Ebook Bundle (Prim & Hemi Combined) Master Comp

2
Primitive Reflex
Integration Program
EBOOK
BUNDLE
Brain Hemisphere
Integration Program
PRIMITIVE
REFLEX FIX
THE TRUTH BEHIND THE STRUGGLES
TESTING
& EXERCISES
INCLUDED
www.TheOrganizedMindHq.com
PRIMITIVE REFLEX FIX
Welcome
This book is all about 'truths', so you need to know that I am NOT a doctor, I
am not a therapist, I am not a teacher, and I do not consider myself an
expert. I am a coach. I consider myself an 'Assistant Coach' to parents with
kids struggling in school, struggling to learn the basic skills to be successful
and happy in school and life.
The truth is no one knows your child better than you and no one wants to
help them more than you. You don't need another professional to tell you
'what' the problem is, you want someone to show you how to 'fix' the
problem. I hope I can be that person for you.
Stacey Paterson,
Development Coach & Messenger
www.TheOrganizedMindHq.com 1
What You Will Learn

In This Book...
The simple fix nobody has told you about, until now.
01
The Truth Behind The Struggles
SECTION
Why some kids struggle. How our modern society is changing
how our kids are developing. The Natural Master Plan.
02
What Are Primitive Reflexes?
SECTION
Definition. Evolutionary brain development. How our
evolutionary programming affects us.
03
Primitive Reflexes
SECTION
Primitive reflex chart. Reflexes covered-Fear Paralysis, Moro,
Sucking, Palmar, TLR, ATNR, Spinal Galant, STNR.
04
How to test and integrate each reflex
SECTION How to test for retained primitive reflexes. Exercises that can
be performed to integrate the reflexes, no matter what age.
DISCLAIMER
The information provided in this book is not intended as medical advice, or treatment of any kind. I am not a doctor, and I do
not claim to cure or eliminate any condition or behavior. You are solely responsible for your decision to use the information
offered in this book. Please always consult your physician before starting any exercise or therapeutic program with your child.
Program results vary with every child, if you have any concerns while doing the program discontinue the program immediately
and consult your physician. This program is not intended for clinical use or training.
TRUTHS YOU NEED TO JUST ACCEPT
There really is a mind/body connection.

I am not talking about woo woo cosmic enlightenment, I am talking about true
functional connectivity that cannot be argued or ignored.
The body develops the brain, not the other way around.
It is through the use of our body and all of our senses that our brain is developed, not
the other way around.
The brain is a 'Use It or Lose It' model.

The brain is highly efficient, if it is not getting used it gets pared.
We are what we repeatedly do.
This is the magic. With the help of technology, it has been scientifically proven that we
can create change in the brain by retraining it through repetitive practice.
~ Stacey Paterson
1
SECTION
The Truth Behind

The Struggles
Why some kids struggle. How our modern society
is changing how our kids are developing. The
Natural Master Plan.
Why do some kids struggle, while others don't ?
It is impossible to pinpoint exactly why some kids

struggle and others don't but there is mounting
evidence that says the farther we get away from
their natural development, the more problems we
see.
What do I mean by this?
Well, as we move forward in our modern society

with all of our gadgets, conveniences, over-
protective anxieties, and highly competitive
agendas, we are actually going backwards in brain
development.
What many people don't realize is that the brain is

developed through movement and experiencing
our world through our senses. These days kids sit
for the majority of their day; in a classroom,
watching tv, playing video games, or riding in a
car. They are not moving their body, therefore,
they do not make all of the brain connections
necessary for whole brain thinking and effortless
learning.
Some people will try to argue that we do not

"Your child's struggles are a
actually have more kids with learning disabilities
now, just more kids are getting a diagnosis. I do direct reflection of the
not believe this is true. There is plenty of evidence experiences they have,
that shows a direct correlation to the 'Modern
or have not had."
Lifestyle', and a rapid rise in learning disabilities.
~ Stacey
There is a dramatic difference in the way kids are raised

today than they were 40-50 years ago.
Think about it...kids were free to explore, with no Out of fear of injury, or abduction, we never let them
worries at all. Neighborhoods were filled with kids out of arms reach, and constantly warn them to 'be
playing, making mud pies, climbing trees, riding careful'.
bikes or playing baseball. The dirtier you got, the
better, and you played to have fun. You were not Play is mostly competitive now, sports are
padded from head to toe, and mothers were not on highly structured, and usually involves intense
high alert for possible scrapes, bumps, or strangers. parental pressure, to the point of being no fun.
Without exploration or freedom, kids lose the desire
It was different. Kids tried out their abilities, pushed to challenge themselves.
themselves to new (scary) heights, solved their own
problems, and were given independence young. All
of those experiences caused kids to develop their This Modern Lifestyle doesn't allow them to build
senses their muscles, their coping skills, their their muscles, figure things out themselves, engage
confidence, and their brains. in the environment, or develop confidence in their
own abilities. The resulting effect is low motivation,
Now lets compare that to today. From the minute poor health, poor academic performance, lack of
kids are born we do everything, in our highly social skills, high anxiety, and low self-esteem.
sophisticated intelligence, to immobilize them. We
go from car seats to jolly jumpers, to play pens, to Accepting the truth that, 'the brain is developed by
backpacks, to strollers, to joggers, to tv's, to iPhones. the body', it is easy to see how the changes in our
We never let them crawl on the floor, or put anything lifestyle are negatively impacting the development of
in their mouth, in case they get dirty or germs. our kids' brains.
The Natural Master Plan
In the womb and in early life, when the decision our higher brain to know how to use our body. Once
making process has not fully developed, your these reflexes are no longer needed they go dormant
brainstem has several reflexes called 'primitive' and the higher brain takes over control.
reflexes. They help you to grow properly and safely.
This is an essential and normal stage of development
Primitive reflexes are hardwired into us to initiate the allowing you to later perform the more complex tasks
self-training sequence for our own brain required in classroom learning, coordinated
development. This programming is designed for our movement, and social interactions.
senses to reactively, and automatically, move our
body in a certain way, based on stimuli from our However, if there is any kind of birth trauma or
environment, to protect us or aid in our growth and developmental restrictions, these reflexes could stay
survival. active wreaking havoc on your child's development,
learning, and behavior.
These movements not only aid in our immediate
survival but also initiate connections or pathways in The ultimate goal is mastery of our body which in turn
the brain. As we mature, and through the repetition continually trains our brain.
of these reflexive movements, it develops and trains
"The Natural Master Plan for our brain development can not
be skipped, rushed, or incomplete, otherwise we will
experience dysfunction and struggles."
The truth that the brain is developed by movement is

one of the major reasons that technology, and over-
protective parenting, have been so detrimental to our
children's development.
I think it is very ironic that in the quest for 'more', the

results are 'less'. With the rapid advancement and
availability of personal computers, iPads, and cell
phones, we have seen a rapid decline in our
children's ability to process information and
communicate effectively.
With our genetically modified foods to boast bigger

and better crops we have produced food with little or
no nutritional value.
Our attempt to protect our kids from everything

has turned into helicopter parenting, raising kids who
are afraid of everything.
We are causing interference in the natural process and

it is truly changing how the brain develops. We need
to go back to the basics. We need to follow the
'Natural Master Plan', it is not optional and can not be
adjusted for convenience or comfort.
A house of cards...
"Primitive reflexes and developmental steps are like building blocks that build
upon the preceding step. Without proper development of the initial stages, a
child's world becomes like a house of cards. They are very fragile and need to
create a very intricate system to try to compensate and support themselves
through school and life."
MorePieces of the Puzzle

There are 3 other very important factors that can be at play when our kids are
struggling. I want to make you aware of these before we dive into the Primitive
Reflexes. We won't cover them at length but I do want to point them out to you.
Genetics & Hemisphere &

Clean Eating
Vitamins Sensory Integration
Common genetic mutations can Hemisphere Integration Training is Clean eating is paramount for the
cause our kids to struggle to absorb the next step after Primitive Reflex proper health and development of
necessary vitamins and minerals to Integration Training. It is about your child. Food is the raw materials
properly grow and develop. creating a balanced brain. they have to operate from.
all neurotransmitters need both hemispheres of the brain have food provides all of the raw
vitamins as the building blocks very specific roles and materials (vitamins and minerals)
and co-factors for their production characteristics that contribute to for all of the functions that take
genetic mutations can make it so our personalities, and our strengths place in our body important to
our child's body can not utilize and struggles proper growth and development
certain vitamins unless they are in it is common for kids struggling to most kids are severely deficient in
their most bio-available form have one side of their brain weak vital vitamins and minerals because
many kids struggling with and one side dominant. This they are not getting them in their
developmental disorders have a imbalance is not good and must be diet
genetic mutation called MTHFR corrected diet does not have to be scary or
specialized vitamins provide a we correct this by developing the hard, a clean eating diet can be very
work-around and deliver the weak side of the brain through simple and tasty
vitamins in the form needed for sensory and movement training specialized vitamins should also be
proper development that is hemisphere specific used for extra support
2
SECTION
What are
Primitive Reflexes?
Definition. Evolutionary brain development.
Primitive Reflexes chart. How our evolutionary
programming affects us.
?
prim·i·tive adjective
DEFINITION
PRIMITIVE
REFLEXES
1. 1.
relating to, denoting, or preserving the character of an early stage in the evolutionary
or historical development of something.
re·flex noun: reflex; plural noun: reflexes 1. 1.

an action that is performed as a response to a stimulus and without conscious
thought.
Primitive Reflexes are the 'inboard programming' that an infant enters the world with. These reflexes are
meant to aid in the child's survival until they have gained higher brain functioning. They are the very first
developmental stage meant to initiate training of the brain.
Primitive Reflexes are meant to integrate, or go away, in the first year of life because their only purpose is
initial survival and to initiate neural pathways for higher brain development.
Reflexes get integrated by getting 'used up', meaning the body does the movement enough times that it
makes the connection in the brain. The higher brain then takes over and the reflex is no longer needed so it
goes dormant.
A reflex that has not properly integrated, or gone away, is considered still active. An active reflex could be
preventing your child from learning.
"Think of it similar to the start-up software that comes with a

computer when you buy it. It is enough to start the computer up and
run the basic functions on the computer but you will need to go into
the settings and add additional information and add extra programs
to make it truly function at it true potential."
101
THE BRAIN
(TOTALLY OVER-SIMPLIFIED)
Brain Evolution...
The brain has continually evolved over time, getting bigger and more advanced. The brain evolved in a
layered or building block model, with a lower brain, mid-brain, and higher brain.
Brain Rule...
You can only be in one brain at a time. You can not be in your survival brain and thinking brain at the
same time. Evolutionary programming dictates that the survival brain trumps all.
Primitive Reflexes...
Primitive Reflexes are controlled by the lower brain or brain stem because they are purely survival reflexes
that are without conscious thought.
Brain Organization (and Child Development)...

Brain organization, and child development, follows a bottom to top progression. If a child gets stuck in
their survival brain they will not be able to fully access the mid-brain or higher brain. This means that they
are unable to properly connect with others, manage their emotions, use logic and reasoning, and achieve
academic learning.
But how do Primitive Reflexes work?
"Primitive Reflexes are a lot like Pinocchio..."
I like to explain retained Primitive Reflexes using the

childhood story of Pinocchio. This is the story of the
wooden marionette puppet that just wants to be a
real boy. As a marionette puppet his limbs are
controlled by strings that he does not have control
over.
This is how primitive reflexes work. The limbs are

controlled by the movement of another action or part
of the body. For example, the Asymmetrical Tonic
Neck Reflex(ATNR) causes the limbs on one side of the
body to bend and the limbs on the other side to
extend or straighten when the head is turned to the
left or right. As the head is turned side to side the
arms and legs on each side of the body move
accordingly and automatically...as if they were
attached by strings.
The other thing that happens with retained Primitive

Reflexes is kids struggle are easily lead astray and
make poor judgements, just like Pinocchio, because
they are not operating from their higher thinking
brain. We know this because Primitive Reflexes are a
function of the lower brain.
"Just like Pinocchio our kids know
We must integrate the Primitive Reflexes and 'cut the
they struggle to do things that
strings' so the child can be the master over his or her
other kids can do easily and it is
own body.
very hard on their confidence
and self-esteem."
HOW CHILD DEVELOPMENT

FOLLOWS BRAIN EVOLUTION
Child development follows the evolutionary bottom-to-top progression of the brain and can be best demonstrated
when we compare our children's infantile movements to the animal world. When our children are first born they
are in their survival brain and their movements (on their tummy) are similar to that of the lizard. They move and
respond to sensory stimuli with the goal of survival because they do not have a developed higher brain.
As the child continues to develop and they move into their mid-brain they learn to crawl and sit up. Their
movements are motivated by emotions and reward much like the mouse in a maze. They are motivated to master
new skills like crawling and walking to get to the toy they want or a similar type of reward.
Through continued motivated behavior they learn cause and effect and achieve higher brain function where logic
and reasoning ready them for academic learning.
Primitive Reflex Chart

The following chart lists the Primitive Reflexes in their order of developmental
appearance, their purpose, and the age the reflex should integrate by. It is
important that we work to integrate the reflexes in this order.
There are additional Primitive Reflexes not included in this chart.

These are the main reflexes that block effortless learning and that we
will work to integrate in this program.
How retained Primitive Reflexes affect your child...
Tonic Labyrinthine
Reflex (TLR)
Fear Paralysis Lack of concentration, Symmetrical Tonic
difficulty sitting upright, and Neck Reflex (STNR)
Reflex motion sickness
Walking on toes, poor
Withdrawn, extreme
posture and coordination,
shyness, tantrums,
slouches at desk
anxiety, phobias
Palmar Reflex Sucking & Rooting

Jumbling up letters, poor Reflex
writing expression and Speech, articulation, and
spelling dental problems
Spinal Galant Reflex Moro Reflex

Trouble sitting still, poor
Asymmetrical Tonic Over-reactive and
bladder control, Neck Reflex (ATNR) over-sensitive,
bedwetting after age 5 common in ADHD
Easily distracted, poor
coordination, messy
handwriting, poor memory,
possible obsessive behavior
"We need to move kids through their Primitive Reflexes so

they are free of the struggles they impose and can achieve
effortless learning."
Brain Organization Pyramid

The following diagram illustrates the developmental stages to academic learning.
As you can see Primitive Reflexes are the very foundation for our complete
development and must be accomplished to progress towards academic learning.
I also want you to take notice that all of the stages of development
involve moving and developing the body which in turn develops the
brain, and readies it for academic learning.
The brain is developed by the body, not the other way around.
3
SECTION
PRIMITIVE
REFLEXES
Reflexes covered Fear Paralysis, Moro, Sucking,
Palmar, TLR, ATNR, Spinal Galant, STNR.
Reflexes We Will Cover
01
FEAR PARALYSIS
05
TLR REFLEX
02
MORO REFLEX
06
ATNR REFLEX
03
SUCKING/ROOTING
07
SPINAL GALANT
04
PALMAR REFLEX
08
STNR REFLEX
01 REFLEX
FEAR PARALYSIS
The 'Freeze' Reflex
FEAR PARALYSIS REFLEX

The 'Freeze' Reflex
The Fear Paralysis Reflex precedes all of the reflexes. As it is the first reflex to begin functioning and is
The FPR is a withdrawal reflex that emerges in the normally the first to integrate, a retained Fear
embryonic stage, and is meant to integrate in the Paralysis reflex can block the integration of all the
womb before the baby is even born. other primitive reflexes. An active FPR is usually
present with an un-integrated Moro reflex.
During this stage the fetus reacts to stress and
stimulation by withdrawing and freezing. This ‘freeze’ An active FPR can also interfere with other
response creates a temporary paralysis or system intervention programs that you may be trying to
shutdown so that the fetus does not require any implement. As long as a child is living in their survival
energy from the mother during times of stress or brain their system cannot tend to other needs or be
perceived danger to the the mother. It is thought that receptive to change.
this reflex is the first step in learning to cope with
stress. The Fear Paralysis Reflex must be integrated.
Ideally, the FPR merges into the Moro reflex and is

inactive before birth.
Sudden Infant Death Syndrome (SIDS), "As long as a child is living in their
hypersensitivity to sensory information, and panic survival brain their system
disorders can all be related to a retained Fear cannot tend to other needs or be
Paralysis Reflex beyond birth. receptive to change."
If the FPR is not fully integrated at birth it may
contribute to life-long challenges related to
fear. People with an active FPR often suffer from
anxiety and tend to lean towards negativity
preventing them from living a happy, outgoing life.
01 FEAR PARALYSIS
Characteristics and effects of a retained Fear Paralysis reflex:

withdrawal, anxiety, and fearfulness, including panic attacks
will avoid being involved in anything new
low tolerance to stress, may respond by retreating or even hiding
anxiety seemingly unrelated to reality
hypersensitive to sound, touch, changes in the visual field
poor adaptability, does not like change or surprises
breath holding
generalized fatigue
overly clingy or may be unable to accept or demonstrate affection easily
temper tantrums
immediate motor paralysis under extreme stress - can't think or move at the same time
How does a retained Fear Paralysis reflex affect my child's learning?

