A Revolutionary way to Help EVERYONE Achieve Their FULL Potential

Parent Testimonials

Family Thanks Minds-in-Motion for “Saving Jacob’s Life”

Minds-in-Motion TestimonialJacob (12 yrs old) has certainly enjoyed coming to Minds-in-Motion.

We all can tell major differences in this young man. This program truly works and was an answer to our prayers!

I just want to thank Candace, Carol, and all of your staff for touching Jacob’s life; words just cannot express the gratitude we have for saving Jacob’s life.

We – as his Parent & Grand Parents – knew he had troubles, but until we found Minds-in-Motion we had no clue how hard life was for this young man.

I referred to it as “saving his life” because Minds-in-Motion was able to first explain to us that Jacob was living a different life than we understood.

Next, you & your staff were able to reach him and help in ways we never knew were available.

Jacob’s school grades have improved; he now enjoys going to school, and he doesn’t have his breakdowns.

Jacob has become a strong, confident young man, and we have all of you at Minds-in-Motion to thank for that.

If there is ever anything I can do to help in the growth of your program in the future, please let me know.

If parents are unsure & want to talk with previous participants – I would be glad to share our experience first-hand. I believe the United States needs many, many more of these programs to reach out to children and adults.

I believe in Minds-in-Motion and your entire staff.

So again, from the bottom of my heart, thank you all!

With blessings,
Jim Prather Sr.
Jacob’s Grandfather
Louisville, KY

Minds-in-Motion Program Backed by Published Research Study

Minds-in-motion research studyThe 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.

 

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We are Honored to Get this Feedback from a Family Who Drives Over from Springfield, IL

I can’t tell you how truly grateful I am (and my family is as well) for all the help that Minds-in-Motion has provided to our 8 year old son, John, thus far.

I want you to know our experience at Minds-in-Motion was a wonderful one, and I have sung your praises to many people here in Springfield, IL.

I want to tell you as well that Corey did such an EXCELLENT job with John.  I couldn’t have asked for a better person to work with him.

Carmel Center Director

Corey Emberton
Carmel Director

Corey went out of his way (without my even asking him to) on many occasions to help us by allowing John to come in early so that we could leave Carmel earlier in the day and then get home sooner that night.

Corey just did an outstanding job. John always looked forward to going to Minds in Motion, and that in itself was such a huge help as we made all those trips back and forth….and Corey was a big part of that, no doubt.

Corey always kept things interesting and challenging for John.  Valerie also did a GREAT job, and I want you to know that as well!!

We look forward to perhaps attending another session later this year!  Thank you both again for all that you have done to help us.

I am grateful for your kind assistance and patient help with John — and I want you to know that it has made a difference.

Debbie Smith
Springfield, IL

Going to Sleep and Staying Asleep are Common Challenges for Children with ADD & ADHD

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 Autism Sleepsmaximize 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.

Get a Look at Minds-in-Motion Through a Parent’s Eyes

Carmel Center Director

Corey Emberton
Carmel Director

My son, Elijah (age 4) attends the Minds-in-Motion Carmel center.  I asked to sit in on a session, and Carmel’s Director, Corey, willingly agreed.

As an educator, I often feel we never get enough praise and it seems parents are often looking for ways we’ve gone wrong. I’m speaking as both a parent and an educator when I say that I was very impressed with Corey during this session.

I know how difficult it can be to teach and hold students to a high expectation while parents are sitting in the room watching every move. This did not deter Corey from expecting Elijah to perform his activities correctly, and he even asked Elijah to repeat the activities that he did incorrectly.

Corey was patient and encouraging, frequently modeling for Elijah the movements that he didn’t do correctly the first time.

This was huge for me as a parent to watch because I know how frustrating Elijah can be when he decides to be silly, which he was doing to show off for me.

I did eventually step out of the room to help Corey continue the session, but did listen from the next room. Corey continued to work with Elijah in exactly the same way as when I was actively present.

I wasn’t sure how this program would work for Elijah since he is only 4 and often has difficulty following directions. After this session, I am confident that not only will he be ok, he will be pushed to do his very best!

Thank you for providing this service for our children. I am excited to attend the teacher workshop in a few weeks, too, and will be registering soon.

