We are so grateful to the parents who took time to describe their families’ recent experience at Minds-in-Motion.
This podcast is hosted by pediatric physical therapist Lauren Thomas and pediatric occupational therapist Kara Vonderheide.
Their mission is to explore problematic and typical development to promote intentional parenting and to provide support for courageous decision making.
CLICK HERE to listen to the podcast!
Candace Meyer had the privilege of presenting at the National Health & PE (SHAPE) conference in Seattle recently.
Many educators – new to Minds-in-Motion from across America and Canada – eagerly listened to the importance of a strong vestibular system and critical sensory/motor integration.
Rubens has found a possible correlation between the inner ear and Sudden Infant Death Syndrome (SIDS).
The latest findings support his earlier work, which indicates that SIDS babies don’t necessarily have a problem with their brain. Instead, Dr. Daniel Rubens’ research has indicated that problems with hearing and the inner ear may be linked to SIDS.
His newest study, published in the journal, Neuroscience, shows that inner ear dysfunction in mice results in an inability to wake up and move away from a suffocating environment.
Dr. Rubens was so taken with Minds-in-Motion research findings on the inner ear (vestibular system) that he has invited Candace to share his research presentation time at the 25th annual Leicester Physiology Conference in Leicester, England this June by presenting Minds-in-Motion findings.
February 16th, Minds-in-Motion is launching an advanced, 10-week program that teaches children how to code.
By combining elements of computer science with its core approach to childhood development:
* This novel program will prepare children to be active users of technology
* Expose students to basic coding languages
* Show students how to make technology
* Simultaneously increasing the bilateral coordination of the brain and body. In other words, BALANCING their brains and bodies!
Computer science opens more doors for children than any other discipline in today’s world.
Learning even the basics will help children in virtually any future career—from architecture to zoology.
While most children quickly grasp how to use technology to consume media in a passive way, very few learn how to be active builders of technology, or how to write even the simplest lines of code that power the internet.
Minds-in-Motion seeks to change that paradigm by empowering children to write code, demystifying technology by mastering the building blocks of computer science.
Just as we teach students how to dissect a frog, or how electricity works, it’s important for every 21st century child to have a chance to “dissect an app,” or learn how the Internet works.
To that end, Minds-in-Motion is adding an advanced computer science track to the curriculum at its Carmel location.
Students as young as 10-years old will learn elements of modern computer coding languages, exploring how logic-based commands power the internet and software applications, all in a fun environment that also helps spur developmental growth.
By introducing computer science basics in a format that’s fun, accessible and relevant to the youngest learners, Minds-in-Motion seeks to ignite young minds in all the possibilities of the future.
Parents are encouraged to visit Minds-in-Motion’s West Carmel Drive campus to learn more about the coding program, or to attend one of three special open houses at 6:30pm on February 5th, 11th, or 18th.
For more than a decade, Indiana-based Minds-in-Motion has been a pioneer in innovative childhood development. Using NASA technology to measure and improve how the brain and body work together, the company has helped countless children across the country.
Currently, Minds-in-Motion trained teachers lead more than 50,000 children across 15-States in a daily curriculum that has been scientifically proven to work.
The Power of the Minds-in-Motion Maze Witnessed First Hand
Last week I was talking to my principal about one of the students in my class and the progress I have seen since beginning the Minds-in-Motion program.
She asked me to write it down to share with others, so here goes my story of Michael…
Michael is a student who has ADHD with no medication and struggles in all aspects of school.
He has a heart of gold that makes you just love him though!
All year, Michael has performed way below the typical first grade expectations. His grades in each subject are either failing or very low.
First Hand View of Motor Ability & Classroom Performance
Our class began the Minds-in-Motion Maze. When we first began, it was obvious just from the skipping that Michael had challenges.
As I watched him go through each task, I was floored at just how true the connection was to his poor classroom work, too.
I had heard Candace tell how it was so obvious to see which kids struggled, but having now seen it with my own eyes and with my own class was truly amazing!
I had to literally hold Michael’s hands when we walked down and backwards up the stairs. He was so scared, but I reassured him that I would not let him fall.