fear of social embarrassment
won't try new activities, especially where comparison or excellence is expected
insecure, lack of trust in oneself
negativism, defeatist attitude
obsessive compulsive traits
If this sounds like your child, there is a high possibility their Fear Paralysis reflex needs to be integrated so they can
move forward.
02 REFLEX
MORO
The 'Startle' or 'Fight or Flight' Reflex
MORO REFLEX
'Startle Reflex' or 'Fight or Flight Reflex"
The Moro reflex, also known as the 'startle' reflex

develops approximately 9-12 weeks after conception
and normally disappears around 3-4 months.
Because the newborn's higher centers have not yet

developed enough to make a rational decision about
whether a circumstance is threatening or not, it is
protected with the Moro reflex's automatic protective
movement pattern.
The Moro reflex is activated by a sudden change in the

infants position or environment. For example, a loud
noise, bright light, rough touch, or a sudden change in
balance like falling or tilting.
The Moro reflex has two parts, first the infant arches
The Moro reflex stimulates both nerve and muscle the head back, spreads it's arms up and back, spreads
stimulation as well as a chemical release of adrenaline the fingers, and takes a gasp of air and holds it. Then
and cortisol preparing the body for 'fight or flight'. If the child curls forward, pulls it's legs up, folds the
this reflex is not integrated these responses lead to arms across the chest, cliches the fists, and breathes
hyperactivity. out a cry for help.
As the Adrenal glands are a large part of our immune This movement pattern allows the child to either
system; constantly being turned on can lead to grasp and cling to the mother or to protect the more
adrenal fatigue and therefore conditions like asthma, vulnerable survival organs of the body.
allergies, and chronic illness.
The best thing a child (or you) can do to combat the effects of daily
stress on the body and nervous system is to practice yoga. The
stretches are great at re-lengthening the muscles on the backside of the
body and the breathing resets the nervous system. Plus kids just love
how relaxing it is.
02 MORO REFLEX
Characteristics and effects of a retained Moro reflex:

generalized insecurity, anxiety, and fearfulness, including panic attacks and mood swings
difficulties approaching new situations, will react by either withdrawing or with an aggressive outburst
in social situations, depending on the child, they may withdraw or alternately they will be overbearing and
controlling trying to manipulate or maintain control of the situation
tendency to overreact to stressful situations.
hypersensitive to sound, light, touch(ex. wind or water in face)
poor balance and coordination
may suffer from motion sickness because of vestibular issues, may result in being unable to play, tumble and
tolerate amusement park rides
may suffer headaches
may have eating issues, cravings for sweet things and snacking(inability to eat whole meals), this may be in
response to the constant readiness for 'fight or flight' (decreased digestion and blood sugar release)
can result in allergies and chronic illness due to a compromised immune system that has been depleted by the
activation of the 'fight or flight' adrenaline response frequently during a day.
How does a retained Moro reflex affect my child's learning?

student becomes easily distracted (on high alert by all of the stimuli in the school environment)
immature eye movements, inability to filter out irrelevant information
difficulty focusing on details
difficulty copying from the chalkboard
anxiety and insecurity
If this sounds like your child, there is a high possibility their Moro reflex needs to be integrated so they can move
forward.
03 REFLEX
SUCKING &
ROOTING
The Feeding Reflex
SUCKING & ROOTING REFLEX

The 'Feeding Reflex'
The Sucking Reflex, along with the Rooting Reflex, are

the infant’s survival reflexes that ensures that it knows
how to feed when it is first born. Kids that did not
breast feed or struggled with feeding may have these
reflexes retained.
The Sucking Reflex consists of sucking movements by

the lips when they are stroked or touched.
The Rooting Reflex consists of the infant turning their

head, opening their mouth and protruding their
tongue, when the cheek or outside edge of the mouth
is lightly touched.
The infant’s head will turn in the direction, or toward,

the stimulation in anticipation of food.
The Sucking Reflex does not actually block or
interfere with the ability to learn but it can affect how
These two reflexes, if retained, can cause speech
proficiently a child can express themselves. If this
issues. It is believed that these reflexes play a role in
reflex stays active it can hinder the child’s ability to
stuttering, and difficulty orally expressing our ideas.
efficiently express themselves orally.
They can also be contributing factors to crooked, or
This reflex is more individual and not all kids will
‘bucked’, teeth due to the tongue continual pushing
present with it.
forward in the mouth when the reflex is stimulated.
Facial ticks are also usually due to a retained Sucking
or Rooting Reflex.
"This is the reflex that is the
most fun to integrate because it
involves milkshakes and
blowing bubbles".
03 SUCKING & ROOTING
Characteristics and effects of a retained Sucking & Rooting reflex:

hypersensitivity around the lips and mouth
poor manual dexterity when speaking
tongue sits too far forward in the mouth causing dental problems
speech problems
dribbling or sloppy eating
may be a contributing factor to stuttering
can be prone to hormonal imbalances
How does a retained Sucking & Rooting reflex affect my child's learning?
student may struggle to articulate their words
student may struggle to express their ideas orally
may like to suck on their clothes, collars, or hair
If this sounds like your child, there is a high possibility their Sucking & Rooting reflex needs to be integrated so they
can move forward.
04
PALMAR
REFLEX
The Grasping Reflex
PALMAR REFLEX
The Grasping Reflex
The Palmar or Grasping reflex emerges at 11 weeks in

utero and is strongest in the first 3 months after birth.
This grasping reflex is demonstrated by putting your

finger across the palm of a baby's hand causing the
fingers to immediately close around the finger and
grip it. If you provide resistance, as though to pull
your finger out, the grip will get tighter. The reflex is
powerful enough to support the baby's weight.
The Palmar reflex helps develop the ability to grasp

and hold objects, developing the gross and fine motor
skills. By 4-6 months the baby can hold an object
between the thumb and index finger in the pincer
grip. At 5 months the baby starts gaining the ability
and control to voluntarily release an object. The Palmar reflex, like the Babkin reflex, is linked to
oral motor development. When the child's palm is
An active Palmar reflex makes writing extremely stimulated causing the infant to grasps an object, it
difficult and exhausting for kids. The reflex causes the usually simultaneously triggers the Babkin reflex
child to grip their pencil too tight creating fatigue in which causes the infant to bring the object to their
the hand and forearm, as well as creating excessive mouth to explore. The hand-mouth connection plays
pressure on the writing tool on the paper causing paer a large role in understanding their environment and
tears or messy writing. with speech development.
An example of the Babkin reflex that we often

see in school aged children is when a child uses
scissors and it causes their mouth to open and
close with the scissors.
04 PALMAR REFLEX
Characteristics and effects of a retained Palmar (Grasp) reflex:

poor manual dexterity, difficulty with independent thumb and finger movements
poorly developed pincer grip causing issues with writing and using utensils
poor control of grip tension, may hold pencil too tight causing fatigue in hand
difficulty with fine motor skills like buttoning a shirt, tying shoes, holding a utensil
hand-mouth connection, may cause speech disorders or stuttering
may move the mouth while drawing or writing
child may handle(pick at, touch) their food while eating, may be a messy eater, nail biter
How does a retained Palmar (Grasp) reflex affect my child's learning?

poor pencil grip, fatigue and tension in the hand and shoulders
difficulty expressing ideas on paper due to excessive concentration required to achieve handwriting
may have a speech disorder or may stutter
may involuntarily move mouth while writing
If this sounds like your child, there is a high possibility that their Palmar (Grasp) reflex need to be integrated so they
can move forward.
TONIC
05 REFLEX
LABYRINTHINE
(TLR)
Develops head management and postural stability.
TONIC LABYRINTHINE REFLEX

TLR
The TLR has two separate reflex patterns, the 'TLR

Forward' and the 'TLR Backward', and they are
dictated by the position of the head when the infant is
held on a horizontal plane.
The 'TLR Forward' emerges at 3-4 months in utero and

should integrate around 3-4 month after birth. TLR
Forward is activated when the baby's head position is
in front of the line of the spine causing the baby to
immediately tuck its arms and legs in similar to the
fetal position.
The 'TLR Backward' emerges at 3-4 months after birth

and should be fully integrated around 3 1/2 years of TLR Forward
age. TLR Backward is triggered when the baby's
head position is behind the line of the spine causing
an immediate extension(straightening) of the arms
and legs and an arching and stiffening of the back.
The Tonic Labyrinthine reflex develops muscle

responses enabling the core and limbs to react to
subtle changes in the inner ear(vestibular system)
caused by head movements. This is important for
balance, auditory processing, and muscle tone, as TLR Backward
well as developing their proprioceptive
system(knowing where their body is in space).
05
Characteristics of a retained TLR reflex:
TLR
poor muscle tone, fatigues easily when lifting arms, wants to lean or sit
head appears heavy, tilts head to side or front
poor balance when looking up or down, walking up/down stairs can be difficult
may experience motion sickness, vertigo, fear of heights
child may exhibit mixed dominance, interchanges use of left/right hand/foot/eye/ear for same tasks
may have difficulty with cross-lateral skills causing coordination problems, stiff jerky movements
poor spatial awareness, child is disorganized, forgetful, loses track of time
poor auditory processing, challenged with multiple instructions and verbal learning
poor sequencing skills, effects speech, spelling, and composition
poor alignment skills, makes working with math columns difficult
poor eye movement(difficulty crossing midline), possible crossed-eyes
poor visual perception, words appear to run together with no spaces in between, letter reversals
poor spatial perception, difficulty judging space, direction, distance
child may appear disconnected to feelings, frustrated , low self esteem, lack of interest in schoolwork
unable to understand cause and effect
How does a retained TLR reflex affect my child's learning?

difficulty following multiple instructions, struggles with verbal learning
disorganized, forgetful, loses track of time results in incomplete, missing or late assignments
difficulty reading, takes longer, poor comprehension, frustration and avoidance of reading
difficulty with spelling and composition
difficulty with math and working with math columns
fatigues easily, lifting arms(writing) is exhausting
poor posture, will rest head on desk because head feels heavy, wraps legs around chair legs
may make same mistakes repeatedly, does not comprehend cause and effect
frustration, low self esteem, lack of interest in school
If this sounds like your child, there is a high possibility their TLR reflex needs to be integrated so that they my move
forward.
ASYMMETRICAL
06 REFLEX
TONIC NECK
(ATNR)
Integrates the left and right sides of the body & brain.
ASYMMETRICAL TONIC NECK REFLEX

ATNR
The ATNR emerges at about 13 weeks after

conception and normally disappears at 6-7 months
after birth. The ATNR stimulates the development of
muscle tone, initiates neural pathways, and assists
the fetus in the birthing process.
The ATNR reflex pattern is activated by turning the

infants head to one side while the infant is lying on it's
back(a horizontal plane), this results in the limbs on
the same side to extend(straighten) and the limbs on
the opposite side to flex(bend).
The ATNR helps develop visual and auditory

processing as well as early hand-eye coordination.
When the head turns and the arm extends, the eyes If the ATNR is not integrated so that the body parts
follow the arm making the infant aware that the hand can operate independently of one another, and in
is part of their body and extending their visual ability cooperation with the other side of the body, it can
to focus to an arm's length. cause great challenges for the child's development. A
retained ATNR makes crossing the midline of the body
The ATNR also helps develop the vestibular system difficult resulting in vision and coordination
necessary for balance. The vestibular system is in the problems.
inner ear and detects movement and changes in the
position of the head and informs the individual Integration of the ATNR is very important because it
whether the head is upright or tilted(even with the helps develop the corpus callosum enhancing
eyes closed). If the vestibular system is not working communication between the two brain hemispheres.
properly the child may not develop the neural The ATNR is the most commonly found retained
connections for developing muscle tone. primitive reflex in young children with motor
challenges and educational difficulties.
06 ATNR
Characteristics and effects of a retained ATNR reflex:

visual difficulties, eyes don't work together(binocular vision) causing blurring and double vision
poor eye-hand coordination, difficulty throwing and catching a ball
poor coordination and balance
difficulty crossing the midline or doing cross-lateral movements
difficulty with sports such as swimming that require the bodies coordination of left/right and top/bottom
Right-left confusion, mixed laterality, dominant hand/eye/leg/ear not established
drops objects when the head turns
messy eater, has trouble bringing hand to the mouth(midline) when the head turns
childish behavior, tendency to to be selfish, impatient-wants everything now
How does a retained ATNR reflex affect my child's learning?

high probability of Dyslexia, omission of letters, words, lines, reversal of letters and numbers
poor binocular vision, erratic eye movements causes print to jump around page, poor comprehension
difficulty crossing the midline makes reading and writing difficult because eyes and hand need to be able to
move across the paper
impaired handwriting due to hand/eye, head/arm linkage, turning the head causes arm to straighten
illegible handwriting, gripping pencil too tight or applying too much pressure, hand fatigue or cramping
handwriting not automatic-difficult to write and think at the same time.
high probability of Dyscalculia(math difficulty), sequencing challenges
high probability of Dysgraphia(writing difficulty)
difficulty following multiple instruction
If this sounds like your child, there is a high possibility their Asymmetrical Tonic Neck reflex needs to be integrated
so they can move forward.
07 REFLEX
SPINAL GALANT
The 'Corkscrew' Reflex
SPINAL GALANT REFLEX

The 'Corkscrew' Reflex
The Spinal Galant reflex develops in utero and

stimulates inversion of the fetus in late pregnancy,
adjusting its position for birth. This reflex also starts
the development of auditory processing in utero,
possibly affecting hearing, by transmitting vibrations
along the vertebrae.
The Spinal Galant reflex is stimulated when

something(touch) is run along either side of the spine
(approximately 1-2 inches from center spine) from the
base of the neck down to the base of spine causing a
flexion(bending) of the body on the stimulated side.
The Spinal Galant reflex remains active for the first 3-9
months after birth and affects the muscles of the
lower back, buttocks, pelvic area, and back of legs,
preparing an infant for standing and walking by If both sides are retained it can be the cause of
developing gross motor coordination. bedwetting in children over the age of 5. If both sides
of the spine are stimulated simultaneously, which can
It is possible for the reflex to be retained on only one happen during sleep by bed sheets or adjusting
side, or both sides. If it is retained on only one side it sleeping position, it can cause involuntary urination.
can cause Scoliosis of the spine.
"A retained Spinal Galant

reflex in common in children
that are wetting the bed after
the age of 5".
07 SPINAL GALANT
Characteristics and effects of a retained Spinal Galant reflex:

fidgeting and squirming from stimulus touching the back (ex. clothing, chair backs), unable to sit properly in
chair
hyperactivity due to constant stimulation of the reflex by clothing, child will discharge energy in disruptive ways
difficulties with gross motor coordination, gait may be asymmetrical with occurrences of self tripping
difficulties maintaining balance and posture
uneven hips or Scoliosis of the spine
hypersensitivity in the lumbar area and low back pain in anticipation of stimulation of the reflex
may dislike tags or tight clothing around their waist
may exhibit speech disorders (development of auditory processing)
How does a retained Spinal Galant reflex affect my child's learning?

inability to sit still, or maintain proper posture in a chair
'ants in their pants' makes concentration and focused attention almost impossible
difficulty processing information due to constant fidgeting and mental fatigue
possible speech disorders and spelling difficulties
preference to do homework lying on the floor to prevent irritation
If this sounds like your child, there is a high possibility their Spinal Galant reflex needs to integrated so they can
move forward.
08 REFLEX
SYMMETRICAL
TONIC NECK
(STNR)
The 'Crawling' Reflex
SYMMETRICAL TONIC NECK REFLEX

