Developmental Hope Cases

Of course, cases such as these described here, tend to represent those individual clients who have succeeded in getting their child back on track. When families and children commit to our program completely, about 80% will fully recover, get back on track, and catch up with peers.

We have included a case of non-success, to show what that looks like. In essence, our interventions require cultural or life-style changes and many parents and many children are not ready or willing to make these kinds of changes in their lives. There are many who choose not to fully participate in making the changes necessary to get back on track.


Five Year Old Boy Who Had Never Walked:

This was a 5 year old boy who had never walked. He scooted around on the floor, but would not stand.

A week after changing his diet and the mother following our exercises, he started to stand and move around while holding onto furniture. Within a few weeks he starting standing on his own and taking a few steps. After 3 months he was walking and playing as others his age were doing.

A couple of months after he started walking, the mother contacted us because the boy suddenly stopped walking. Isabel investigated and discovered that the child stopped walking the day after his first visit to the community swimming pool. Isabel tested and gave the mother further exercises for the mother to do with her boy. The boy started walking again the day after that.

Three Year Old Girl with Non-Organic Failure To Thrive:

This was a Failure To Thrive child who was more than 3 years old, who had not progressed developmentally. She never pointed with her hands. She never turned her head to follow movement. She never even turned over on her own.

When Isabel tested her, the mother was surprised that her daughter was intolerant of so many things in the house. She keep her home fully organic and natural, and the child was sensitive to many of those things.

Within a week of cleaning the child’s environment, she started rolling over in bed. Within a few weeks, she was following her parent’s movement by turning her head and she was pointing. Within a few months, she was helping in putting on her clothes and interacting with her parents more and more.

The child has been progressing and is especially enjoying equine therapy.


Fourteen Year Old Asperger’s Boy:

This was a 14 year old Asperger’s boy, whose family brought him to Isabel and Rodger after learning his diagnosis. He only gave one-word answers to questions and would not initiate conversations. He was awkward and clumsy. He had no friends and would not socialize with others.

His mother wanted to have conversations with him; she wanted him to talk. After a couple of months, he started talking. He was in the back seat of the family car on a long road trip and he started talking. When the family arrived at their destination the mother called with concern, because he never stopped talking on that trip.

After 6 months he was coordinated and graceful in his movements, and was otherwise symptom-free.

After 2 years, he was making and keeping friends and was like other normal 16 year old boys.

Thirteen Year Old Hyperactive Boy:

This was a 13 year-old hyperactive child. When visiting our office for the first time, he was moving around our reception area touching and examining everything. He was physically big (loved to play rugby) and yet was not very coordinated, so things fell over during his investigation. He would not talk with us during this visit.

When we started working with him, his grades were so poor that he had to transfer to another school to continue in high school.

He completed our exercise regimen in 17 sessions and achieved a very good score on our rhythmicity testing. This took almost 3 months and during our program we observed him enter his adolescent rebellious period. So, keeping him motivated on following our program was a challenge.

As a result of our program, his hyperactivity reduced and his ability to focus and concentrate increased. His coordination improved as well as his sociability. His grades in school dramatically improved, but he still needed to mature and it took time for his maturity to catch up.

He is now in university and studying for a professional degree. He is committed to doing well in school and is studying diligently. He still has very good focus and concentration and this serves him well in his studies.


Eight Year Old Auditory Processing Disorder Girl

This 8 year old girl was smart, but was struggling as she started the 3rd grade in a bi-lingual school. The demands of the 3rd grade were more intense than she could handle by simply watching what the teacher and the other children were doing. So, when we started with her, she was easily disoriented and had low self esteem.

The testing and the isolating her from those environmental factors to which she reacted went very well and we started her in our exercise program within a week.

Our exercise program does not require much instruction and is all non-verbal. So, she was able to figure out what was to be done. In less than two months, she was no longer having difficulty understanding and speaking. Her performance in school was dramatically improved and her self confidence was “through the roof.”

Eleven Year Old Boy Unable To Focus And With Poor Impulse Control

This eleven year old boy was struggling academically and socially with an inability to focus and with his poor impulse control. His behavior in school was a source of ongoing complaints from teachers and the psychologist in school. His parents did not support compliance with the environmental factor restrictions in our program. But, his grandparents lived near our office and they supported his work in our program. He stayed with his grandparents after school each day and after his sessions in our office each week.

His progress in our exercise program was slow as we started. He loved playing rugby and he did start to notice improvements in his rugby, so he became interested in his own compliance with our program. His academic performance improved enough for him to have passing grades for the academic year.

After 4 months he stopped our sessions for the Summer vacation. At this point, he had better rhythmicity, but not yet the level at which we ‘graduate’ our clients. He had somewhat reduced his impulsiveness and he could stay focused for a longer period than he could when he started with us.

When he returned after the Summer vacation, he was a different child. He had had a growth spurt during the Summer, but more importantly, he had discovered basketball. He walked and ran while dribbling the basketball for most of the vacation. This activity parallels important parts of our exercise regimen and his rhythmicity, after vacation, had improved to the graduation level. With this, he now had excellent and sustained focus and his impulse control was excellent.


Eight Year Old PDD-NOS Boy

This boy was unable to control his impulses and was hyperactive. He was having trouble academically and behaviorally at school.

Our program is in two parts or phases, which can be pursued simultaneously: 1) Isolate the child from environmental factors to which the child is reacting (based on testing), and 2) an exercise program which rebuilds or installs missing brain circuitry (and for which we can objectively measure progress).

The boy and his parents were not willing to isolate the child from many of the environmental factors to which he was strongly reacting. So, he never got his body into position to grow those faulty/missing brain circuits.

We struggled with the child to perform the exercises necessary to grow those brain circuits, which gives him control of his impulses and reduces his hyperactivity. We did achieve some reduction in his hyperactivity and his improper impulses, but not enough to get the child back on track.