Michael trusted me and began each day to try more and more on his own.
The Big Day
This leads me to the day of a reading comprehension test in my class….
We had gone over our week’s story again; so it was time for the comprehension test.
The test simply involved me reading several sentences to be answered T or F. I knew that most of the kids would get a good grade.
I was not prepared for watching Michael answer every question correctly!
He was legitimately answering correctly, and he was writing the letters ON the lines the best that I had ever seen him do.
When I graded his paper, I could not believe he was finally going to get a 100%. I grabbed a big sticker, slapped it on his paper and called him up to look at it.
The look that he had on his face is why I teach!
He was so excited; almost as much as I was! I quickly took him and his paper to show two colleagues, who had been seeing great results with the program as well.
They got to see Michael’s excitement. From there, we went to the office to show the Asst. Principal. Michael was so proud.
As I listened to him tell his story, I had to fan my eyes to keep from crying.
I was so happy for him and so excited at what I believe was a direct result of his participating in the Minds-in-Motion Maze.
I know Michael has a long way to go, but the big step that he took today helped him in more ways than by just getting a good grade.
It helped him to be happy and to see that he can be successful…and that’s my story!”
Come Back to Re-Tone & Re-build this Summer!
A Carmel father called us last week wondering why his son, who went through Minds-in-Motion 4 years ago…
is starting to struggle terribly now in the 6th grade.
While his son:
NOW his family wonders why he is falling behind in school.
Why is he showing signs of frustration, anxiety, and poor self-control?
With some additional conversation,
Father admits his son in the past 2 years has really been “playing on the computer and game-boy” extensively…whereas in the past he was allowed little screen time.
Minds-in-Motion predicts his son has signs of CVS (computer vision syndrome).
LEARN MORE about Computer Vision Syndrome.
We worked with his family and had son come in for updated assessment to compare his visual/auditory functioning to his past records.
Even though his visual tracking has improved to 78% and he is now reading at 10.2 grade level, his focusing ability has fallen to 3% out of 100% and his Depth Perception has fallen to only 37%!!
Also, his auditory processing has decreased to a score of 5.1.
A score of 5.1 means that he can now only process and have recall of 5 numbers or pieces of information, instead of the 7 or 8 that he should be able to remember & recall.
This 12-year-old boy is struggling mightily because his visual and auditory processing has become too weak to support him in school!
The motor muscles of his eyes and the two tiniest muscles of his body (in his middle ear) have become untoned because of too much 2-dimensional stimulation through overuse of screen-time and not enough 3-dimensional stimulation through the vestibular system!
So he physiologically cannot focus or pay attention even though he wants to!!
Plan of Action:
His parents are signing him up for this summer’s June Minds-in-Motion session.
And they plan to cut down the amount of time spent on screen time!
His routine has led to a need to stimulate his visual processing & auditory processing. The summer’s outcome will be a better integrated & balanced child – who will return to his high performance in school & at home.
All the handheld devices and computers that are commonplace in our world are not doing any favors for our children’s vision.
According to the American Optometric Association, Computer Vision Syndrome (CVS) is “the complex of eye and vision problems related to near work which are experienced during, or related to, computer use.”
At greatest risk for CVS are those who spend two or more continuous hours at the computer (hand-held video games, TV, etc.) every day.
Each year, this includes a larger proportion of the workforce, and it includes most students, who now routinely use the computer for both work and play.
Children who use computers may be even more susceptible to CVS than adults.
Children often keep performing enjoyable tasks, such as computer games, with great concentration for hours with few breaks.
This type of prolonged activity without significant breaks can cause eye focusing problems and eye irritation. Because the eyes are continually over-focusing on a 2-D screen trying to find 3-D (three dimensionality) the eye muscles stay contracted and are over-worked.
Several parents and teachers have asked….
“How is reading a monitor/screen different from reading a printed page?”
Reading a computer screen is hard on your eyes because of the way the characters are formed on the monitor.
The video display is made up of pixels, or tiny dots, rather than solid images as on a printed page. Because your eyes cannot “lock” focus on these dots, your eyes must continually focus and refocus to keep the image sharp.