A Transitionary Reflex
The STNR emerges at 6-9 months of age and should

be integrated at 9-11 months. This reflex helps the
baby get up on hands and knees from a prone
position (lying on belly), and use its upper and lower
body independently.
The reflex is demonstrated when the child pulls

himself up from the floor and sits with arms extended
and knees tucked under (bottom resting on ankles)
making a rocking motion. It is the rocking motion that
integrates the STNR so that crawling on hands and
knees can take place.
The STNR helps develop visual accommodation (the

ability to change focus from near to far) through the
rocking motion and the infant looking down at the
floor and up ahead.
STNR assists in the development of TLR and is

considered a transitory reflex. It also closely
interconnected with the ATNR.
The STNR requires the infant
to start to coordinate it's upper
and lower body to work
together.
08 STNR
Characteristics and effects of a retained STNR:

may not be able to coordinate the upper and lower body to crawl
may have poor standing posture, slouched shoulders, bent knees
may have poor sitting posture, wraps legs around chair legs, or sits with legs tucked under his bottom
prefers to sit or lie on floor when watching TV or doing homework
poor hand-eye coordination (messy eating, trouble catching a ball)
trouble swimming(difficulty coordinating the body)
often results in farsightedness
How does a retained STNR reflex affect my child's learning?

difficulty copying from the blackboard due to lack of visual accommodation(book-blackboard-book)
incomplete notes due to slow speed of taking notes from board
fatigue from extra effort required to read from the board
poor concentration from trying to find a comfortable and effective sitting position
may have trouble with vertical eye tracking(necessary for math)
decreased understanding and quality of work due to missed information
If this sounds like your child, there is a high possibility that their STNR reflex needs to integrated so they can move
forward.
4
SECTION
How to Test and

Integrate Each Reflex
How to test for retained primitive reflexes.
Exercises that can be performed to integrate
the reflexes, no matter what age.
Overcoming Primitive Reflexes
HOW DO WE OVERCOME PRIMITIVE REFLEXES?
Amazingly enough, Primitive Reflexes can be integrated at any age by simply re-creating the infantile
movements that should have been done to initially integrate them. Simple exercises, performed twice daily for
30-90 days, is all it should take to integrate any remaining reflexes.
It really is that simple.
Remembering that reflexes are integrated by developing neural connections or pathways in the brain, it is
important to realize that it is the repetition of the exercises the same way everyday that ingrains the pathway or
connection in the brain.
Picture this...think of trying to cross a field of tall grass. With no clear path
through it, you would feel overwhelmed or indecisive of the best way to get
to the other side, and it would require considerable effort to break through
the grass. However, if a well worn path already went through it, you would
automatically, without thought or hesitation, follow the path with relative
ease because it is so well worn. The well worn path was created by taking
the same route everytime until it was imprinted in the field...that is what we
want to do with the integration exercises.
Three Important Things to

Remember for Success with
the Exercises..
01
Consistency is Key.
It is absolutely imperative that the exercises be done daily. A
little effort daily beats a lot of effort once a week...it must be
done daily, once a week won't work!
02
We are what we Repeatedly do.
It is important that the exercises are performed exactly as
indicated without extra movements added. They need to be
done the same way every time so the brain can automatically
recognize them.
03
Slow and Purposeful.
It is important that the movements are done slowly, almost as
if in slow-motion, in order for the brain to be able to imprint
it. Kids tend to want to rush through the exercises so it is
important to slow them down.
DISCLAIMERR
e m i n d e r
How to Test for Retained

Primitive Reflexes
TESTING FOR RETAINED PRIMITIVE REFLEXES IS VERY EASY...
Testing for Retained Primitive Reflexes is very easy and this guide will
provide the simple steps to follow.
To test, you will have your child stand or kneel in the particular
position indicated and then have the child do the movement to try to
activate the reflex. While doing the test you will observe and watch
the child's body for particular reactive movements that will indicate
the reflex's presence.
Tip: When you do the testing with your child, do not let them know what you are
watching for. If they are aware of what reaction you are looking for they are
likely to compensate to try to prevent it, or falsely create it.
01 FEAR PARALYSIS
Test for the Fear Paralysis Reflex:
The presence of the Fear Paralysis reflex is best indicated by behavior and not an actual physical
test. The Fear Paralysis reflex is triggered by sensory stimulus and results in extreme fear and an in
ability to move, or freezing in place.
Things that might indicate an active Fear Paralysis reflex:
Extreme fears and phobias, of things real or imagined...everything from spiders, to

monsters in the closet. Things that they have seen that caused them to be so afraid
that they freeze and are unable to move
Extremely over-reactive to noises, tactile stimulation, or changes in environment, often

seen in autistic kids
Over-emotional, extreme temper tantrums, aggressive or controlling behavior
Reclusive behavior, extremely withdrawn
Excessive fear or anxiety, that causes them to hide or stay awake at night worrying
If you have a child that exhibits any of these traits I would strongly encourage you do the Fear
Paralysis Reflex exercises.
The Fear Paralysis reflex is the very first reflex, and it can prevent all other reflexes from properly
integrating. I will usually recommend these exercises be done by all kids just to make sure it is
integrated, and not blocking the other reflexes.
01 FEAR PARALYSIS
Exercises to Integrate the Fear Paralysis Reflex:
IMPORTANT:
The Fear Paralysis reflex exercises should only be done once or twice every week. With the Fear
Paralysis reflex we want to make sure that we do not activate it too much through engaging it.
The Fear Paralysis exercise is a series of 5 steps with movements done one after the other slowly and
as one complete sequence. Be sure to have the child do the exercise very slowly, as if in slow motion.
Start Position: Have the child lie flat on their back, legs together, flat and extended.
Step 1 - The Shark

Do 1X
Legs together, slide the feet in towards the bum, tenting the knees to make a 'shark fin'. Hold the
knees in the center for 1 second, then slowly drop the knees to one side, hold for 5 seconds, then
back to the center position, hold for 1 second, then drop to the other side, hold for 5 seconds, back
to the center, then down back to the start position.
01 FEAR PARALYSIS
Step 2 - The Flamingo

Do 1X
Start lying on back, legs together flat on floor.
Slide left leg up slowly along straight leg so left

leg is in bent position out to the side. Hold 5
seconds, slide leg back down to start position.
Alternate leg, hold 5 seconds, then return to

the start position.
Move immediately and fluidly into step 3 - Frog Legs
01 FEAR PARALYSIS

Step 3 - Frog Legs
Do 1X
Start lying on back, legs together flat on floor. Slide both legs, soles together, up to a frog leg position,
hold 5 seconds relaxing into the position. Slide legs back down to start position. Move immediately
into step 4- Crossover
Step 4 - Crossover
Do 1X
From standard lying start position, cross

the left ankle over the right. Hold 5 seconds
then return to start position.
Next cross the right ankle over the left.

Hold 5 seconds then return to start
position.
Move immediately and fluidly into step 5- Windshield Wipers
01 FEAR PARALYSIS
Step 5 - Windshield Wipers

Do 15X
Start by lying flat on ground,

legs apart. In a rhythmic
motion rotate toes inward
and outward, as if windshield
wipers on a car, keeping
heels on mat.
Toes Out Position

Toes In Position
Note: If a child struggles to do this or the child is a

toddler and does not understand the instructions,
you can sit at their feet and hold their ankles and
manually rotate their ankles through the exercise
and it will have the same effect for the child until
they are able to do it on their own.
02 MORO REFLEX
Test for the Moro Reflex:
Duck Walk(yep, as it sounds, the Duck walk)- Have the child stand with heels together and toes
pointed out and have them walk a straight line for about 10 feet. Then, have them do the Duck
walk backwards along the line back to their start position. If the reflex is retained you will see their
arms and hands also twist outward, or they will be unable to make their feet point outward.
Pigeon-Toe Walk- Opposite of Duck Walk, have the child stand with toes pointed together and
heels apart, and have them walk a straight line for about 10 feet. Then, have them do the Pigeon-
toe walk backwards along the line back to their start position. Again, if the reflex is retained, you
will see their arms and hands also twist inward, or they will be unable to make their toes point
inward.
02 MORO REFLEX
Exercises to Integrate the Moro Reflex:
"Star Fish" or "Startle Fish"
Have the child start by sitting on the floor or in a chair in the 'Crossover' start position. To get into
the 'Crossover' position have the child take their right arm and cross it over in front of their body,
then have them take their left arm and cross it over their body laying it on top of the right arm.
Do the same thing with the legs and have the child cross their left leg overtop of the right leg.
Once they are in this start 'Crossover' position the can bend over into the 'Tuck' position to do
the first repetition.
The 'Crossover' position is side specific meaning that both the arm and the leg of one side of the
body are on top of the other side. After each repetition you will alternate the side (both arm and leg)
that goes on top.
Tuck Position Open Position Do 6X
Start in a tuck position, hold 5 seconds.

Then quickly open up to the 'Open' position, inhale deeply, arms wide and back, head looking up,
legs wide, hold 5 seconds.
Exhale into tuck position, being sure to alternate side that is on top, hold for 5 seconds.
Do 6 times switching arm and leg on top of crossover.
02 MORO REFLEX
Exercises to Integrate the Moro Reflex:

Once an exercise can be successfully accomplished, with little movement or sag,
’The Bridge’
for 4 successful sessions advance to next level.
Level 1 Do 1X
Start on the floor with knees 'tented' up and hands by your side on the mat. Lift the
hips up creating a flat solid surface through the core from shoulders to knees. Hold for
30 seconds.
Level 2 Do 1X
Same starting position but press hands together at the center of the chest. Lift the hips
up creating a flat solid surface through the core from shoulders to knees. Hold for 30
seconds.
Level 3
Do 1X
Same starting position, hands resting on stomach or chest. Get into the 'Bridge'
position then lift and extend one leg straight out. Hold for 30 seconds then rest for 30
seconds and repeat with the other leg.
Test for the Sucking & Rooting Reflex:
Pucker-up- With child sitting in a chair facing you, lightly stroke the child's cheek with your finger
from ear to mouth. If the child puckers or purses their lips, or slightly turns head towards finger,
this reflex is probably retained.
Do 3 times on each side, often it will not present the first time but will by the third time. Also, if
your child has crooked or buck teeth, is a noisy eater, or always seems to be making mouth noises,
it is likely this reflex is the cause.
Exrercises to Integrate the Sucking & Rooting Reflex:
'Face Painting'
Step 1 Step 2 Do 1X
Gently stroke the cheek from the ear to the Gently stroke the face lightly from the corner of
corner of the mouth. Start high on the the nose to the side of the mouth 3-4 times.
cheekbone and make 3-4 strokes down the Then do the other side.
cheek. Then do the other cheek.
More
A couple of other great ways to integrate the sucking reflex is by having
kids suck a thick milkshake through a straw, blow up balloons, or blow
bubbles. All of these activities really work the mouth and help to
integrate this reflex.
04 PALMAR REFLEX
Test for the Palmar Reflex:
Piano Player - Keeping the arms straight out in front, ask the child to wriggle all 10 fingers as
though they were playing a piano. Watch for excessive wrist flapping being used instead of the
smaller muscles of the hand, or look for movement of the tongue and mouth. This reflex, if
retained, can contribute to difficulty in writing and increased energy expenditure while writing.
another test you can try...
Palm Reader - Stroke palm of hand along crease line in palm. If fingers curl in this is an indication
that the reflex is retained.
04 PALMAR REFLEX
Exercises to Integrate the Palmar Reflex:
'Ball Touch'
Using a soft foam or rubber ball that comfortably fits in the child’s hand, have the child squeeze
the ball with the whole hand for 5 seconds, then have them touch the ball with each finger
independently going from the pointer finger to the pinky and then back again. Repeat this
sequence 5 times.
Do 5X
05 TLR REFLEX
Test for the TLR Reflex:
Superman- Lying face down on the ground with palms facing down ask the person to hold the
head off the ground and raise the legs simultaneously keeping the legs straight. If legs bend, then
reflex is likely retained.
Cross-Crawl- Ask the child to march in place bringing knees

up high, touching the opposite hand to the opposite knee
while marching.
Have them march for 30 seconds watching to see if the child

can coordinate opposite hand to knee and to see if the child
can stay in original spot or travels.
05 TLR REFLEX
Exercises to Integrate the TLR Reflex:
Do 5X
The Meatball
Start on the floor with knees 'tented' up and arms

Tuck into the 'Meatball' position, holding the
open wide at shoulder height. Lie in this open
knees tight to the body and tucking the chin into
position for 15 seconds before going into the
the chest, Hold for 15 seconds, then return slowly
tucked 'Meatball' position.
to the open position.
Superman Do 10X
Have the child lay flat on their stomach, arms and legs extended out. Lift arms, head, and
chest, up off the mat all at once. Hold up for 5 seconds, then relax back down to the starting
position for 5 seconds. Repeat 10 times.
06 ATNR REFLEX
Test for the ATNR Reflex:
Twister- Ask the child to get on all fours with the arms straight,
fingers pointing forward and the head in neutral. With their weight over their hands, the parent
(gently) rotates the child’s head left or right. If their elbow bends on the opposite side of head
rotation (as would in the infant) OR the weight shifts posteriorly (i.e. off the hands) then the reflex
is probably present.
06 ATNR REFLEX
Exercises to Integrate the ATNR Reflex:
The Lizard Do 5X
Lie on floor with face turned to side, bend arm and leg on 'face side' at a 90 degree angle, and
extend the arm and leg straight on the 'back of head side'. Hold for 5 seconds.
SLOWLY turn head to face other side, moving both arms and legs in one fluid motion to transition
the limbs from bent to straight so that again the bent limbs are on the face side and the straight
limbs are on the 'back of head side'. Hold for 5 seconds and transition again.
Make sure to slide arms and legs SLOWLY along mat when transitioning and not to lift them. If
possible encourage the child to dig their toes and fingers into the mat as if they were clawing
through mud like a lizard.
06 ATNR REFLEX
Exercises to Integrate the ATNR Reflex:
The Reverse Lizard Do 5X

To transition to the 'Reverse Lizard' exercise simply have the child turn their head only. This will
make it so that their bent arm and leg are now on the 'back of head side' at a 90 degree angle,
and the straight arm and leg are now on the 'face side'. Hold for 5 seconds.
Repeat the transition the same as in the 'Lizard' exercise SLOWLY turning the head to the other
side and slowly moving everything at once so that the bent limbs are again on the 'back of head
side' and the straight limbs are on the 'face side'. Hold for 5 seconds the transition again.
07 SPINAL GALANT
Test for the Spinal Galant Reflex:
Wiggler- With the child on all fours, lightly stroke down one side of the spine, approximately 2
inches from center spine, towards the sacrum(top of buttocks). If the child moves their back,
arching away, or wiggling, bringing shoulder and hip towards each other on side touched, then
this reflex is likely retained. Be sure to test both sides, this reflex can be retained in one side only,
or both sides. Do 3 times on each side, often it will not present the first time but will by the third
time.
07 SPINAL GALANT
Exercises to Integrate the Spinal Galant Reflex:
Snow Angel
Snow angel is exactly as it sounds. Imagine you are making a snow angel in the snow. Have the
child lie on their back with their feet together and their arms at their side. Moving arms and legs
together, have the child drag their arms and legs across the mat bringing arms above the head so
hands meet in the middle, and legs wide. Hold for 1 second. Next sweep arms down to sides and
slide legs closed to meet in the middle, arriving at your starting position. Hold 1 seconds then
repeat the entire motion. Do 15 times.
Do 15X
08 STNR REFLEX
Test for the STNR Reflex:
Cat/Cow- With the child on all fours, weight forward over hands, knees directly under hips, the
parent (gently) flexes the neck fully down for 5 seconds and then gently up for 5 seconds. Repeat 3
times watching for arching of the back, bending of the arms, or a shift in weight backwards. If the
child presents any of these then this reflex is probably present.
08 STNR REFLEX
Exercises to Integrate the STNR Reflex:
Arching Cat
Do 5X
Step 1- Starting Position
Start on all fours, back straight, head

level and in the neutral position, eyes
closed.
Step 2- Tuck Position
Tuck head under, chin to chest or as

far as the child can go, keeping eyes
closed. Hold for 5 seconds.
Step 3- Looking Up Position
Next slowly lift head up as far as the

child can go (as if looking to the
ceiling) but keeping eyes closed the
whole time. Hold for 5 seconds. Then
repeat. Do 5 times.
Reflex Test Checklist
Use the following checklist to guide you through the testing

process. If a reflex checks 'Yes' for being active, you will need
to do that exercise until it is no longer active. If it checks 'No'
you do not need to include this exercise in your child's
program. If you are unsure and checked 'don't know', have
your child do the exercise.
You will want to repeat the test every 2-4 weeks to

determine which reflexes have been integrated and which
reflexes are still active.
Important Note:
It is important to do the testing under relaxed cooperative conditions, stress will obviously put the
child into a stress response and it will affect the results. Also, some children will exhaust very quickly
during these tests, making it difficult to get through all of the test in this cooperative state. It is okay
to break the testQup throughout
Suspendisse acthe
nisiday doingmi
sit amet a couple
dictum of
ut reflexes at a time, or over a couple of days if
dapibus nisl.
necessary.
Yes No don’t know
Reflex Test Checklist
01 Fear Paralysis
Child exhibits unwarranted fear & anxiety, avoidance of unfamiliar social settings or activities. Child is
extremely withdrawn or has many tantrums.
Yes No don’t know
02 Moro
Duck Walk Forward - Walking forward with toes pointed out. Yes No don’t know
Duck Walk Backward - Walking backward with toes pointed out.
Yes No don’t know
Pigeon Toe Forward - Walking forward with toes pointed in. Yes No don’t know
Pigeon Toe Backward - Walking backward with toes pointed in.
Yes No don’t know
03 Rooting & Sucking

