CASE STUDY #1: AUTISM

MT is an autistic 6-year old twin boy attending a special education school. He is

very sensory seeking and aggressive, displaying behaviors such as biting,

hitting, head butting, pinching, chinning, screaming, crashing into people and

objects and constantly engaging in sexual seeking behaviors. He is unable to sit for longer than five minutes without engaging in one or many of these behaviors. MT’s parents have been frustrated and overwhelmed since their son was an infant, because he was unable to sleep through the nights without waking up frequently and having difficulty calming down. Following regular Superbrain Yoga, in less than three weeks, he started sleeping better and after one year of completing this he slept through the nights with no disruptions. His parents could not believe that such a simple exercise could be the cause of this sudden change. In not believing in the effects of the method, they decided to stop the exercise. The following few days proved challenging for MT’s parents, as he reverted back to his old patterns and was unable to sleep, becoming irritable and overly sensitive, Imagine a child who does not socialize, does not make eye contact, does not show love to his parents like ordinary children. This child would not even play with his own twin brother, After completing Superbrain Yoga consistently, this same child is one who expresses his love and emotions to his parents by regularly looking into their eyes and holding the gaze, kissing and hugging them; something they always wished and hoped for, He is playing appropriately with his toys and using this as a tool to express his needs and is even beginning to seek out his twin brother for companionship, Before starting Super Brain Yoga, this child was unable to sit for longer then five minutes, but now he is able to sit and attend for 45 minutes with little to no self-stimulatory behaviors or overreactions, His overall attention and concentration has improved and he is engaging in more age appropriate activities.

CASE STUDY #2: ADHD AND PDD

RT is a seven year-old boy with a diagnosis of attention deficit/ hyperactivity

disorder and pervasive developmental disorder, He is extremely hyperactive and is always engaging in some sort of self-stimulatory behavior, such as, hand flapping, running, jumping, spinning or talking to himself. His impulsivity, hyperactivity, and distractibility impact all aspects of his life, He is in a self-contained classroom geared for helping children with sensory, behavioral and learning problems. Imagine touching a child softly and the child reacting to the input by throwing himself on the floor. The slightest input will push this child over the edge. He is unable to sit at a table for more than five to seven minutes without constantly moving or crashing to the floor, He is unable to walk across the room without running, jumping, spinning and crashing into objects. Following regular Superbrain Yoga exercises, he appears calmer and more focused, he is able to engage in an entire therapy session, for about 30 minutes, with little to no behaviors, he is able to walk through the hallways without running, jumping, spinning or crashing. He sits and attends in class, displays improved social skills and expressing his feelings to his classmates and teachers. Since RT has started school, his sensory behaviors have gotten in the ways of his schoolwork and no one knew the ability she possessed. One day after completing Superbrain Yoga, he got up and walked across the room to the blackboard. There he read all the words on the board! Secondary to his increased arousal state and inability to regulate and calm himself RT never truly expressed his strengths. Now after one year of regular Superbrain Yoga he is mainstreamed into the regular education classroom for part of the day and he is succeeding. Looking at his overall DTVP-2 results R,T. has made a huge improvement in all visual-motor integration subtests, Most improvement was seen in the area of Visual-motor Speed. He began in the first percentile, but gradually moved to the 75% percentile. He began this study in the 5th percentile of children his age and by the time the DTVP-2 was given 1 year later, he had moved to the 50^th percentile. That is ten times higher than when he started, He made an overall improvement of 3 years and nine months in only one year with the use of SuperBrain Yoga.

CASE STUDY #3: DYSLEXIA AND EMOTIONALLY DISTURBED

JT is MT’s twin brother and unlike his brother, he is in regular school. He has been diagnosed with dyslexia and found to be emotionally disturbed. Controlling his emotions is quite difficult for him and he would have regular emotional outbursts and tantrums of screaming and crying, often becoming angry. Since starting Superbrain Yoga, he has not had one! It was difficult to get him to do anything because of his low frustration tolerance, but now he tries new and challenging activities with confidence. With his disability, schoolwork was challenging, frequently drawing letters backwards, difficulty copying simple shapes and recognition of letters were poor. Given the diagnosis of dyslexia, you would believe JT would be having extreme difficulty reading, but that just isn’t so.

Now not only does he know and write all of his letters but he is reading with ease. His teacher has actually noted that he is one of the best students in the classroom and is so pleased with his progress. Looking at his overall DTVP-2 results J.T. has made a huge improvement in all visual motor integration subtests. Most improvement was noted in spatial relations. He began in the 37th percentile, but gradually moved to the 75th percentile. He began this study in the 30^th percentile of children his age and by the time the DTVP-2 was given 7 months later, he had moved to the 84th percentile. That is almost three times higher than when he started, He made an overall improvement of two years and 10 months in only seven months with the use of regular Superbrain Yoga.

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CASE STUDY #4: TBI AND ADD

B.C. is a 7 year-old boy with the diagnosis of attention deficit disorder and traumatic brain injury. He was born with enlarged ventricles and missing a corpus collosum, the part of the brain connecting the left and right sides, This is a child struggling with his everyday activities including perception, memory and overall learning, acting out frequently and isolating himself from his classmates and family. He is in a self-contained classroom geared for helping children with behavioral and learning problems. He will frequently refuse to do anything and “tune out” any and all directions, unable to complete simple one-step commands, Since completing Superbrain Yoga regularly, he no longer displays defiant behaviors and is showing an overall improvement in his demeanor and social skills, He frequently seeks out children to play with and seeks out teachers for help and assistance with

things that are difficult for him instead of giving up. Multi-step directions are now being followed with little to no help. This student displays difficulty with retention of new information and for three years has been working on letter, color and shape recognition. Four out of 26 letters was all he could recognize, but now he knows 20 letters consistently, all colors, and all shapes. He displays improved self-esteem; trying new and challenging things.

B.C. has made a huge improvement in all visual-motor integration subtests. The area where most improvement was seen is the Visual-motor speed subtest. He began in the 1^st percentile, but gradually moved to the 25th percentile. He began this study in the 16th percentile of children his age and by the time the DTVP-2 was given one year later, he had moved to the 70th percentile .That is four times higher than when he started. He made an overall improvement of three years and five months in only one year with the use of regular Superbrain Yoga.

CONCLUSION

With the use of regular Superbrain Yoga:

• Interacting with the environment with more success.

• Using a standardized test helps to understand the functional

            improvements made in areas of visual-motor integration.

• The testimonials from parents and teachers give you a picture of the child’s overall demeanor, but nothing speaks louder than the    children’s behaviors,

• Often during transitional or unpredictable times of the day, the children

            requested the exercise in their own individual way. Some children would start holding their ears in the SuperBrain position or even say, Ears, or

            “SuperBrain!” as if to tell us they need it.

• During school, some children stood up and started engaging in Superbrain Yoga with no external prompting. This supports the evidence that the exercise may be calming and organizing for many of the children giving them a sensory tool they can utilize to help regulate and harmonize their own internal arousal states.

In conclusion, all of the children in the study have made dramatic strides in all areas of function. Teachers and parents are in awe that this simple exercise can help a child to make phenomenal strides in such a short time. There have been significant improvements in the sensory processing, visual perception, visual-motor, speech, language, communication and social behavior in these children.