This refocusing results in stress to your eye muscles. In addition, your eyes blink less frequently when you are using a computer, causing the eye surface to dry out and become irritated. The irritation makes focusing even more difficult, which can lead to headaches and neck pain.
Limiting screen time is often a challenge – and it is worth the effort for developing eyes & brains!
We have the privilege to see first-hand the incredible impact of our program.
We are fortunate for the rigorous outside study our program has enjoyed. This analysis report documents again the significant improvements our program can ignite.
Dr. Sabin is of the Balance & Life Research Laboratory – at the Dept of Exercise & Sport Science at the Eastern Kentucky University.
Sabin recently released the Data Analysis Report on Minds-in-Motion.
Pre- & post-test scores from forty-eight students from the Louisville center were analyzed.
Significant changes were noted in:
In nearly all cases, the average post-program measure was greater than the pre-program measure.
If you would like to review the outcomes of this research study, please CLICK HERE to check it out!
The Early Learning Campus at the University of Louisville conducted a study of 40 preschoolers, each four-years old, and the impact of our Minds-in-Motion school “Maze” program.
The favorable results echo the feedback we enjoy from educators implementing this program in 12 states.
The study entitled “Effects of the Physical Activity program called ‘Minds-in-Motion’ on Children’s Perceptual and Motor Skills”, was conducted by Dr. Daniela Terson de Paleville and Dr. Carla Vidoni of the University of Louisville.
The 40 children – who were four-years old – were pre-tested and post-tested after the Minds-in-Motion daily program over an 11-week period.
On July 1, 2013 the results of the University of Louisville study were submitted to Early Childhood Research quarterly magazines for publication.
The favorable results documented the benefits of the Minds-in-Motion Maze for early childhood students! We are proud these results have been published by a respected research quarterly!
Here is an excerpt of the study’s conclusion:
The present study shows that the Maze approach and stations intervention resulted in significant changes in preschoolers’ motor skills, specifically in balance and coordination.
This study also shows that teachers who were trained to use this teaching approach found it easy, feasible to implement, and beneficial for the children. The results of this study suggest that it is possible to provide preschoolers with daily structured physical activity time from which they can benefit.
It is important to point out that even though classroom teachers can effectively design and implement quality of movement programs, school administrators play a major role in encouraging teachers to learn, implement, and sustain planned movement activities approaches.
The sustainability of a structured program such as this is critical to the development of children’s locomotor (e.g. running, jumping, skipping, and hopping), manipulative (e.g. catching, throwing, and striking), and body-management skills (e.g. agility, balance, coordination, and flexibility). These are in addition to the all-important visual and auditory processing, which are increased by Minds-in-Motion vestibular strengthening, and are critical for every student’s learning potential.
These skills are building blocks for engagement in higher cognitive processing, lifetime physical activity and emotional health benefits.
We see the benefits of our program everyday in our centers and get incredible feedback from the educators implementing our school program. It serves as an additional triumph to have the benefits of Minds-in-Motion documented by a research study!
CLICK HERE to review the research study article.
Check Out This Promising New Solution!
Minds-in-Motion was delighted to meet RICK FEINGOLD from Chicago recently.
He traveled down to our Carmel Center to demonstrate his unique creation: A mattress/bed that uses what he refers to as “Sound to Sleep Resonators”.
These state-of-the-art acoustic resonators are embedded in either the mattress or foundation and transmit gentle sound waves through the sleep surface.
Unlike traditional speakers, Feingold’s Sound to Sleep Resonators are specifically designed to maximize your ability to feel the music.
In early trials, every child on the autism spectrum immediately improved his/her ability to go to sleep quickly and stay asleep!
Clinical trials will start soon at the Cleveland Clinic.
The Minds-in-Motion staff tried it out and found it was awesome!! The binaural beats immediately relax your body all over and feels heavenly.
What an incredible invention!
We are excited about how it might help children with ADD & ADHD relax and fall asleep more easily.
Rick explained that clinical trials are also going on in Bethesda, MD for effectiveness with soldiers with PTSD.
We wish Rick and his company the best success with this incredible discovery.
Check this out at AutismSleeps.com.