Pucker-up- Lightly stroke the child's cheek from ear to mouth. Yes No don’t know
04 Palmar
Piano Player - With arms extended in front, wriggle fingers. Yes No don’t know
Palm Reader - Stroke palm of hand along crease line in palm.
Yes No don’t know
05 TLR
Superman - Lay face down, lift head and upper body off floor. Yes No don’t know
Cross-Crawl - March in place touching opposite hand to knee.
Yes No don’t know
06 ATNR
On floor on hands and knees, turn head, opposite elbow bends. Yes No don’t know
07 SPINAL GALANT
Left Side- Stroke finger down back on left side of spine. Yes No Yes No don’t know
Right Side- Stroke finger down back on right side of spine.
Yes No don’t know
08 STNR
On floor on hands and knees, manually move the child's head to look
down fro 5 seconds, then up for 5 seconds, 3 times in a row.
Yes No don’t know
Exercise Plan to Integrate

Primitive Reflexes
Now that you have tested for any remaining active Primitive Reflexes, it is time
to integrate them.
Remember to integrate the reflexes in the order that they appear

developmentally (I have numbered them in order to help you). If your child has
many reflexes that need to be integrated, start with the first 3-4 and work on
them until they are integrated and then replace them with the remaining
reflexes that need to be integrated.
All exercises, except the Fear Paralysis exercise, should be done twice daily for
30-45 days, or until fully integrated. Morning and bedtime usually work best to
stay consistent. The exercises should only take 5-15 minutes per session
depending on the number of exercises you are working on, but it is important
to do them when you and the child are not in a rush but focused on doing the
exercises right.
Note:
A quick note before you develop your child's exercise plan. If you expected your child to test positive for
a particular reflex, because of behavioral characteristics they demonstrate, but they did not physically
present the reflexQreaction during
Suspendisse ac testing, do the
nisi sit amet mi exercises
dictum ut for it anyway.
dapibus nisl. Some kids have developed
such good compensation techniques that they can pass the test even though they have the reflex
Yes No don’t know
retained.
Final words
WHAT'S NEXT?
90 DAYS
CAN CHANGE EVERYTHING
Now that you have gone through the entire program, the 2 most important things you can do to achieve
success for your child is to be CONSISTENT, and to give it a full 90 DAYS without quitting.
Quite often people fail at making change because they give up too soon or their efforts are inconsistent and
haphazard. This program can make dramatic change for your child so make sure you really commit to it.
Also, this program is just the beginning, it is the foundation for many more changes to come. Please check
out the additional resources and programs available in the Bonus section.
I wish you and your child the best success.
CHECK OUT THE WEBSITE TO LEARN MORE
BONUS
SECTION
Additional
Resources
The following have been added as a bonus to help
you have the best success with this program.
Resource List
Favorite Program
THE LISTENING PROGRAM
I love this program! It is an online program that helps
to entrain the brainwaves to function at an optimal
state using modified music. It is extremely helpful for
kids struggling with ADHD, Anxiety, and Autism. Their
website is a wealth of information. Use the link
provided to start a free trial to check it out.
tlp.advancedbrain.com/#theorganizedmind
Favorite Book
MOVEMENTS THAT HEAL
By Harald Blomberg
This is probably one of the most complete book on
the subject of Primitive Reflexes and was a very
valuable resource in my research on Primitive Reflex
Integration.
Favorite Tool
NEUROBIOLOGIX SUPPLEMENTS
These are a game changer...

Utilize the specialized supplement bundles that have
been created to help your child overcome nutritional
deficinecies quickly.
help
MoreAdditional Programs & Products...
The following are additional programs and products you may be interested in.
Brain Hemisphere Primitive Reflex Fix

Integration Workbook Complete Video Program
Brain Hemisphere Integration is the next This is the signature program that puts
step to proper development for your it all together...and is delivered by video
child after integrating their retained This program includes 4 Modules and
Primitive Reflexes over 20 lessons and shows how all of
Learn how an unbalanced or dominant the testing and exercises are done
brain can cause struggles for your child The modules cover Learning
in life and in the classroom Disabilities, Primitive Reflexes, Brain
Workbook includes complete overview Hemisphere Integration Training, and
as well as testing and hemisphere lastly the Activity Plan
specific training programs that are easy It includes FAQs and Resource lists
to follow
HEMISPHERE
INTEGRATION
(AKA BRAIN BALANCING)
OVERCOME LEARNING STRUGGLES FOR GOOD

INCLUDES
TESTING &
EXERCISES
www.theorganizedmindhq.com
HEMISPHERE INTEGRATION TRAINING
Welcome
This book is all about 'truths', so you need to know that I am NOT a doctor, I
am not a therapist, I am not a teacher, and I do not consider myself an
expert. I am a coach. I consider myself an 'Assistant Coach' to parents with
kids struggling in school, struggling to learn the basic skills to be successful
and happy in school and life.
The truth is no one knows your child better than you and no one wants to
help them more than you. You don't need another professional to tell you
'what' the problem is, you want someone to show you how to 'fix' the
problem. I hope I can be that person for you.
Stacey Paterson
Development Coach & Messenger
What You Will Learn

In This Book...
The importance of a balanced brain, and how to achieve it.
01 SECTION
The Whole Story
The brain's hemispheres characteristics and traits, the
Midline, cross lateral brain/body functioning.
02
What is an Unbalanced Brain?
SECTION
What is an unbalanced brain? How task takeover creates an
unbalanced brain. The picture of a left brain child/right brain
child.
03
The Brain is Developed Through Our Senses.
SECTION How growing up has changed and how it is changing our kid's
development. The Senses+2.
04
Brain Hemisphere Integration Testing & Training
SECTION The Master Hemisphere Checklist & Physical Dominance Test.
Hemisphere Integration Training Program, Left H.I.T. Exercise
Program, Right H.I.T. Exercise Program.
DISCLAMER
TRUTHS YOU NEED TO JUST ACCEPT
There really is a mind/body connection.

I am not talking about woo woo cosmic enlightenment, I am talking about true
functional connectivity that cannot be argued or ignored.
The body develops the brain, not the other way around.
It is through the use of our body and all of our senses that our brain is developed, not
the other way around.
The brain is a 'Use It or Lose It' model.

The brain is highly efficient, if it is not getting used it gets pared.
We are what we repeatedly do.
This is the magic. With the help of technology, it has been scientifically proven that we
can create change in the brain by retraining it through repetitive practice.
~ Stacey Paterson
1
SECTION
The Whole
Story
The brain's hemispheres characteristics
and traits, the Midline, cross lateral
brain/body functioning.
THE WHOLE STORY

MAKING IT ALL MAKE SENSE
Imagine...
Imagine a rocket ship trying to launch with one
of it's booster engines firing at 100% power and
the other booster engine only firing at 20%
power?
The rocket ship would behave erratically,

following a path that would more closely
resemble a balloon wildly losing air than a
powerful rocket ship capable of reaching the
moon.
This is what is happening

to your child.
~ Stacey
The brain is truly fascinating...
The brain is truly fascinating. It is immensely In some cases this works beautifully, like the little girl
complicated and quite simple all at the same with only half of her brain that appears to get along in
time. I am always amazed at how simple the work is life fantastically. In other instances, the brain is a far
to do to correct learning problems. too impatient and does not give the appropriate time
needed to efficiently learn a task. The brain demands
Brain Science in the last 10 years has completely efficiency, if a task is being done poorly it will reroute
changed what we thought we knew about the that task to the stronger side of the brain in hopes to
brain. We used to think the brain was much like a eliminate the weak link.
'Black Box', that it was hardwired and
incapable of change. Well, we know now, through This rerouting of tasks inadvertently creates a
medical imaging and intricate brain operations, dominant, or overdeveloped side of the brain, and an
that this is not the case. We have learned that underdeveloped or weaker side of the brain. This is an
certain parts of the brain are responsible for certain unbalanced brain. The discrepancy between the
tasks and characteristics. If an area of the brain is hemispheres makes it more difficult for messages to
injured, removed, or not functioning properly, the easily pass from one side of the brain to the
brain will adapt or compensate to try to manage other...this makes learning much harder.
it's experience the best it can.
It is amazing to me that the brain can self-correct!
Before we start, here's my promise to you...
My Promise
I will do my best to explain only what you truly need to know and eliminate as much
unnecessary science and medical jargon as possible, so you can easily do this
program with your child.
THE WHOLE STORY

Making it all make sense.
If you don't have all of the pieces to a puzzle, you

can't complete the picture...
If you don't have all the players on your team, it

is harder to win the game...
If you have only half of a story, you don't know

what really happened...
You get the point. If a child is only using part of

their brain, instead of their whole brain, to process
information they receive, they will struggle to make
sense of all of their experiences.
At every moment in our life we are receiving an

incredible amount of information that our brain
needs to process. Our brain receives information If we are not receiving this information well, or we
through our senses, what we see, hear, smell, taste, can not combine these messages, we can not fully
and feel. It is from all of this sensory information, understand our environment. Each side of our brain
along with our brains ability to combine these processes information very differently, it is
sensory messages, that creates an understanding of necessary to be able to use the data from both
our world and our experiences...and develops our sides of the brain to see the whole picture
brain. and know the whole story.
Before we go any further though we are going to need to learn a

little bit more about the brain...
The Brain
Hemispheres
(TOTALLY OVER-SIMPLIFIED)
101
Brain Hemispheres
Left Hemisphere Right Hemisphere

Verbal Non-Verbal
Analytical Relational
Logical Intuitive
Scientific Imaginative
Reads Words Visualizes Words
Math Facts Pattern Recognition
Sequential Learning Experiential Learning
Organized Disorganized
Time Conscious Random, Free Flowing
Objective Subjective
Academic Athletic
Corpus Callosum
(Connective band of nerve fibers that sends
messages from the body to the brain, and
between the hemispheres... The Brain's
Information Super Highway)
Cross Lateral Brain/Body Function

The brain and body have a cross-lateral relationship, meaning that the left brain hemisphere controls the function
of the right side of the body and the right brain hemisphere controls the functions of the left side of the body. This
cross-lateral pattern is the same no matter if the information is flowing from the body to the brain as it delivers
sensory information, or from the brain to the body as it delivers motor control.
Left Brain Right Brain
Left Body Right Body
The transfer of this information cross-laterally requires the information to flow across the Corpus Callosum.
We also must transfer information between the two hemispheres. In order for the body to coordinate both sides to
work together, like both eyes looking the same direction, or the alternating pattern for walking, the brain must
constantly be sending messages between the two hemispheres, across the Corpus Callosum.
Left Brain
Right Brain
Corpus Callosum
THE MIDLINE
With the separation of the Right and Left Hemisphere and the
cross-lateral pattern of motor and sensory control we create an
imaginary division of the body. This division runs laterally down the
center of the body from head to toe and is called the Midline.
While the midline is an imaginary division, it can often act as a very
real physical barrier. If children do not have a well integrated right
and left hemisphere, they may not actually be able to easily
crossover their midline. Crossing the midline is when you move
your arm, leg, or eye, and cross it over into the area on the other
side of the body. I know that sentence sounds odd so let me give
you some examples...if you were instructed to take your right hand
and touch your left shoulder, or cross your legs one over the other,
or read a page of text from left to right...you would have crossed
over your midline in all of those instances.
Children that cannot cross their midline will find ways to

compensate. These children will move their entire head instead of
just their eyes when they read across a page, or position their
paper to one side of their midline so their hand never has to cross
over center.
Midline exercises are an important part of

hemisphere integration. The more we require
both sides of the brain to work together,
sending messages across the corpus
callosum, the stronger, faster, and more
efficient the corpus callosum becomes.
2
SECTION
What is an
Unbalanced Brain?
What is an unbalanced brain? How task takeover
creates an unbalanced brain. The picture of a left
brain child/right brain child.
BRAIN HEMISPHERE
INTEGRATION
What is an unbalanced brain?
An unbalanced brain is brain with an over-developed Many of the survival reflexes are homolateral,
hemisphere and an under-developed hemisphere, an meaning one-sided, so they do very little to develop
unbalanced brain is the result of a weak corpus the corpus callosum.
callosum.
It is not until a child starts the process of creeping
How does a child end up with a weak corpus and crawling that they are required to manage and
callosum? coordinate both sides of the body together. This
cross-lateral activity is the initial training ground for
In order to explain this I am going to have to developing a strong corpus callosum.
backtrack a little. If you remember, I said that the
brain is developed by the body, not the other way Creeping and crawling are SO important to brain
around. When babies are born they come into the development but yet are treated as trivial baby
world with inborn programming called Primitive milestones because parents just don't understand
Reflexes. These reflexes control their tiny body to their importance. Unknowingly, parents are thrilled
assist them to survive their first year of life before they when their babies are early walkers because they
have higher brain functioning. These survival reflexes think it means they are developmentally advanced.
cause their limbs to react to certain stimuli in specific Unfortunately, this perceived advancement may
patterned ways that protect them. It is these initial soon cause them struggles. This the start of an
automatic reflexive movements of the body that start unbalanced brain.
to train and develop pathways in the higher brain.
TASK TAKEOVER
Learning struggles are the result of an unbalanced

brain, the inability to transfer information between
the hemispheres because of a weak corpus callosum.
People always ask..."How does this happen?", the
following is an example of how simply this takes
place. Have you ever asked someone to do a task for
you, maybe your child, your co-worker, or your
spouse, only to be completely frustrated by the
result? They either didn't do it on-time, how you
asked, or they left a terrible mess. Frustrated, you fix
it. Everytime you ask them you get the same result.
Quickly you determine you need to stop asking that
person to do the task. The next time the task comes
up you don't even bother asking, you just do it
yourself this time...and every other time in the future.
You stop giving that person the responsibility of that
task because they don't they don't know how to do
it. The problem is, they will never learn how to do it
now that you have taken it over. They become
weaker in that skill because they are not doing it, and
you become stronger because you are doing it more
often.
So now, instead of operating like an information