Sarah Watson
Kindergarten Teacher
Shenandoah Elementary

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Mom Reflects on Minds-in-Motion’s Positive Impact for High School Son

A Mother in Northern Indiana Sees the Benefits of Minds-in-Motion for Her High-School Son

Minds in motion can benefit high school studentsOne exciting thing I have really noticed over the last few weeks is how in tune he is with our conversations.

Often in the past he would just pop in the middle of our conversations with questions and statements not relevant to what we are talking about – just whatever he is thinking about.

He has always been “in his own world” and not joining in. In the last few weeks he has been interjecting comments and asking questions about what we are talking about. It’s like he is trying to follow along.

Seems like he is hearing more and wanting to know more of what we are saying. He is still struggling with following the whole conversation….but is asking very relevant questions and making relevant statements.

 One other thing, his peer tutor at school told me the following:
“Thought I would tell you how this class is going!

He is doing so well! Yesterday we cooked pancakes and he said ‘Sue, can you go sit down and not help me today? I’m not trying to be mean; I just want to try to work with my group today.’

So I sat down and watched him, and he poured the batter on the griddle and flipped the pancakes! He did so well!”

I think this shows he is becoming in tune to others’ feelings. He wanted to tell her he needed his independence, but did not want to hurt her feelings.

Just thought of something else!
He is doing so much better working independently on his homework. He can sit for extended times now working.

One day I went to town for a few hours and told him to work on his history homework and he worked the whole time I was gone without any help from his Dad.

I still have to help with studying for tests and more difficult assignments, but his confidence level has increased and his ability to work for longer periods of time. Makes homework so much more pleasurable for all!

Great New Video Highlighting Minds-in-Motion Thanks to the United Way

United Way Video About Minds in MotionPlease check out this video!

The awesome folks of the United Way of Elkhart IN demonstrate the impact of our program!

It warms & energizes our hearts as we take off on a new year of training educators, parents & working hands-on with wonderful students needing a boost to reach their potential!

Here’s a little background:
This past Fall, Darren Bickel helped to develop a video to showcase how the United Way of Elkhart is helping to change lives through the Minds-in-Motion activities.

Teachers, students, parents, and superintendents were interviewed to help explain just how Minds-in-Motion has impacted their lives.

The United Way Partnership Started 5 Years Ago!
Five years ago, Candace Meyer, founder of Minds-in-Motion, was invited to Elkhart, IN, close to Notre Dame University, to train early childhood teachers in Minds-in-Motion protocols.

After several schools began showing documented improvements in their students throughout the school year – the Minds-in-Motion school program took off!

According to Darren Bickel, Vice President of Community Investment for the United Way of Elkhart County, it was clear that Minds-in-Motion was making valuable changes in students’ lives. As a result, the United Way was motivated to get the program in more schools.

Competitive grants of $1000 were donated by the United Way to encourage more schools – plus more training opportunities with Minds-in-Motion were coordinated by the United Way.

At this time, over 52 area schools, including pre-schools, middle schools, and even community centers, are now participating in Minds-in-Motion exercises daily in Elkhart County. It seems to be the Minds-in-Motion capital of the world!

We are so excited about this video!

Amazing Perspective from an Occupational Therapist and Mom

From Kalen M. Morgan,
Occupational Therapist, Register/Licensed
Louisville, Kentucky

Occupational Therapist TestimonialIn addition to being a Mom, Kalen has a unique perspective. She holds a Masters of Health Science degree.

Kalen is also a Registered, Licensed Occupational Therapist, as well as a Certified Hand Therapist.  She and her family live in Louisville, Kentucky.

Kalen was kind enough to provide Minds-in-Motion with the following feedback:
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Here is a list of all of the changes that I observed in our daughter, “T”, pre/post the Minds-in-Motion program this summer.

We are so grateful for the changes that we have seen in “T” since beginning the program in June. She wakes up every morning now and does a MIM session for 10 minutes.

We change her routine every 2-3 weeks. We do all sorts of things (wall handstands, jump and spins, trampoline, jumping jacks, eye tracking, floor rolls, etc, etc, etc). We have a spreadsheet that I make every couple of weeks and she wakes up and completes her routine before school each day.

She is doing so well this year in 4th grade, and I can tell you how much this has changed her perception of herself and her self-confidence.

