Another Way of Looking at Developmental Disabilities

By: Rodger Bailey

What if the standard neurological, behavioral, and medical protocols to developmental difficulty are all mistaken? What if there was a cultural fix to these problems that you could do at home and all the symptoms would be gone naturally, over time?

The normal understanding for these developmental disabilities is that there is no cure, you might possibly grow out of the symptoms over the years, but you really need to take these meds that are prescribed. And, you may need to take the meds for your whole life.

Developmental disabilities show up as some combination of these behaviors:

* A lack of attention and concentration
* Poor coordination
* Inability to do some task for longer than a few seconds
* Inability to sit quietly
* Inability for follow instructions
* Inability to connect with others
* Inability to control impulses
* Hyper sensitivity to too much visual, auditory, kinesthetic stimuli
* Poor self management
* Poor self confidence
* Poor athletic development
* Poor musical capability
* Poor academic development
* Poor speech ability
* Poor emotional performance
* Poor social skill development

The current diagnostic process for developmental disabilities involves identifying how many of these characteristics a child has. But, what if none of these specific characteristics is really important with respect to a fix for the child? What if the fix is something really unsophisticated and no one considered paying attention to it?

In the last few years, I have worked with more than three hundred children who have developmental disabilities. My experience is that over 70% lose all of their developmental disabilities 'symptoms' by following a precise exercise program and cleaning up their environment. I'll tell you more about this later.

Discoveries found through research in the last few years are leading to new ways of thinking in many areas. In many instances, a multidisciplinary approach is leading to new insights because of the distinct frames-of-reference from those multiple disciplines. Many people working together from different backgrounds are sharing concepts and learning from each other. These shared concepts are leading to dramatic improvements in understanding for all involved.

However, in the areas of developmental disabilities, many disciplines are looking at the problem, but few are sharing what they are discovering in a multidisciplinary approach. Because they are maintaining their own frames of reference, little advancement is being made. There does not appear to be any major advancement because it appears that everyone is sticking within their own frames of reference and rejecting all other frames of reference. Advancements all seem to be in how to provide more precise diagnoses. No one appears to be bringing out anything significant in the areas of treatment or prevention.

I recently visited a major university and talked with the director of the psychology department. This department of this university was concentrating on Autism and Asperger's (a high functioning form of PDD). Their educational and their research efforts were concentrated on recognizing the minute and precise symptom differences between High Functioning Autism and Asperger's. The official paradigm for these disorders is that there is no cure (and there never will be). No one is looking for a cure. They are only concentrating on how to get better at the diagnosis of these conditions.

When I told this university psychology department director of my own personal experiences of working with hundreds of children with these conditions who lost their symptoms, he explained that there is no way to achieve symptom reduction and elimination. My experience did not fit his ways of thinking, so it was not information he could recognize. I approached this university in search of graduate students who need research projects for their graduate studies. Their ways of thinking are so strong, that no one from that university wanted to explore my techniques, even though I have consistent results with developmental difficulty.

The same is true for pediatricians, clinical psychologists, and special ed teachers. They think there is no way to fix these conditions and so they focus on precisely identifying these conditions. Most efforts for treatment are designed to help students, moms & dads, and teachers cope with the other children who have these developmental difficulty.

Who will listen when we talk about a regimen you can do at home for a few minutes per day, and the developmental delay symptoms will be gone in 6 - 12 months? This is not a match for the current ways of thinking, so the 'professionals' will not study it or prescribe it. For them, this does not fit their current ways of thinking, so it cannot exist.

Well, there is hope and the solutions are not coming out of the standard neurological, behavioral, or and pharmaceutical protocols to developmental difficulty. The solutions are coming out of common sense and concepts that were common before the Industrial Revolution. The solutions are not neurological, behavioral, or and pharmaceutical. They are cultural.

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Rodger Bailey, MS, has degrees in Anthropology and Educational Counseling. He provides Developmental Discovery Systemô consulting for families, which unlocks the natural predisposition for maturing. Checkout his free Developmental Checklist and his Blog.

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