That is exactly how we get a weak side of the brain
super-highway for messages in the brain, it operates
and a strong side of the brain...task takeover. Task
more like a rickety old rope bridge with broken slats.
takeover is usually a result of poor instructions or
The messages the brain receives have holes or gaps
information and not enough practice to be efficient.
in them, or they are dropped all together. It is much
like having a telephone conversation on a cell phone
For reasons impossible to pinpoint, some kids have a
that has really bad reception and keeps cutting in
weak corpus callosum and they struggle to receive
good information. Whether due to insufficient and out, or disconnects entirely. You don't know
nutrition, insufficient creeping and crawling, exactly what was said, and you are left to guess or
insufficient stimulation, or just poor development. interpret what you think was said.
Seeing RED...
Our understanding of every experience we have has to do with the information we take in through our
senses, sharing that information across both sides of the brain, then putting all of the pieces together to
make a complete experience we can understand. Understanding our world around us requires that we
can use our whole brain. The brain's two different sides house different skills and information, they each
hold a piece of the information we need to understand something as simple as the color red. The left
side of the brain is considered the analytical and logical side, it handles details, words, symbols/letters,
calculations, and facts, it is linear, sequential and emotionally detached. The right side of the brain is
interpretive and relational, it handles the understanding of the details, it is visual, imaginative, random,
spontaneous, emotional, and sees the big picture.
RED
For example, think about the color red...the left side of the brain sees the symbols R-E-D, reads them as
letters, understands that in the order R-E-D they spell red, knows the sound for each letter and how to
blend them together to say the word read. Now it sends those details to the right side of the brain to
interpret them as a vision and a reference for red, as well as an emotional association to it, like/dislike,
beautiful/scary. Together they allow us to fully understand RED...and everything else in our world on a daily
basis.
So now that we understand why it is so important to

be able to utilize our whole brain to understand and
interpret our world, and how the brain becomes
unbalanced, let's look at what this actually looks like
in our child.
As I have mentioned, each side of the brain has very

distinct characteristics and skills, and they affect our
kids in very telling ways. We are generally able to
determine our child's weak hemisphere by looking at
their strengths and weaknesses.
At the most general level, kids struggling with

behavior issues (think ADHD), are usually left brain
(dominant) kids, and kids struggling academically
with reading, writing, and spelling (think Dyslexia),
are usually right brain (dominant) kids. Obviously this
is a generalization, all kids are different and you will
need to complete the Master Hemisphere Checklist
to know which side is dominant and weak for your
own child.
"Note - There will always be exceptions to the rule, the following general
descriptions may not accurately describe your child, so be sure to complete
the Master Hemisphere Checklist to know which side is dominant and weak
for your child."
~ Stacey
The Picture of a
LEFT
Child...
BRAIN CHILD
This is a child that is usually very academic

because the language and sequencing skills are
predominantly in the left brain. These kids can be
obsessive about a particular subject and know all
of the facts about that subject. They are very
analytical and rigid in their routines and don't like
change. They often can not see another person's
perspective and do not read body language well,
therefore it is a struggle to make friends and they
are often reclusive. They are generally not athletic
and would rather play alone than with others. This
child is usually identifiable by their lack of social
skills and behavioral issues.
Left brain dominant / right brain weak
This is typically characteristic of a child that is left brain

dominant and right brain weak...
The Picture of a
RIGHT
Child...
BRAIN CHILD
This is a child that is very easy going and social.

These kids operate by feel; how they feel, and
how they think others feel. They are very good at
reading body language and situations, therefore
they usually make friends well. They are very
unstructured and often are daydreamers. They
struggle academically because they are not
linear thinkers and lack sequencing and
phonological skills needed for reading, math,
and general success in school. They are usually
very good athletes. This child is typically
identified by their academic struggles.
Right brain dominant / left brain weak
This is typically characteristic of a child that is right brain

dominant and left brain weak...
What does an unbalanced

brain look like?
The exact opposite of that are kids that present
academically. These kids usually surface when they
start to struggle in school revealing their weakness.
These kids are usually right brain strong and left
brain weak. These kids do great socially, they are
It is my experience that struggling children present usually really easy going, get along with others, and
in two different ways, either behaviorally or therefore thrive in the pre-school environment where
academically. Fortunately, this is the biggest clue to playing with other kids is the focus.
why your child is struggling and how to fix it.
Most of these kids usually start school well because
Most kids that present behaviorally present younger, grades 1-4 are usually taught through stories and
before school starts or in kindergarten. That is visuals, picture books and creative projects. In
because this is the age where kids are expected to grades 4/5 there is a transition to text books, written
play with other kids on the playground or in play assignments and research projects. This is a real
groups. It is a very loose, chaotic environment, struggle for them because their left brain, with it's
driven by social interactions, which these kids words, facts, details, and sequencing, is weak. This is
struggle with. Kids that are left brain dominant like where we start to see missing assignments and
order, are very focused on details, and do not failing grades.
understand social cues or etiquettes. When
expected to play in this chaos (to them) they either So how do we fix it?
retreat and become reclusive, or they try to control
the environment or outcome by being aggressive or We need to even out the discrepancy between the
having a tantrum. These kids are truly overwhelmed development of the two sides of the brain so that it
by their environment and cannot handle the can share information and work together and
situation. efficiently for it's owner.
3
SECTION
The Brain &

Our Senses
The brain is developed through our senses,
The Senses+2, The Vestibular system, The
Proprioceptive system.
HOW THE BRAIN IS DEVELOPED

THROUGH THE SENSES.
Our brain is developed by how we use our body.

Every movement we make sends a message to our
brain, everything we see, hear, smell, taste, and
touch sends messages to our brain creating neural
connections and neural networks. The more we do,
experience, and use our body, the more neural
connections we have.
I am a firm believer that the rise in childhood

disabilities like ADHD, Dyslexia, and Anxiety
disorders is because of the completely
manufactured environment our children live in
today. The food they eat is manufactured and
commercialized with very little, if any, nutritional
benefit (that is an entire book on it's own), their daily
school routine...seated all day in rows under
florescent lights with no air circulation, then off to They played all day long and they had a great time
structured, highly competitive sorts (usually with doing it. They didn't complain that they were bored,
intense parental pressure to perform), or home to every backyard was a playground full of adventure.
video games (with no parental scrutiny). The new
Modern American Lifestyle (and many other As parents we have really changed too. We have
fallen victim to having to hear through the media
countries too) is wreaking havoc on our kids.
every horrible childhood incident that happens
anywhere in the world. Out of fear of anything
Our kids lack of true active child's play, the old kind
happening to our own child, we've become over-
where they used their entire body...when they
protective and over-bearing, restricting their activities
jumped, ran, climbed trees, used their imagination
and opportunities to explore and venture freely
to make up games out of nothing, and they got as
without fear.
dirty as they could...is changing our kids
development.
HOW THE BRAIN IS DEVELOPED THROUGH THE SENSES.
Unfortunately this has ultimately robbed them of Then they are required to make (hopefully) the right
learning to trust their own judgment, figuring out decision to stop, and find a way back down. That
problems on their own, and the confidence that too requires an incredible orchestra of mental and
comes from being independent. physical coordination.
Helicopter parenting is detrimental to our kids in so

many ways. There is a true physical consequence to This simple activity of climbing a tree develops their
over-parenting. Every time we help, or do something brain, body and spirit. It gives them a sense of
for a child, or deter them from attempting adventure, risk with a hint of healthy fear, trust in
something that may be hard or scary, we stop them their ability, planning and problem solving skills,
confidence, independence, accomplishment, and
from using their body in a way that would develop
bragging rights...it let's them know they are capable.
their brain.
For example, let's consider all of the invisible brain

We under-estimate the incredible power of allowing
events that take place when a child climbs a tree,
kids to try hard and new things and letting them
When a child chooses to climb a tree, they are first
figure things out on their own. They grow and
motivated to try it by a brain chemical called
develop through supported trial and error.
dopamine, then in order to pull themselves up each
branch they must use their small (hands and feet)
and large (legs and arms) muscles which requires
alternating messages from the corresponding brain "I know it is hard as a parent to
hemisphere and involves the corpus callosum. They watch our kids take risks, but we
will need to use their vision to navigate up the need to be patient and brave and
sporadic branch pattern to determine distance and give them every opportunity to
reach of the next branch, the frontal cortex to plan test themselves."
the route, the vestibular system to maintain good
~ Stacey
balance during the precarious climb, and lastly
adrenaline (another brain chemical) that will hit when
they discover they have climbed too high.
o high.
SENSES+2
Balancing the brain is achieved by developing the weak hemisphere of the brain
and strengthening the corpus callosum. The way we do this is by stimulating and
engaging all of the senses +2, to work and challenge the brain, which in turn
creates new neural connections and networks.
We all know the five senses...sight, sound, taste, smell, touch...but there are two
other systems that act like internal senses, that are so important to every moment
of our existence. These two system are the Vestibular system and the
Proprioceptive system. If you have never heard of these two before, don't worry
I will do my best to explain them as simple as possible.
Let's start with the ones we know...
+2
SIGHT
80% of the stimulation we take in to understand our
environment is visual. we pair our visual information
with the information from other senses to assess and
comprehend every situation. When it comes to vision
we often find that one eye is dramatically weaker than
the other. In brain hemisphere integration we are not
assessing actual vision acuity but how well the eyes
work together, track, and move. If the eyes are not
working together, they are trying to send two different
messages, which the brain cannot use, so it will use the
message from the strong eye and stop using the weak
eye's messages.
In brain hemisphere integration we will work to stimulate only the weak eye, as well as working the eyes
together, to help them to learn to track better. Many reading struggles are because children cannot move
their eyes smoothly across their midline (an imaginary line that runs through the center of the body from
?
head to toe representing the division of the left and right brain hemispheres)...I will explain further in the
book.
Interesting Fact:
It is important to note that if an eye is left unused long enough, the vision in that
eye can deteriorate to a point of blindness. This was discovered and tested in the
old days by leaving a good eye covered for prolonged periods of time.
+2
SOUND
There is a tremendous amount of research documenting the incredible affect music has on the brain. Music is
used in two different ways. One is to train the ear to hear specific frequencies. Some kids struggle to hear
and process certain frequencies making learning phonics, or following instructions incredibly hard. The
second way has to do with brainwave entrainment. This is the process of playing music that th brain can
follow to learn a more optimal brainwave state...the brainwaves entrain to what it is hearing. Contrary to what
most people think, most kids with ADHD have extremely slow brainwaves. These kids are operating at a
brainwave frequency just above sleeping and daydreaming, their constant motion is the body's effort to keep
their brain awake.
**THE BEST PROGRAM FOR THIS IS CALLED 'THE LISTENING PROGRAM', USE LINK IN RESOURCES TO
TRY.
SMELL & TASTE

Many parents complain that their children are fussy eaters. When kids are fussy eaters, especially with
traditional kid favorites, it usually a sign that there is a hemisphere imbalance. Kids that can not smell their
food or have trouble with textures often don't experience food as 'delicious', the same as others do. The
sense of smell is one of our most basic senses. It is the only sense that is homolateral, meaning the scent
through the right nostril goes to the right brain and vise versa for the left. Few realize that the sense of smell
plays a significant role in the ability to learn, memorize, and socialize, and is in the same area of the brain that
helps goal-directed behavior. Many kids have an impaired sense of smell and their parents are completely
unaware because it is not something that is tested by doctors. (I will offer a way to develop a child's sense of
smell in the sensory exercises of this program)
TOUCH
Kids can be either over-sensitive or under-sensitive to touch. Kids that are over-sensitive to touch often don't
like to be hugged, or sit near others. They don't like tags in their clothes, or dirt on their hands. Under-
sensitive kids are the opposite, they are very clingy, constantly want to lean on you, and usually have food on
their face after meals because they can't feel it. They crave touch, they love to rough house, they do not feel
their body well, so by crashing, banging, or tapping, they can feel where they are. Almost all touch-sensitive
kids however find deep pressure soothing. Weighted blankets and dry brushing have been used very
successfully with kids with touch sensitivity issues.
+2
THE VESTIBULAR SYSTEM

(...one of the +2 senses)
To keep it incredibly simple, the vestibular system is the body's internal balance and compass system. It let's us
know if we are still or in motion, upside down or right-side up, falling or spinning. Paired with vision and sound,
we are able to determine our relation to other objects. The vestibular system is housed in the inner ear and is
comprised of fluid that flows through these semicircular canals (dependent on direction) which moves tiny hairs
in the tubes, sending messages to the brain about direction of movement. Our balance is dependent on these
signals. The other very important role our vestibular system plays is with our eyes. When we walk or run, the
vestibular messages help our eye muscles (oculomotor) to constantly micro calibrate so that our vision appears
to stay steady. The vestibular system also plays also plays a role in a child's confidence and how outgoing they
are. If a child always feels slightly off balance they become more hesitant and cautious. and tend to avoid
activities or sports that require good balance.
+2
THE PROPRIOCEPTIVE SYSTEM

(...the second of the +2 senses)
Proprioception, pronounced 'Pro-pree-O-sep-shen', is our ability to feel our own body in space. It is our
understanding of where our body starts and stops.
We have proprioceptors deep in our muscle spindles, tendons, and joints, that send messages to our body
about where we are in space and the force or effort required for movement. Every time our body is required to
push, pull, lift, or jump, we are developing our proprioceptive system. It requires us to develop muscle control
and balance to be able to make smooth and fluid movements with our body.
Children that have poor proprioception and can not feel their body's well, really struggle to feel grounded both
physically and emotionally. These kids usually seem timid and unsure of themselves. They are often clumsy and
bang into things, are constantly touching things to get a sense of where they are, and have no sense of direction.
In school they struggle with math operations or letter reversals (directional), press too hard when they write, and
literally fall out of their seats because they don't feel it under them.
Your child's struggles are a

direct reflection of the
experiences they have, or have
not, had in their life."
~ Stacey
4
SECTION
Hemisphere Integration
Testing & Training
Master Hemisphere Checklist & Physical
Dominance Test. Hemisphere Integration
Training Program, Left & Right H.I.T.
Exercise Program.
LOOKING FOR CLUES
"A child's behavior will tell

you exactly what a child
needs."
~ Stacey
Looking
for Clues...
From conception to age two, brain development is concentrated on the right side
of the brain. Anything that interferes with prenatal nourishment and development,
the birthing process, or the health of the baby in the first two years of life, can affect
how the right hemisphere grows. Right brain deficiencies are more common than
left brain deficiencies because of this.
Around age 7 or 8 the corpus callosum becomes fully developed, fully connecting
and integrating the left side of the brain with the right. Because the left hemisphere
provides access to the academic learning skills, this is why we start to see left brain
deficiencies at school age when children are starting to learn to read.
A child's specific behaviors and struggles are our best indication of where their
problems originate. By understanding how the brain develops we can better
understand how to help our kids.
Before we move into

testing, let's do a little
recap on brain hemisphere
BRAIN cre ap. .
characteristics & traits...
Left Brain Right Brain

Traits Traits
Thinking Brain Feeling Brain

Detail Oriented, Linear, Logical, Analytical Big Picture, Creative, Social
Literal Brain, Black & White Abstract, Non-Verbal, Interpretive

Likes new & novel, bores easily
Likes Routine, Structured, Rigid
Big Muscles, Gross Motor Skills, Gait & Posture
Small Muscles, Throat, Eyes
Learns Subconsciously, Experiential, Hands On
Fine Motor Skills, Fingers Operates the Sensory controls
Language Center, Reading, Writing, Phonics Senses & Feels the Body
Basic Math, Calculations, Sequencing, Patterns Dominant Sense of Smell & Taste
Decodes Individual Words Letter by Letter Controls Digestion
Understands Time & Order Helps to Control the Immune System

Socialization, Empathy, Emotional Intelligence
Short Term Memory
Unstructured, unorganized, poor time
Poor Social Behavior, Clumsy, Fussy Eaters
management
Prone to Asthma and Allergies Keeper of Negative Emotions, Anger, Fear,
Keeper of Positive Emotions, Motivation, Disgust
Common Diagnosis for Common Diagnosis for

Left Brain Deficiencies Right Brain Deficiencies
Dyslexia ADD/ADHD
Reading Disorders Aspergers
Dysgraphia Autism
Dyspraxia Tourettes
Auditory Processing Disorder Oppositional Defiance
Stuttering OCD, Tics
Brain Hemisphere Integration Training
We are finally at the stage where you find out which brain dominance, and weakness, your child
has, and how we are going to work to fix it.
In Hemisphere Integration Training there are a couple of goals:
1) To strengthen the weak hemisphere through sensory stimulation so it can better develop
and handle all of it's tasks on it's own.
2) To strengthen the corpus callosum through midline crossing activities, so it can become
stronger, more efficient, and capable to deliver clear and precise messages.
We will use the Master Hemisphere Checklist

and the Physical Dominance test to
determine your child's dominant and weak
brain hemisphere. These tests are amazingly
accurate and you will use the results to
decide which H.I.T. (Hemisphere Integration
Training) program you will use.
The exercises and activities in your child's

training program have been chosen to
effectively help them develop their weak
hemisphere and integrate both
hemispheres so they can enjoy effortless
Ready, set, GO!

learning. The training program is
progressive, meaning they will need to work
through different levels making sure we are
challenging each child at their own level.
TWO EASY TESTS...

