the best food
source but due to concerns about toxins a purified fish oil supplement is
the safest source.
Omega-3’s from plants (like flax oil) contain ALA which must be
converted to DHA and EPA. Our body is not efficient at this conversion.
EPA and DHA work together, however each fatty acid has unique
benefits.
Insufficient consumption may mean inadequate formation of the myelin
sheath surrounding nerve and brain cells.
26. Docosahexaenic Acid (DHA)
Essential for healthy brain function
Protects the aging mind
Supports a healthy pregnancy
Promotes good mood and emotional well-being
Improves behaviour, focus, and ability to learn in children*
Supports developing brain and eye
Reduces the harmful effects of stress
*(References include Journal of Clinical Nutrition, Journal of the
Academy of Child and Adolescent Psychiatry)
Dr. Alex Richardson – FAB (food and behaviour research)
27. Eicosapentaenoic Acid (EPA)
Promotes a healthy heart and circulatory system
Promotes healthy triglyceride levels
Supports proper immune function
Promotes good mood and general well-being
Improves symptoms of arthritis, including joint flexibility
Supports the body’s natural anti-inflammatory response
Helps maintain balanced blood sugar levels
28. QUALITY ISSUES
Fish oils can contain impurities such as mercury and other heavy
metals.
Exposure to heat or light during manufacturing oxidises the fats.
Chemicals such as hexane are often used to to remove heavy metals.
Dioxins are not specified under Australian Standards testing. Dioxins are
a known neurotoxin.
Freshness is very important. Indicator is PV (peroxide value).
PV’s
Australian Standard: <10meq/kg
Metagenics fish oil: <5meq/kg
Nordic Naturals: <1meq/kg
Triglyceride (natural) form better than ‘ethyl ester’ (new to nature)
30. Dietary Sources of EPA, DHA
Oily fish (sardines, anchovies, not krill)
Grass-fed meat
Grass-fed, free-range chook eggs
What we subtract from our diet may be as important as what we
add.
Omega-6: Recommended 2:1 ratio with omega-3.
Western diet 15:1 ratio
Omega-6 found in grains
Decrease grains and increase oily fish, eat organic, pasture-fed
meat and eggs
31. HOW MUCH?
MINDD Foundation recommendations (children):
Starting dose:
750 mg EPA
250mg DHA
Nordic Naturals recommendations (adult):
Avoid deficiency: 500mg EPA and DHA
Proactive support: 1g EPA and DHA
High intensity support: 2-4g EPA and DHA
32. ZINC
Zinc is important for the production of hundreds of enzymes
within the body.
Formation of neurotransmitters (dopamine and
noradrenaline)
Detoxification systems
Immune function
Protein and collagen synthesis
Cell reproduction
Wound healing
Zinc : copper important
33. Signs of Zinc deficiency
Disrupted sleep patterns Frequent sore throats
Poor concentration Taste/smell impairment
Memory impairment Fussy/picky eater
Mental apathy White spots on nails
Eczema, asthma, allergies Transverse lines on nails
Mouth ulcers Poor nail growth
Hair loss Positive zinc taste test
Growth retardation
Acne, skin lesions
Frequent colds
34. Dietary sources of Zinc
Pumpkin seeds
Sunflower seeds
Seafood
Brewer’s yeast
Animal protein
Mushrooms
Wholegrains
High phytate diet (cereal grains) can block zinc absorption.
Our bodies only absorb about 30% of dietary zinc.
35. How much?
From Encyclopaedia of Nutritional Supplements-M. Murray
Adults:
General health support: 15-20mg
Specific needs: Men: 30-60mg
Women: 30-45mg
MINDD Foundation
Children:
Zinc (as picolinate): 20-60mg/day
(20mg plus 1mg per pound of body weight)
If picolinate not available, use amino acid chelate or sulphate.
Lancet 2000:355:53-41 Research on effects on learning of RPR’s. Primitive reflexes support survival in the 1st 6m, then higher connections should become established.
As peroxides are further oxidised they form other compounds, measured by AV (anisidine value). AV is a measure of past oxidation, PV is a measure of current oxidation. Lower the values, the fresher to oil.
Krill not biologically sustainable. Less stable, not as much scientific research, and not as high a concentration of omega 3’s.
Zinc Copper ratio problems can cause anxiety, and tethering brain to lower sections.
Far-Infrared red light stimulates nerves either peripherally or at the level of the brain stem and increases their functional threshold. This improves their function – they can do more before they ‘fail’. Use kinesiology to test for neurological weaknesses and then stimulate nerve whilst asking it to function. This increases its metabolic rate which brings its functional threshold higher.