The outcomes of the BrainChild programs

by Viv Hailwood

The BrainChild Developmental Program has been helping families, autism groups and schools for 15 years. It began its early development in my primary school, here in Cumbria. The stunning outcomes of the early BrainChild program inspired me.

The aim was to help the many children with autism diagnoses in my school, but, amazingly,  it’s positive effects reached everyone.

Since 2018 it has morphed into EBO for Schools to tackle the ever increasing world-wide problem of neuro-developmental issues affecting our young people.

I had always thought…wouldn’t it be great if every child loved life and was bursting to take part and soak up concepts and generate ideas that would help us all in our society and precious world. Also they would all be able to thrive in the company of friends and develop socially, emotionally and physically through play activities –  calm in their body and connected in their brains.

Then at some point, my brain connected and  EBO for Schools was born. It’s the culmination of my love for active, fun approaches to learning. Children are meant to move. They need positive reinforcement and to see a purpose in what they are doing. Just like adults.

The requirements

The idea had to be in tune with our rapidly changing digital world. But also retain our ancient developmental basis in babyhood that is in need of protection.

 

There was also a need for change.

A commitment to  deep down, foundational learning.

Providing lifelong application.

 

 

 

 

Here it is.

The key elements of the EBO for Schools program

• Detailed neuro-developmental and analytical movement knowledge that enables the  design of the active part of the program that creates neuro-developmental change.
• Energetic games and activities that are novel and fun.
• Inspiring and motivating  storyline to drive the program on in digital-game format with real-time scoring and virtual medals.
• Training throughout for teachers to  understand and observe the signs of neuro-developmental issues and the celebrate the progress.
• Collaborative, co-operative pair and team activities.
• Streamed app, easy to use, fully supported by a Teacher’s Manual.
• Simple to evaluate progress.
• Daily exercise that contributes to recommended levels.
• Competitive throughout, but carefully engineered to maintain enthusiasm. Culminating in The Tournament.

View EBO for Schools.

Outcomes of the BrainChild Programs

The early traditional-delivery school program

At this relatively early stage, the programs were still in development. In the years since these initial evaluations, a great deal of new information has been added and the methodology refined. The program now includes other activities that were not included in the early stages. These add considerably to the impact of the program.

The results of the early studies from 2002 to 2005 clearly demonstrate the positive impact of the schools version of the program on infant reflex integration, behaviours and attainment. They formed the basis for setting up BrainChild. For example, these Y6 National results were independent of the study, total sample size 1196 primary -aged children.

National Results 2004

PANDA 2004

NATIONAL DATA: The value – added grades for KS 2 results in 2004 show a significant increase on previous years, which was not predicted by the schools. These showed the totalled results of the individual children compared with all other Y6 children nationally.¹

Y6 SATs: Comparative Data: English Point Score Benchmark Results

Additional information

The standardised test, The RENFREW  WORD FINDING VOCABULARY SCALE  indicated progress in recall and speed of processing.

In a randomised sample, the average gain was 16.3 months in a 7 month period. That is a 233% increase. One child with a diagnosis of dyslexia made a gain of 41 months in the 7 months, an increase of 585%. Single case experimental design studies reflected these results in behavioural change and attainment. ^{1, 2}

The majority of data related to the reflex integration and behavioural changes and statistical analysis supported this data with very high significance for the test time difference at <.OOO5 level.

References

1.  Report to the Steering Committee of Cumbria Children’s Fund, The Research and Development of a Physical Programme designed to Integrate Primitive Reflexes 11^th May 2005, V. Hailwood
2. M.Sc. Manchester University,  The Evaluation of a Physical Programme Designed to Integrate Primitive Reflexes, 2003, Viv Hailwood.

Individual cases –  View the outcomes of the BrainChild program for children with developmental diagnoses such as autism, plus genetic disorders, anxiety, learning difficulties and more.

Autism groups – Parent and child program

Read about the National Autistic Society (NAS) groups reported below.