Here is the list of changes:

  • NO MORE MEDICATION!!
  • No longer smacks herself
  • No longer chews on everything (clothes, blanket, pencils, erasers, etc).
  • More empathetic toward sister, cuddles her, helps her out, more patient with her
  • Asks for what she wants (used to get mad because she needed something but never verbalized or asked for it, just was frustrated)
  • Thinks before acting
  • Solves math problems in daily conversation without hesitating (grocery store, money)
  • I used to be instantly aware of when she was awake on Sat and Sun mornings. My 3 yr old and I always get up around 7:30/8 am and we have a couple of hours together before “T” wakes. I used to know instantly when she was awake because I would hear my 3 yr old cry (because T has started pestering her), or she would jump in her bed, start hollering and screaming for me, singing, kicking her feet, laughing loud, throwing things, etc. I would have to stop what I was doing to attend to her and get her started in an activity or go swimming. The atmosphere would instantly change when T awoke. Now, she wakes up, sits in the chair, and I sometimes don’t even know she is awake until I come in the living area and see her.

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Here’s More:

  • Less uncontrollable laughing with swaying back and forth. Seems to be able to tolerate things without being over stimulated as easy.
  • No longer clapping for no reason
  • Plays games that take effort and strategy. Plays games that make her “think” (Monopoly, Yahtzee, school). She used to avoid any of these games because they were too “hard”
  • Sits in the car better for trips without being stimulated or “entertained”
  • Does art, better coloring, finishes her projects and cleans up with cues
  • Laundry assist and can hear the dryer/change clothes without being reminded, self-initiated
  • Does chores with less cues and sometimes without being told at all
  • Has conversations with Mom, mommy-daughter talks are easier, expresses her feelings, processes information and asks questions that are appropriate, just seems to “get it”
  • Improved relationships with family, able to visit Nanny more often, hangs out with my 19yr old sister and 14yr old brother that found it difficult to spend time with her
  • More eye contact when talking to her, seems less distracted
  • Overall more mature and can be trusted to make better decisions
  • Listens and can follow thru with directions (watches a video and produces the actions without assistance)
  • Enjoys music/headphones instead of them resulting in uncontrollable behaviors, music/headphones used to over stimulate her
  • Able to organize school supplies, check off the list and prepare for school
  • Overall there are less self-stimulating behaviors
  • No longer hits the top of the trash (flip top) can when she passes by it
  • Can be quiet and think before she acts or talks, just overall slower to act
  • Less emotional outbursts that seemed over dramatic for the situation
  • Happier and more confident with herself
  • Doesn’t walk/stomp as hard
  • Knows her right and left more consistently and without as much thought or “guessing”
  • Sits and works puzzles
  • Responds to directions with less cues (less touch, less eye contact needed, used to need direction by physically getting her etc)
  • Can come to my work and maintain appropriate boundaries with other people and the environment

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Thank you for this amazing program!

Ours is a Story of Overcoming Labels

Increased focusWe would like to sincerely thank Minds-in-Motion for everything you did for our 6-year old son.

WHERE WE BEGAN:
We brought him to your center because we had concerns about his ability to stay focused and follow instructions in class.

THE LABELS WERE STARTING:
We even had a few teachers in the past say they saw attributes in him of someone who would be classified as “on the spectrum.” There were conversations about possibly putting him on ADHD medication, but we were not comfortable at all with that route, since he was only in kindergarten.

The qualities they were seeing at school did not match what we were seeing at home, so we came to the center looking for help.

Our son participated in a 10-week program after school and a 4-week summer session, and we kept notes of our observations of his growth, which are below:

Week 1:
When riding in the car he used to zone out and not talk.

By the end of week, he was asking us to read him signs and he began reading street signs himself. Further, he has not asked to play with any technology.

Week 2:
After school he started volunteering information about what he did that day.

He had a reciprocal conversation with his dad about the coast guard, something he learned at school.

Towards the end of the week, he was using his shy voice considerably less (he would talk in a lower voice when shy). This improved to the point a few days went by and we didn’t have to ask him to use his “big boy voice” at all. This was a first.

He asked to ride his bike, which he normally wasn’t comfortable on.

Week 3:
Dad was reading on the couch, he came up and asked “what’s that?” -noticing surroundings more; when I was reading him the lunch menu I told him to pay attention to the choices and he cupped his hand around his right ear.

