CAUSES OF CHILDREN'S LEARNING AND BEHAVIOURAL PROBLEMS

Auditory processing problems which can lead to distorted information being receivedSensory integration problems Sensory integration is fundamental for more complex learning Retained primitive reflexes which can lead to neuro-developmental delay Visual problems such as the inability to track properly Lack of an adequate nutrition; in particular essential fatty acids

CHILDREN'S LERARNING AND BEHAVIOURAL PROBLEMS AUDITORY PROCESSING PROBLEMS

When there is an auditory processing problem which is different from hearing problems – the child perceives the information s/he receives as distorted information and may also have problems hearing the full range of frequencies. Comprehension of the message is only possible at great effort, which leads to errors, fatigue, irritability and often, withdrawal. The child’s attention span is short and memorisation is poor. In addition, if ear dominance is not established, further problems can arise with the transmission of sound to the language processing centres of the brain.

Some signs and symptoms of auditory processing problemsPoor spelling, poor memory, difficulty following and remembering instructions, short attention span, speech problems and language difficulties. The child may speak in a monotone.

Assessment for auditory processing problemsFriendly and fun assessment listening to a Scan C through headphones to check for auditory processing disorders. The following areas are checked: filtered words, auditory figure ground discrimination, competing words and competing sentences.

Treatment for auditory processing problemsA course of sound therapy and a kinesiology session for auditory processing.

CHILDRENS VISUAL PROBLEMS

The visual system plays a very important part in reading and writing. The eyes need to be able to team (work together), track (move horizontally along a page), saccade (move backwards and forwards along a line), converge (work together), and accommodate (focus in the distance and close up) effectively. How we see and the way we use our eyes is the result of a complex series of connections and neural developments which take place in the early years and which are dependent on adequate maturation of the central nervous system. If there has been any disruption, such as due to retained reflexes, then it has to be investigated and addressed.

CHIDRENS SENSORY INTEGRATION PROBLEMS

Sensory integration develops as a result of ordinary activities as long as there are no major problems. Motor planning is a natural outcome of the process, as is the ability to respond to incoming sensations in an adaptive manner. For some children, sensory integration does not develop as efficiently as it should and the process is disordered – this causes a number of problems in development or behaviour. For example, early crawling has an effect on motor and sensory motor skill development during early childhood and is linked to developmental changes of eye-hand co-ordination, tactile input and social maturation. It initiates the basis for visual-spatial awareness and is essential for the eyes to practice focusing at a reading distance as well as later activities such as running or cross lateral activities. It also plays some part in linking the two hemispheres of the brain.

CHIDRENS SENSORY INTEGRATION PROBLEMS

Research has shown that adequate nutrition is vital for learning and behaviour. Research on essential fatty acids has shown that they affect learning and behaviour. In addition, low iron can affect learning whilst magnesium and zinc can have an effect on behaviour.

In addition, the adverse effects of colours, additives, aspartame and monosodium glutamate are well documented and are know to affect learning and behaviour.

Water too is essential for efficient functioning of the brain and the government has recently recognised this and encouraged schools to provide water in schools.