#1 Master Hemisphere Checklist
#2 Brain Dominance Activity Checklist
In order to determine what side of the brain is dominant for your child you
need to do some simple testing and make some observations.
A child’s body and behaviors will tell us exactly what we need to know to
understand what dominance they are.
#1 Master Hemisphere Checklist

(The Master Hemisphere Checklist is attached below)
Print and fill out checklist (it is okay to get input from your child’s teachers or caregivers)
Complete checklist honestly and without exaggeration or denial.
Total the checklist sections to determine your child’s weak and dominant hemisphere.
Moving forward you will use the Hemisphere Integration Training (H.I.T.) program that
represents your child’s WEAK hemisphere.
Master Hemisphere Checklist
Identifying a Left or a Right Brain Deficiency
Go through the following checklist indicating which characteristics best describe your
child. Not all will pertain to your child, only check the ones that do. Do not be concerned
with which list they are on just answer as accurately as possible. Total each section at
the end when you are done.
Motor Characteristics of a Dominant Left Brain Motor Characteristics of a Dominant Right Brain
(Motor Characteristics of a Weak Right Brain) (Motor Characteristics of a Weak Left Brain)
___Clumsiness and an odd posture ___Fine motor problems (poor or slow handwriting)
___Poor coordination ___Difficulty with fine motor skills,such as buttoning a
___Not athletically inclined and has no interest in shirt
___popular childhood participation sports ___Poor or immature hand grip when writing
___Low muscle tone- muscles seem kind of floppy ___Tends to write very large for age or grade level
___Poor gross motor skills, such as difficulty learning to ___Stumbles over words when fatigued
ride a bike and/or walks oddly ___Poor drawing skills
___Repetitive/stereotyped motor mannerisms (spins in ___Difficulty learning to play music
circles, flaps arms) ___Likes to fix things with the hands and is interested
___Fidgets excessively in anything mechanical
___Poor eye contact ___Difficulty planning and coordinating body
___Walks or walked on toes when younger movements
______TotaL
______Total
Sensory Characteristics of a Dominant Left Brain Sensory Characteristics of a Dominant Right Brain
___Poor spatial orientation- bumps into things often ___Doesn’t seem to have many sensory issues or
___Sensitivity to sound problems, such as sensitivity to sound
___Confusion when asked to point to different body ___Has good spatial awareness
parts ___Has a good sense of balance
___Poor sense of balance ___Eats just about everything
___High threshold for pain-doesn’t cry when gets cut ___Likes to be hugged and held
___Likes to spin, go on rides, swings, etc- anything ___Does not have any oddities concerning clothing
with motion ___Has auditory processing problems
___Touches things compulsively ___Seems not to hear well, although hearing test
___A girl uninterested in makeup or jewelry normal
___Does not like the feel of clothing on arms or legs: ___Delay in speaking was attributed to ear infections
pulls off clothes ___Gets motion sick and has other motion sickness
___Doesn’t like being touched and doesn’t like to touch issues
things ___Is not under-sensitive or over-sensitive to pain
___Incessantly smells everything
___Prefers bland foods
___Extremely picky eater ______Total
______Total www.theorganizedmindhq.com
Master Hemisphere Checklist
Emotional Characteristics of a Dominant Left Brain Emotional Characteristics of a Dominant Right Brain
___Spontaneously cries and/or laughs and has sudden ___Overly happy and affectionate; loves to hug and kiss
outburst of anger or fear ___Frequently moody and irritable
___Worries a lot and has several phobias ___Loves doing new and different things but gets bored
___Holds on to past “hurts” easily
___Has sudden emotional outbursts that appear ___Lacks motivation
overreactive and inappropriate to the situation ___Withdrawn and shy
___Experiences panic and/or anxiety attacks ___Excessively cautious, pessimistic, or negative
___Sometimes displays dark or violent thoughts ___Doesn’t seem to get any pleasure out of life
___Face lacks expression; doesn’t exhibit much body ___Socially withdrawn
language ___Cries easily; feelings get hurt easily
___Too uptight; cannot seem to loosen up ___Seems to be in touch with own feelings
___Lacks empathy and feelings for others ___Empathetic to other people’s feelings; reads people’s
___Lacks emotional reciprocity emotions well
___Often seems fearless and is a risk taker ___Gets embarrassed easily
___Very sensitive to what others think about him or her
______Total
______Total
Behavioral Characteristics of a Dominant Left Brain Behavioral Characteristics of a Dominant Right Brain
___Logical thinker ___Procrastinates

___Often misses the gist of a story ___Is extremely shy, especially around strangers
___Always the last to get a joke ___Is very good at nonverbal communication
___Gets stuck in set behavior; can’t let it go ___Is well liked by other children and teachers
___Lacks social tact and/or is antisocial and/or isolated ___Does not have any behavioral problems in school
___Poor time management; is always late ___Understands social rules
___Disorganized ___Has poor self-esteem
___Has a problem paying attention ___Hates doing homework
___Is hyperactive and/or impulsive ___Is very good at social interactions
___Has obsessive thoughts or behaviors’ ___Makes good eye contact
___Argues all the time and is generally uncooperative ___Likes to be around people and enjoys social activities
___Mimics sounds or words repeatedly without really such as going to parties
understanding meaning ___Doesn’t like to go to sleepovers
___Appears bored, aloof, and abrupt ___Is not good at following routines
___Considered strange by other children ___Can’t follow multiple-step directions
___Inability to form friendships ___Is in touch with own feelings
___Inappropriately giddy or silly ___Jumps to conclusions
___Acts inappropriately in social situations
___Talks incessantly and asks the same question
repetitively ______Total
______Total
Academic Characteristics of a Dominant Left Brain Academic Characteristics of a Dominant Right Brain
___Poor math reasoning (word problems, geometry, ___Very good at big picture skills
algebra) ___Is an intuitive thinker and is led by feelings
___Poor reading comprehension and pragmatic skills ___Poor analytical skills
___Misses the big picture ___Very visual; loves images and patterns
___Very analytical ___Constantly questions why you’re doing something or
___Likes ‘slapstick’ or obvious physical humor why rule exist
___Is very good at finding mistakes(spelling) ___Has poor sense of time
___Takes everything literally ___Enjoys touching and feeling actual objects
___Doesn’t always reach a conclusion when speaking ___Has trouble prioritizing
___Was an early word reader ___Is unlikely to read instructions before trying something
___Is interested in unusual topics new
___Learns in a rote(memorizing) manner ___Is naturally creative, but needs to work hard to
___Learns extraordinary amounts of specific facts about a develop full potential
subject ___Would rather do things instead of observe
___Is impatient ___Uses good voice inflection when speaking
___Speaks in a monotone; has little voice inflection ___Misreads or omits common small words
___Doesn’t like loud noises (like fireworks) ___Reads very slowly and laboriously
___Speaks out loud regarding what he or she is thinking ___Needs to hear or see concepts many times in order to
___Talks “in your face” - is a space invader learn them
___Good reader but does not enjoy reading ___Has shown a downward trend in achievement test
___Analytical; led by logic scores or school performance
___Follows rules without questioning them ___Schoolwork is inconsistent
___Easily memorize spelling and mathematical formulas ___Has difficulty pronouncing words (poor with phonics)
___Enjoys observing rather than participating ___Has difficulty finishing homework or finishing a
___Would rather read an instruction manual before trying conversation
something new ___Acts before thinking and makes careless mistakes
___Math was often the first academic subject that became ___Daydreams a lot
a problem ___Has difficulty sequencing events in the proper order
___Often writes letters backward
___Is poor at basic math skills
______Total ___Has poor academic ability
___Needs to be told to do something several times before
acting on it
___Stutters or stuttered when younger
___Is a poor speller
___Doesn’t read directions well
RESULTS ______Total
Left Column Total __________ Characteristics of a Dominant Left Brain / Weak Right Brain
Right Column Total __________ Characteristics of a Dominant Right Brain / Weak Left Brain
Grand total __________ Severity = < 50 Low 50-100 Moderate >100 High
Left/Right Difference __________ Degree of Imbalance (greater the number greater the imbalance)
Assessment reveals Hemispheric Dominance in on the ____________ side of the brain,
Weakness is on the ______________ side of the brain.
#2 Physical Brain Dominance Test

(Checklist is attached below)
Although the Master Hemisphere Checklist is incredibly accurate at describing our children, we
always do a physical dominance test as well. This test is super simple but very telling.
In this test we are testing their dominant hand, foot, eye, and ear.
Throwing test (hand)
Kick the ball test (foot)
The telescope test (eyes)
Cell phone test (ears)
Use the following instructions and checklist to complete the Physical Brain Dominance Test.
PHYSICAL BRAIN DOMINANCE TEST

A child will naturally use their dominant side...
Ideally, children should have a dominant side when it comes to using their hand, foot, eye, and ear.
If they do not, it is called 'mixed dominance'. Mixed dominance makes it harder and slower for kids to process theG
information they take in, and is often a sign that the brain is not developing or maturing properly. A child’s mixedG
dominance can be changed and the natural dominance released through hemisphere balancing. This does notGmean
that all children who are left-handed should be right-handed, but they should favor one side from head to toe.
You will be determining your child’s laterality by determining if they favor their left or right hand, foot, eye, and ear.GIf
you find that your child’s dominance is mixed, repeat this test each week as you go through the hemisphereGtraining
program to assess any changes.
Let's get started...
Hand:
You likely already know if your child is left or right handed, but do these tests anyway. Record your findings in theG
space provided.
1. Throw the ball: Find a ball, such as a tennis ball, one that is small enough for your child to hold with one
hand. Standing about 6-10 feet away, have them throw the ball to you, or into a bucket or laundry basket. have
a pile of 3 balls and ask them to pick up each ball and throw it, observing which hand they pick up and throw
the ball with.
Indicate hand used:
Left Right Both
Still not sure? Check which hand your child uses to brush their teeth?
Foot:
Foot preference is not something that is taught, such as handwriting in which a child is often urged to use their
right hand.
2. Kick the Ball: Using a soccer ball (or similar size ball) if you are outside, or a balloon if you are inside, place the
ball on a spot and ask the child to kick it through goal posts or towards a certain spot. It doesn't matter if the child
wants to take a run at it or if the goal is only a few feet wide, the main thing we are looking for is what foot they
actually kick the ball with. Do this test 3 times.
Indicate foot used:
Left Right Both
Eye:
3. Telescope test: Hand the child a cardboard tube (6-12" long), such as a paper towel roll tube, then select a small
stationary object across the room, like a doorknob or light switch, and ask the child if they can see the object by
looking through the tube. Do this three times with different objects ot look at.
Indicate eye used:
Left Right Both
Ear:
4. Cell phone test: Holding your phone out to the child, tell the child that someone (a grandparent or friend) is on
the phone and wants to talk to them. The child will take the phone and put it to their ear to speak to the person,
when they realize no one is on the phone they will hand it back to you and you can attempt it one more time.
Indicate ear used:
Left Right Both
Dominance Profile Results
Transfer all of your results to this sheet to clearly view the results of your physical tests. If your child clearly shows
a dominance on one side, you are one step closer to knowing your child's dominant and weak side. If your child
did not clearly show a dominance, or had one area that was opposite to the others, then your child may be
struggling with mixed dominance. If you find that your child’s dominance is mixed, repeat this test each week, as
you go through the hemisphere training program
Hand Left Right Mixed
Foot Left Right Mixed
Eye Left Right Mixed
Ear Left Right Mixed
I believe the physical dominace test indicates that my child is ...
Left Right Mixed
3
Three Important Things to
Remember for Success
with the Exercises:
1. Consistency is Key- It is absolutely imperative that the exercises be done

DAILY. A short daily effort beats a lot of effort once a week...once a week
won't work.
2. We need to Stimulate, Engage, and Challenge the brain without

overwhelming it.- We do not want the exercises to be so easy that the
brain gets bored, but we also do not want them to be too hard that they
cause a stress response in the body.
3. Slow and Purposeful- It is important that the movements are done

slowly, almost in slow-motion, in order for the brain to be able to imprint it.
Kids tend to want to rush through the exercises, it is important to slow
them down and have them think about what they are doing.
Hemisphere Integration Training
H.I.T.
How to use this program...
So now that you know which side of the brain is dominant and weak for your child, you will
use the appropriate HIT program. The HIT program is determined according to your child's
WEAK hemisphere, for example if your child has a dominant left hemisphere and weak right
hemisphere, you would use the RIGHT HIT program for your child. You also know how
dramatic the discrepancy is, which will be a good indicator of how much time will be
required to correct the problems. A mild discrepancy will show improvement faster than a
severe discrepancy, which may require a longer time to resolve
In the HIT program your child is going to work on general core strength exercises, hemi-
specific sensory exercises, and many midline exercises. Each exercise has been chosen for
it's ability to affect the vital systems that build and wire our brain.
Following the initial warm-up, core, and proprioception exercises, there will be two separate
HIT programs, you will only do ONE. You will only use the program that reflects your child's
weak hemisphere for the Sensory Integration section. I separated the program into two
completely separate Hemi-Specific programs to save you the confusion of trying to
remember which side you are to be doing an exercise on. Please do NOT do both, that would
defeat the purpose of building only the weak side. Following the Hemi-Specific part of the
program, the Rhythm & Timing, and Daily Activities should again be done by everyone.
Note:
This training is very simple and can
create a much better experience for
your struggling child, and your
family.
That being said, it doesn't work on it's

own, you need to be committed to
giving a consistent daily effort in order
to see the success you want.
Welcome to..
H.I.T.
Hemisphere Integration Training
Exercise Program
H.I.T. TRAINING
H.I.T.
How to use this program...
Following the initial warm-up, core, and proprioception exercises (Core & Floor), there will be two
separate HIT programs, you will only do ONE. You will only use the program that reflects your
child's WEAK hemisphere for the Sensory Integration section. I separated the program into two
completely separate Hemi-Specific programs to save you the confusion of trying to
remember which side you are to be doing an exercise on. Please do NOT do both, that would
defeat the purpose of building only the weak side. Following the Hemi-Specific part of the
program, the Rhythm & Timing, and Daily Activities should again be done by everyone.
Everybody does
Orange 'Core & Floor'
exercises
ALL
H.I.T.
Only those with a

RIGHT brain weakness
do the Blue exercises
RIGHT HEMISPHERE WEAKNESS H.I.T.
RIGHT
Only those with a
H.I.T.
LEFT brain weakness
LEFT HEMISPHERE WEAKNESS
do the Yellow
exercises LEFT
LEVELS...keep track Once a child can successfully do the requirements for the level they are
on, 4 days in a row, they can advance to the next level. Keep track with
1 2 3 4 the colorful circles. Once the child has mastered Level 3 they are no
longer required to do that exercise after 90 days.
H.I.T. TRAINING
H.I.T.
i s c l a i m e r Always check with your physician before starting any
D training program.
REMEMBER TO DO DAILY & GO SLOW
WARM-UP (5 exercises) Everybody does these exercises...