Week 4:
We heard less silly voice, more talking about what he learned at school. He rode his bike more and, when singing songs he learned at school, more of the words were correct.

Week 5:
Swung at the park and leaned back – first time!

Week 6:
Our son hit a pitched ball, balanced riding scooter, increased his eye contact when talking, and asked reciprocal questions more frequently. He can tie his shoes and barely uses shy voice.

Week 7-10:
Increase in eye contact, reciprocal conversation, and teacher said he is more focused in school, and even raises his hand to answer questions!

Summer Observation:
His forward rolls on the trampoline were amazing!

(I used to fear he would break his neck when I watched him. This was still a challenge during the first session – but now he can do it.)

He is much more comfortable with his body and movements.

Vacation Bible School:
He raised his hand to offer an answer! Answering oral questions is becoming easier for him, as he finds the answer more quickly.

After summer:
Our son:

  • Builds Lego sets himself following instructions (8-14 years sets)
  • Follows multistep oral instructions
  • Rarely uses shy voice
  • Carries on long conversations
  • Asks a lot of questions

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As you can see from our notes, there were quite a few unexpected and wonderful results from him participating in this program.

We believe our son was frustrated due to his struggle to communicate, had anxiety because of it, and would have breakdowns when he couldn’t take any more.

Since the Minds in Motion program he hasn’t had any breakdowns and, besides his ability to focus at school, the greatest result for us is that he has reciprocal conversations with us now.

Thank you for helping him reorganize his brain in such a way that he is more in the moment than he was in the past.

He just completed his first week of first grade and his teacher has been extremely complimentary of his classroom behavior, which did not happen in the past.

At home we were very diligent:

  • To do his Minds-in-Motion homework with him every day
  • Put away all technology when he started the program, including TV
  • To occupy his time by taking him to parks or play outside
  • We bought a small trampoline for the basement.

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We feel we earned his amazing results due to the changes we implemented at home, as well as the stimulation he received at the program.

Thank you for all of your hard work not only with our son, but to educate us as well. We feel like we understand his prior behaviors better now, after the testing and summaries of his progress.

We highly recommend Minds-in-Motion to every parent tired of someone trying to label their child with anything other than their name.

Matt and Sonia
Louisville, Kentucky

 

Minds-in-Motion Can Impact Your Child Starting On Day One!

Learning Center ElkhartHeather Miller
Director, Growing Kids Learning Center
Elkhart, Indiana

Employing Minds-in-Motion Activities Can Have an Incredible Impact on Day One!

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We were so blessed to have Candace Meyer train us again in June at the Early Childhood Minds-in-Motion training at United Way of Elkhart. We certainly appreciate the information and the educators I brought with me were totally “pumped” about everything they heard!

One of these teachers works with 3 year olds. She has one student who rocks himself continuously.

Overcome Autism SymptomsHe rocks back and forth really hard almost every time he’s not completely involved in something where he CAN’T rock. (He does not have other signs of autism.)

We expressed our concern to the parents, yet the pediatrician says he’s just fine.

This morning, this teacher set up some Minds-in-Motion activities right in the classroom. When the child arrived, she directed him to the balance boards and ribbons.

The child was enthralled with both and played on them for 30 minutes, much longer than he usually stays at any activity.

As a result, she noticed as the morning moved on that the child was not rocking. Not one time! HE COMPLETELY STOPPED!

After lunch and nap time, she had him repeat the same things, balancing on the boards and moving the ribbons from right to left across his body. He didn’t rock any more during the day.

I don’t know what the difference was, but I can tell you that this child usually rocks ALL the time! Tragically, his 11-month-old brother rocks all the time too!

[THIS IS THE POWER OF VESTIBULAR STIMULATION! …Comment from Candace]

As an administrator, it was exciting for me to see this teacher so excited about how just a few changes in her classroom changed the behavior of just one child in just one day.

United Way Elkhart IndianaThanks again for encouraging us!

AND THANKS TO UNITED WAY OF ELKHART COUNTY FOR BEING SUCH A SUPPORTER OF MINDS-IN-MOTION FOR ALL KIDS!!

Heather Miller
Director, Growing Kids Learning Center
Elkhart, Indiana

 Thank you to the United Way for Preparing this Great Program Overview – Check it out below!

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