Start every workout with these warm-ups.
Deep Breathing
Stand straight and tall with hands to your
side. Inhale deeply and slowly through
nose to a count of 3 seconds, hold breath
for 3 seconds, then exhale with lips
pursed, as if you are gently blowing out a
candle, for a count of 6 seconds. Repeat
3X slowly.
Runner's Lunge
Stand facing wall approximately arms

length(12”) away. Place both hands on
wall and step one foot back slightly
bending front knee. Try to keep back
straight, and back heel on the ground,
you should feel this stretch in calves.
Hold for 10 seconds then alternate other
foot back. Do 3X each leg
H.I.T. TRAINING
H.I.T.
WARM-UP (5 exercises)
Cross-Leg Heavy Hang

Stand straight and cross one foot over the other at the
ankles. Find your balance then take a deep breath,
slowly bend at the waist, letting your arms hang heavy
towards the ground. Exhale while hanging, count to 10.
Inhale while coming back up, switch feet, and repeat. Do
4X.
*Always keep knees slightly bent
Body Pull (Joint Distraction)
Have child lay on their stomach on the

floor, arms extended above their head.
The parent or partner will gently hold
them by the wrist and lean back pulling
slightly on their arms for 5 seconds. Then
move to their feet and gently hold ankles
slightly off the floor and gently pull for 5
seconds. Do two times.
Joint Mobility
Have child stand and rotate wrists at the same
time, inward for 10x, then outward 10X. Next have
child rotate ankles, lift one foot off the ground
slightly letting foot hang naturally towards floor,
rotate clockwise 10x, then counter-clockwise 10x,
switch and do other ankle. Do 1X each.
H.I.T. TRAINING
H.I.T.
CORE & FLOOR EXERCISE (8 exercises)
Core & Floor exercises are done using levels to make sure we are challenging growth but not overwhelming the child.
Once an exercise can be successfully accomplished 4 days in a row, with good form and control, you may move up to
the next level. (If you find that an exercise is too hard or you moved up too soon, you may simply move back down a
level or use a transition, like less time, to build up to the next level.
Standing Balance
Level 1 Level 2 Level 3

Stand with one foot Stand on one leg with eyes open. Stand on one leg with eyes closed.
directly in front of the other, heel to
toe. Left brain weak stand on right foot. Left brain weak stand on right foot.
Hold balance for 30 seconds. Right brain weak stand on left foot. Right brain weak stand on left foot.
Tip- Placing a 24" piece of tape on Hold balance for 30 seconds. Hold balance for 30 seconds.
ground as a guide
1 2 3 4 1 2 3 4 1 2 3 4
H.I.T. TRAINING
H.I.T.
Bridge
Level 1
Lie on the floor on your back with
knees tented(bent), arms at your
sides, lift hips and bum off the floor
creating a flat surface from shoulders
to knees.
Hold for 30 seconds.
1 2 3 4
Level 2
Same position as Level 1,
except press hands
together over chest.
Hold for 30 seconds.
1 2 3 4
Level 3
Same position as Level 1, except
lift one leg off the floor. Arms can
be by side or crossed over chest.
Right hemi-weakness, lift right
leg. Left hemi-weakness, lift left
leg.
Hold for 30 seconds..
1 2 3 4
H.I.T. TRAINING
H.I.T.
Superman
Level 1
Lay on belly on floor, arms
extended above head. Lift head
and one arm off the floor,
keeping arm straight, hold for 15
seconds. Repeat with other arm
and each leg, one at a time.
Do 3X each.
1 2 3 4
Level 2
Start in same position as Level
1. This time lift opposite arm
and leg at the same time. Hold
for 30 seconds, then repeat with
other arm and leg.
Do 3X each.
1 2 3 4
Level 3
Start in same position as Level 1.
Lift all four limbs off the floor at
once, holding arms and legs as
straight as possible. for 30
seconds. Rest 5 seconds then
repeat. Do 5X.
1 2 3 4
H.I.T. TRAINING
H.I.T.
Bird Dog
Level 1
Start in the ‘all 4s’ position, (on the
floor on hands and knees) Lift arm
straight in front and hold for 15
seconds. Repeat with other arm. Do
5X each arm.
1 2 3 4
Level 2
Start in same position as Level 1. Lift
and extend leg straight out behind
you holding it at same height as hips.
Hold for 30 seconds. Repeat with
other leg. Do 5X each leg.
1 2 3 4
Level 3
Start in same position as Level 1.
Lift opposite arm and leg
extending them straight out in
front and behind, holding them
level with rest of body. Hold for 30
seconds. Do 5X each side.
1 2 3 4
H.I.T. TRAINING
H.I.T.
Sit-Ups
Level 1- 10X
1 2 3 4
Level 2- 20X
1 2 3 4
Level 3- 40X
1 2 3 4
Lay on floor with knees tented, use core to do a traditional sit-up.

Cross hands over chest, do not pull on head or neck.
Push-Ups Level 1- 5X
1 2 3 4
Level 2- 10X
1 2 3 4
Level 3- 15X
1 2 3 4
StaStandard push-up. Start in the plank position and lower yourself until
arms are 90 degrees to floor, keep back straight.
H.I.T. TRAINING
H.I.T.
Cross-Crawl Front
Stand up straight and march Level 2

slowly in one spot, alternate
touching opposite hand to Hand to knee 60x
opposite knee. DO NOT RUSH,
do in a slow rhythmic motion, it
should look like you are doing
1 2 3 4
them in slow motion. Try to stay
in one spot, tape an ‘X’ on floor if
it helps.
Level 1 Level 3
Hand to knee 20x Elbow to knee 40x
1 2 3 4 1 2 3 4
Cross-Crawl Backward
Same exercise as Cross-Crawl Front
but you kick your foot back behind you Level 2
and touch your heel with your hand
behind our back. This can be hard for Hand to foot 40x
kids so Level 1 is just looking over
their opposite shoulder to look at their 1 2 3 4
heel, their hands stay by their side.
Level 3
Level 1
Alternate Cross-crawl front
Look back at foot 20x and Cross-crawl back 20X
1 2 3 4 1 2 3 4
H.I.T. TRAINING
H.I.T.
RHYTHM & TIMING EXERCISES (4 exercises)
Jumping Jacks
Have the child do standard Jumping Jacks,
arms and legs wide, then jump and bring
hands and legs together, clapping hands in Level 2
middle of body, then open again. This can
actually be really hard for kids at first, they Hand to knee 60x
will often have legs and arms going
opposite, so be sure to slow them down and 1 2 3 4
get it coordinated properly.
Level 1 Level 3
Hand to knee 20x Elbow to knee 40x
1 2 3 4 1 2 3 4
Skipping Rope
Use a good quality skipping rope that
is well suited for the height of your Level 2
child. For levels 1 & 2 have the child
start over from the beginning if they Level 2- Do 10 rotations in
snag the skipping rope before a row, counting out loud to
finishing the number needed for the 10.
level. For Level 3, do not start over
from beginning, just have the child 1 2 3 4
pick up from the letter they were on
when they snagged the rope.
Level 3
Level 1
Level 3- Skip and complete
Level 1- Do 5 rotations in a the Alphabet out loud.
row
1 2 3 4 1 2 3 4
H.I.T. TRAINING
H.I.T.
RHYTHM & TIMING EXERCISES (4 exercises)
Metronome
Metronomes are used in music to keep timing and rhythm by producing a consistent beat set at a certain speed. We
will use the Metronome to try and match the beat while doing simple exercises. You will set the Metronome to 54
BPM. You can find free Metronomes online or as an App. I recommend the Steinway & Sons app, it is free and simple
to use. These exercises are best performed with headphones on but then it is hard as an observer to know if they are
actually matching the beat.
Exercise #1 Exercise #2
Hands Clapping Toe Tapping
Clap hands together to match the beat. Use large Tape a 24” piece of tape on the floor, stand 12” behind
sweeping rhythmic circles in an upward direction it. Starting with both feet together, alternate feet
tapping your toe on the tape line to match the beat.
Week Week Week Week Week Week Week Week

1&2 3&4 5&6 7&8 1&2 3&4 5&6 7&8
1 2 3 4 1 2 3 4
20X 40X 60X 100X 20X 40X 60X 100X
**As an upgraded alternative to the Metronome exercises there is a product called Brain Beats. It is a game that
uses an interactive metronome that provides visual reward through different games and levels, as well as
different audio tones to indicate timing accuracy. It's a great tool and kids love it.
H.I.T. TRAINING
H.I.T.
Onhlyt... Only those with a RIGHT hemisphere weakness will do
Rig
these exercises.
RIGHT HEMISPHERE WEAKNESS RIGHT
Sensory Integration Exercises (5 exercises)

Do these exercises daily after doing the warm-up and Core & Floor exercises.
Smell Recognition
Have child press their left nostril closed, close

their eyes, and hold a scent 12” from their
right nostril and ask them to smell and guess
the scent. If they can not smell it, move
closer by 1” until they can. If they guess
incorrect give them a second chance to get it.
Do 3-6X using 3-6 different scents.
Use Strong Scents: Lemon, Coffee,

Peppermint, Pine, Eucalyptus, Black Pepper

3 Correct guesses in a row 3 Correct guesses in a row 6 Correct guesses in a row
from 6" away from 12" away from 12" away
1 2 3 4 1 2 3 4 1 2 3 4
H.I.T. TRAINING
H.I.T.
Rig
these exercises.
Pencil Push-Ups
Level 1- Do exercise
successfully 1 time
1 2 3 4
successfully 2 times
1 2 3 4
Sit directly in front of your child, hold a pencil at eye level 18” from their nose. Level 3- Do exercise
Slowly move pencil towards their nose causing them to go cross-eyed.
Go slowly enough that they can keep focus on the pencil at all times, if their
eyes lose focus or ‘break- away’, stop and slowly move back out.
1 2 3 4
*Tip-Putting a sticker, or bead, on end of pencil can help focus.
Near/Far Focus
Level 1- Do 5X
1 2 3 4
Level 2- Do 10X
1 2 3 4
Level 3- Do 15X
Extend left arm in front of you at eye level with your thumb up. Pick something
in the distance directly beyond your thumb approximately 20’ feet away. Focus 1 2 3 4
on your thumb for 5 seconds, then focus on object in the distance for 5 seconds,
then back to your thumb. Keep alternating. Hand and head should not move, just
eyes.
H.I.T. TRAINING
H.I.T.
Rig
these exercises.
Follow Finger (Slow Tracking)

18"
Level 1- 1 successful pass
with no 'look-aways'
1 2 3 4
Level 2- 5 successful passes
With child seated directly in front of you, hold up pencil, or index finger on your right 1 2 3 4
hand, approximately 12” from child, 18” (your) right of midline, and at eye level.
Instruct child to look at the pencil(finger) as you slowly move it from your far right
to left (this will be the child’s far left to right). Once you have reached the far side
ask the child to close their eyes while you return back to the start position. Repeat. 1 2 3 4
Make sure you go slow enough that the child can follow without ‘look aways’ or
jumps.
Eye Workout
Move eyes only, head stays still. Level 1- Do 2X each exercise
Side-to-side Up-Down Diagonal 1 2 3 4
Level 2- Do 5X each exercise
1 2 3 4
1 2 3 4
Start top right, down
to bottom left.
H.I.T. TRAINING
H.I.T.
Rig
these exercises.
Lazy 8 Exercises
Midline
For ‘8’s’ exercises, use the pattern shown; two

circles, a midline, a start/stop point (yellow dot).
Start/Stop
When doing 8’s always move in an upward
motion through the center.
Eye 8's
Have child stand with left arm extended,

with thumb up. Keeping eyes on the thumb,
move arm in the 8 pattern as far as they
can peripherally see. Be sure their head is
not moving and that they bring their arm
back up through the midline. If they cannot
keep eyes on thumb, slow them down and
help move their arm through the motion.
Level 1- 5 complete 8's, no Level 1- 10 complete 8's, no Level 1- 15 complete 8's, no

'break-away' eye movements 'break-away' eye movements 'break-away' eye movements
1 2 3 4 1 2 3 4 1 2 3 4
H.I.T. TRAINING
H.I.T.
Rig
these exercises.
Ear 8's
Start in same position as Eye 8’s, tilt head to rest
ear on left shoulder.
With whole body make large exaggerated circles
bending knees so that bottom of circle is at knee
level and coming up to center of body, hold for a
slight pause then proceed to other side of 8 circle.
Level 1- 5 complete 8's Level 2- 10 complete 8's Level 3- 15 complete 8's
1 2 3 4 1 2 3 4 1 2 3 4
Writing 8's
Create the above 8 pattern on a whiteboard or a large piece
of paper. The circles should be 8-10”, child should be able to
comfortably reach across body to outer edge of circle while
keeping their body midline in line with 8’s midline. The child
will place their right hand at the bottom of paper as an
anchor and will use left hand to trace over 8 pattern staying
as close to the original line as possible. Make sure the child
goes slow and keeps their head in line with the midline on
the pattern. If necessary stand behind them and gently hold
their head in place to assist them.
1 2 3 4 1 2 3 4 1 2 3 4
H.I.T. TRAINING
H.I.T.
Rig
these exercises.
Spinning- Slow &

Have child sit in an office chair that spins, instruct them to tuck
Fast
legs up off the floor and close their eyes, and keep their head still.
When you are finished spinning, ask the child to open their eyes
immediately and look towards the ceiling, you will quickly look at
their eyes. Both eyes should be going back and forth quickly, you
are going to count the seconds it takes for their eyes to stop
moving.
Slow spinning- You will spin the chair very slowly for 10x, each
rotation should take 6 seconds. Ask child to indicate direction they
are spinning with eyes closed. When stopped, open eyes and ask if
they are dizzy. When no longer dizzy spin in opposite direction.
When they can correctly indicate direction and not feel dizzy
proceed to Fast spinning, Level 2.
Fast spinning- You will spin the chair in a clockwise direction only.
Use an office chair that has armrests for safety. You will spin the chair fast for 10x, each rotation should take 2
Also, do not let child stand up if they still feel dizzy. seconds. Check eyes and count seconds according to above
instructions.
Level 1- Slow spinning, Level 2- Fast spinning, eyes Level 3- Fast spinning, eyes
identify direction & not dizzy move & dizzy for 6 seconds move & dizzy for 15 seconds
1 2 3 4 1 2 3 4 1 2 3 4
H.I.T. TRAINING
H.I.T.
Rig
these exercises.
Head Roll- Front & Back

Gently roll head forward to the count of 3 seconds,
tucking chin to chest, hold tuck position for 3
seconds, roll head back looking up to ceiling to the
count of 3 seconds, rest head as far back as
comfortably possible making sure back is straight and
not arched, hold for 3 second, roll head forward.
Repeat.
Level 1- Do 2X eyes open Level 2- Do 6X eyes open Level 3- Do 6X eyes closed
1 2 3 4 1 2 3 4 1 2 3 4
Fixed Focus
Extend left arm in front of you at eye level holding a
playing card or Uno card(blue number) in your hand.
Keeping hand still turn head as far left as possible,
and as slowly as necessary, to keep the number on
the card in focus, then slowly turn head as far to the
right as possible, again keeping the card in focus at all
times. Repeat.
Level 1- Do 2X Level 2- Do 4X Level 3- Do 6X
1 2 3 4 1 2 3 4 1 2 3 4
H.I.T. TRAINING
H.I.T.
Rig
these exercises.
Body Painting- Tactile Desensitizing

With a soft, natural bristle paint brush (or make-up brush),
stroke the face in the pattern shown, (along cheekbone,
from ear to mouth, then along ‘laugh line’), then the
forearm, and the thigh, only on the left side.
(Contrary to the exercise name, no paint is to be applied)
Level 1- Do 5X Level 2- Do 10X Level 3- Do 10X eyes closed
1 2 3 4 1 2 3 4 1 2 3 4
Number Tracing Game

Using the end of the paint brush handle, or the
eraser end of a pencil, you will trace numbers
0-9 on the child’s left palm. Be sure to trace
them in a way that the child will be able to
recognize. Child must accurately identify each
number traced.

Trace 3 numbers (0-9) Trace 6 numbers (0-9) Trace 3 double digit numbers
Accurately Identify all 3 numbers Accurately Identify all 6 numbers Accurately Identify all 3 numbers
1 2 3 4 1 2 3 4 1 2 3 4
H.I.T. TRAINING
H.I.T.
Rig
these exercises.
Sound Blocking & Eye Blocking
Place ear plug comfortably and securely in the right

ear, place the patch over the right eye. Your child will
wear this while watching T.V. or a video, or while
listening to music and coloring or working on a
puzzle.
This task is very bothersome, so I recommend

allowing them to use it with the T.V. or video in Level
1.
In Level 2, I would introduce the

music/puzzle/coloring, and in Level 3, I would only
You will need foam ear plugs that fit well
use music/puzzle/coloring.
for your child, and an eye patch. Both
can be purchased at any pharmacy. Level 3- Add focused listening by
adding an ear bud or headphone
in the left ear only, listening to
music 30-60 minutes
Level 1- 5-15 minutes Level 2- 15-30 minutes
1 2 3 4 1 2 3 4 1 2 3 4
H.I.T. TRAINING
H.I.T.
Ontl.y.. Only those with a LEFT hemisphere weakness will do these
Lef
exercises.
LEFT HEMISPHERE WEAKNESS LEFT
Sensory Integration Exercises (5 exercises)

Do these exercises daily after doing the warm-up and Core & Floor exercises.
Smell Recognition
Have child press their right nostril closed,

close their eyes, and hold a scent 12” from
their left nostril and ask them to smell and
guess the scent. If they can not smell it,
move closer by 1” until they can. If they
guess incorrect give them a second chance to
get it. Do 3-6X using 3-6 different scents.
Use Strong Scents: Lemon, Coffee,

Peppermint, Pine, Eucalyptus, Black Pepper

3 Correct guesses in a row 3 Correct guesses in a row 6 Correct guesses in a row
from 6" away from 12" away from 12" away
1 2 3 4 1 2 3 4 1 2 3 4
H.I.T. TRAINING
H.I.T.
Lef
exercises.
Pencil Push-Ups
successfully 1 time
1 2 3 4
1 2 3 4
Sit directly in front of your child, hold a pencil at eye level 18” from their nose. Level 3- Do exercise
Slowly move pencil towards their nose causing them to go cross-eyed.
Go slowly enough that they can keep focus on the pencil at all times, if their
eyes lose focus or ‘break- away’, stop and slowly move back out.
1 2 3 4
*Tip-Putting a sticker, or bead, on end of pencil can help focus.
Near/Far Focus
Level 1- Do 5X
1 2 3 4
Level 2- Do 10X
1 2 3 4
Level 3- Do 15X
Extend right arm in front of you at eye level with your thumb up. Pick something
in the distance directly beyond your thumb approximately 20’ feet away. Focus 1 2 3 4
on your thumb for 5 seconds, then focus on object in the distance for 5 seconds,
then back to your thumb. Keep alternating. Hand and head should not move, just
eyes.
H.I.T. TRAINING
H.I.T.
exercises.
Lef LEFT HEMISPHERE WEAKNESS LEFT
Follow Finger (Slow Tracking)

18"
Level 1- 1 successful pass
1 2 3 4
With child seated directly in front of you, hold up pencil, or index finger on your left 1 2 3 4
hand, approximately 12” from child, 18” (your) left of midline, and at eye level.
Instruct child to look at the pencil(finger) as you slowly move it from your far left to
right (this will be the child’s far right to left). Once you have reached the far side ask
the child to close their eyes while you return back to the start position. Repeat. 1 2 3 4
Make sure you go slow enough that the child can follow without ‘look aways’ or
jumps.
Eye Workout
Move eyes only, head stays still. Level 1- Do 2X each exercise
Side-to-side Up-Down Diagonal 1 2 3 4
1 2 3 4
1 2 3 4
Start top left, down to
bottom right.
H.I.T. TRAINING
H.I.T.
Lef exercises.
Lazy 8 Exercises
Midline
For ‘8’s’ exercises, use the pattern shown; two

circles, a midline, a start/stop point (yellow dot).
Start/Stop
When doing 8’s always move in an upward
motion through the center.
Eye 8's
Have child stand with right arm extended,

with thumb up. Keeping eyes on the thumb,
move arm in the 8 pattern as far as they
can peripherally see. Be sure their head is
not moving and that they bring their arm
back up through the midline. If they cannot
keep eyes on thumb, slow them down and
help move their arm through the motion.
Level 1- 5 complete 8's, no Level 1- 10 complete 8's, no Level 1- 15 complete 8's, no

'break-away' eye movements 'break-away' eye movements 'break-away' eye movements
1 2 3 4 1 2 3 4 1 2 3 4
H.I.T. TRAINING
H.I.T.
Lef
exercises.
Ear 8's
Start in same position as Eye 8’s, tilt head to rest
ear on right shoulder.
With whole body make large exaggerated circles
bending knees so that bottom of circle is at knee
level and coming up to center of body, hold for a
slight pause then proceed to other side of 8 circle.
1 2 3 4 1 2 3 4 1 2 3 4
Writing 8's
Create the above 8 pattern on a whiteboard or a large piece
of paper. The circles should be 8-10”, child should be able to
comfortably reach across body to outer edge of circle while
keeping their body midline in line with 8’s midline. The child
will place their left hand at the bottom of paper as an
anchor and will use right hand to trace over 8 pattern
staying as close to the original line as possible. Make sure
the child goes slow and keeps their head in line with the
midline on the pattern. If necessary stand behind them and
gently hold their head in place to assist them.
1 2 3 4 1 2 3 4 1 2 3 4
H.I.T. TRAINING
H.I.T.
Lef
exercises.
Spinning- Slow &

Have child sit in an office chair that spins, instruct them to tuck
Fast
legs up off the floor and close their eyes, and keep their head still.
When you are finished spinning, ask the child to open their eyes
immediately and look towards the ceiling, you will quickly look at
their eyes. Both eyes should be going back and forth quickly, you
are going to count the seconds it takes for their eyes to stop
moving.
Slow spinning- You will spin the chair very slowly for 10x, each
rotation should take 6 seconds. Ask child to indicate direction they
are spinning with eyes closed. When stopped, open eyes and ask if
they are dizzy. When no longer dizzy spin in opposite direction.
When they can correctly indicate direction and not feel dizzy
proceed to Fast spinning, Level 2.
Fast spinning- You will spin the chair in a counter-clockwise

Use an office chair that has armrests for safety. direction only. You will spin the chair fast for 10x, each rotation
Also, do not let child stand up if they still feel dizzy. should take 2 seconds. Check eyes and count seconds according
to above instructions.
Level 1- Slow spinning, Level 2- Fast spinning, eyes Level 3- Fast spinning, eyes
identify direction & not dizzy move & dizzy for 6 seconds move & dizzy for 15 seconds
1 2 3 4 1 2 3 4 1 2 3 4
H.I.T. TRAINING
H.I.T.
Lef
exercises.
Head Roll- Front & Back

Gently roll head forward to the count of 3 seconds,
tucking chin to chest, hold tuck position for 3
seconds, roll head back looking up to ceiling to the
count of 3 seconds, rest head as far back as
comfortably possible making sure back is straight and
not arched, hold for 3 second, roll head forward.
Repeat.
Level 1- Do 2X eyes open Level 2- Do 6X eyes open Level 3- Do 6X eyes closed
1 2 3 4 1 2 3 4 1 2 3 4
Fixed Focus
Extend right arm in front of you at eye level holding a
playing card or Uno card (red number) in your hand.
Keeping hand still turn head as far right as possible,
and as slowly as necessary, to keep the number on
the card in focus, then slowly turn head as far to the
left as possible, again keeping the card in focus at all
times. Repeat.
Level 1- Do 2X Level 2- Do 4X Level 3- Do 6X
1 2 3 4 1 2 3 4 1 2 3 4
H.I.T. TRAINING
H.I.T.
Lef
exercises
Body Painting- Tactile Desensitizing
With a soft, natural bristle paint brush (or make-up brush),

stroke the face in the pattern shown, (along cheekbone,
from ear to mouth, then along ‘laugh line’), then the
forearm, and the thigh, only on the right side.
(Contrary to the exercise name, no paint is to be applied)
Level 1- Do 5X Level 2- Do 10X Level 3- Do 10X eyes closed
1 2 3 4 1 2 3 4 1 2 3 4
Number Tracing Game

Using the end of the paint brush handle, or the
eraser end of a pencil, you will trace numbers
0-9 on the child’s right palm. Be sure to trace
them in a way that the child will be able to
recognize. Child must accurately identify each
number traced.

Trace 3 numbers (0-9) Trace 6 numbers (0-9) Trace 3 double digit numbers
Accurately Identify all 3 numbers Accurately Identify all 6 numbers Accurately Identify all 3 numbers
1 2 3 4 1 2 3 4 1 2 3 4
H.I.T. TRAINING
H.I.T.
Lef
exercises.
Sound Blocking & Eye Blocking
Place ear plug comfortably and securely in the left

ear, place the patch over the left eye. Your child will
wear this while watching T.V. or a video, or while
listening to music and coloring or working on a
puzzle.
This task is very bothersome, so I recommend

allowing them to use it with the T.V. or video in Level
1.
In Level 2, I would introduce the

music/puzzle/coloring, and in Level 3, I would only
You will need foam ear plugs that fit well
use music/puzzle/coloring.
for your child, and an eye patch. Both
can be purchased at any pharmacy. Level 3- Add focused listening by
adding an ear bud or headphone
in the left ear only, listening to
music 30-60 minutes
Level 1- 5-15 minutes Level 2- 15-30 minutes
1 2 3 4 1 2 3 4 1 2 3 4
H.I.T. TRAINING
H.I.T.
Everybody does these exercises...
HEMISPHERE INTEGRATION TRAINING ALL

Cool Down/Wind Down
The Crushing Ball - Deep Pressure Stimulation This exercise provides deep pressure and
most kid’s love this exercise. Despite the
exercise’s name, this exercise is not to crush in
any way. Be sure to have child lay on a soft
surface like an exercise mat or a thick carpet.
You will use a large therapy/exercise ball to roll
over the child. Using gentle pressure roll the
ball over their body from side to side applying
enough pressure to feel good but not hurt.
Apply heavier pressure over their arms and

legs, and less pressure over their stomach and
groin area. Roll the ball side to side starting at
their ankles and moving up to their shoulders
and then back to their ankles. Some kids like to
have the ball rolled over the top of their
head(shoulder around top of head to other
shoulder), and some kids don’t, do according to
your child’s comfort level.
BE SURE NOT TO APPLY TOO MUCH PRESSURE,

MAKE SURE CHILD IS ALWAYS COMFORTABLE. No Levels Do 1-2x daily
Note - The Crushing Ball can be used in times of stress or before bed to help kids relax
H.I.T. TRAINING
H.I.T.
Favorite
"One of my favorite tools! I use The Listening Program with
almost all of the kids I work with. I love this program and so
do the kids."
HEMISPHERE INTEGRATION TRAINING ALL

The Listening Program
tlp.advancedbrain.com/#theorganizedmind
NOTE: The Listening Program is a separate

program that you will need to subscribe to and
pay a monthly fee (approx
$35/month), there is no contract, and can be
cancelled at any time.
You will need to use a provider code to register.

(See web address above)
No Levels - Do 2-15 minutes sessions daily

Steps:
The Listening Program(TLP) is a specific listening program that helps 1. Go to web address above
strengthen neurological pathways to improve the ability to learn, 2. Go to pricing page, select PRO
communicate, and process information. 3. Create Member account, this info will be
parent’s or account admin’s details.
The program is an online program that allows you to create a user profile 4. Create Listener’s profile
for your child and will tailor the listening for your child’s specific goals. 5. Order headphones if needed
6. Start Listening
The child will listen to 2 -15 minute sessions daily while engaging in an
activity that is creative (right brain), like drawing, coloring, or working on a Headphones:
puzzle. We do not want them to be reading or doing small detailed work - Good quality, worn over the ear, stereo sound
like Legos or models (left brain). - BOSE noise cancelling headphones not advised
- Bone Conduction headphones are available if
TLP is a fantastic program, their website (above) is wealth of information. your child has any type of hearing loss.
“I am a certified TLP provider and I highly recommend this program.”
H.I.T. RESOURCES
H.I.T.
Programs I Love to Use...
ADDITIONAL TOOLS & ACTIVITIES
Use these programs daily for best success.
The Listening Program tlp.advancedbrain.com/#theorganizedmind
I use this program with all of the kids I work with one-on-one and I
strongly recommend it. It is inexpensive, high quality, and most of all, it is
effective. It is provider/referral based so be sure to use the web address
provided.
Brain Beat www.brainbeat.com
Brain Beat is an excellent home version of an Interactive Metronome. This

program is fun for the kids and provides excellent feedback to keep them
engaged and challenged. This product is purchased as a package and
comes with program disk, hand paddle, headphones, and allows you to
make 10 unique user profiles.
Lumosity wwww.lumosiuty.com
Lumosity is an online brain training website that was created by scientists and
game designers. There is a ton of scientific evidence behind their games. It is based
on an annual subscription which is ridiculously inexpensive, with a family plan(5
users), costing less than $15/month. Luminosity trains memory, sequencing, and
much more. It is great for ages 6-90.
c l a i m e r :
Dis I use all the tools I recommend. I am either a certified provider, or have an affiliate partnership for the product.
Links have been provided to assist your purchase, provide a special offer, or discount the purchase.
Your Course Title Goes Here
Final words
WHAT'S NEXT?
90 DAYS
CAN CHANGE EVERYTHING
Now that you have gone through the entire program, the 2 most important things you can do to achieve
success for your child is to be CONSISTENT, and to give it a full 90 DAYS without quitting.
Quite often people fail at making change because they give up too soon or their efforts are inconsistent and
haphazard. This program can make dramatic change for your child so make sure you really commit to it.
Also, this program is just the beginning, it is the foundation for many more changes to come. Please check
out the additional resources and programs available.
Cheers
I wish you and your child the best success.
~Stacey Paterson
www.TheOrganizedMindHq.com

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2

What You Will Learn

TRUTHS YOU NEED TO JUST ACCEPT

There really is a mind/body connection.

The brain is a 'Use It or Lose It' model.

We are what we repeatedly do.

The Truth Behind

Why do some kids struggle, while others don't ?

It is impossible to pinpoint exactly why some kids

What do I mean by this?

Well, as we move forward in our modern society

What many people don't realize is that the brain is

Some people will try to argue that we do not

There is a dramatic difference in the way kids are raised

The Natural Master Plan

The truth that the brain is developed by movement is

I think it is very ironic that in the quest for 'more', the

With our genetically modified foods to boast bigger

Our attempt to protect our kids from everything

We are causing interference in the natural process and

MorePieces of the Puzzle

Genetics & Hemisphere &

re·flex noun: reflex; plural noun: reflexes 1. 1.

"Think of it similar to the start-up software that comes with a

Brain Organization (and Child Development)...

But how do Primitive Reflexes work?

"Primitive Reflexes are a lot like Pinocchio..."

I like to explain retained Primitive Reflexes using the

This is how primitive reflexes work. The limbs are

The other thing that happens with retained Primitive

HOW CHILD DEVELOPMENT

Primitive Reflex Chart

There are additional Primitive Reflexes not included in this chart.

How retained Primitive Reflexes affect your child...

Palmar Reflex Sucking & Rooting

Spinal Galant Reflex Moro Reflex

"We need to move kids through their Primitive Reflexes so

Brain Organization Pyramid

Reflexes We Will Cover

The 'Freeze' Reflex

FEAR PARALYSIS REFLEX

Ideally, the FPR merges into the Moro reflex and is

Characteristics and effects of a retained Fear Paralysis reflex:

How does a retained Fear Paralysis reflex affect my child's learning?

The 'Startle' or 'Fight or Flight' Reflex

The Moro reflex, also known as the 'startle' reflex

Because the newborn's higher centers have not yet

The Moro reflex is activated by a sudden change in the

Characteristics and effects of a retained Moro reflex:

How does a retained Moro reflex affect my child's learning?

SUCKING & ROOTING REFLEX

The Sucking Reflex, along with the Rooting Reflex, are

The Sucking Reflex consists of sucking movements by

The Rooting Reflex consists of the infant turning their

The infant’s head will turn in the direction, or toward,

03 SUCKING & ROOTING

Characteristics and effects of a retained Sucking & Rooting reflex:

The Grasping Reflex

The Palmar or Grasping reflex emerges at 11 weeks in

This grasping reflex is demonstrated by putting your

The Palmar reflex helps develop the ability to grasp

An example of the Babkin reflex that we often

Characteristics and effects of a retained Palmar (Grasp) reflex: