by Viv Hailwood
The BrainChild Developmental Program has been helping families, autism groups and schools since 2005. 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.
More recently 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 capability.
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. Many children have benefitted.
The key studies were in schools:
- M.Sc. Manchester University, The Faculty of Education. The Evaluation of a Physical Programme Designed to Integrate Primitive Reflexes, 2003, Viv Hailwood. (147 pages of statistical analysis)
- Report to the Steering Committee of Cumbria Children’s Fund, The Research and Development of a Physical Programme designed to Integrate Primitive Reflexes 11th May 2005, V. Hailwood, (56 pages.) Commissioned by The Bay Health Authority and Cumbria Children’s Fund. Total sample size 1196 primary-aged children from 4 contrasting schools in the north and south of England.
The results of these early studies of the impact of the Brainchild Program from 2002 to 2005 clearly demonstrate the positive impact of the schools version of the program on primitive reflex integration, behaviours and attainment. They formed the basis for setting up BrainChild. For example, the Y6 National results, below, were independent of the study.
Changes in the integration of the key primitive reflexes were highly significant and this was reflected in the behaviour, learning, language and physical maturation of the children.
0.0005 is very high significance.
Test variables showing greatest change (< .0005)
- All the Vestibular tests (balance)
- Tonic Labyrinthine reflex
- Symmetrical Tonic Neck reflex
- Asymmetrical Tonic Neck reflex.
- A lesser change (.005) was evident for the change in the Moro. However, this is still considered a high significance level.
The positive impact of the program on children with special educational needs was especially marked in the single case studies. In particular, children with complex difficulties and developmental diagnoses including autistic spectrum disorder, dyspraxia and dyslexia, showed considerable, positive change. One boy with complex needs who was working at below level 2 at the start of the program, became cooperative and alert and able to sustain attention. He took part in science revision and scored Level 5. He also achieved level 4 reading. This project resulted in my decision to set up The Brainchild Developmental Program in 2005.
National Results 2004
PANDA 2004
NATIONAL DATA: Following the use of the Brainchild program, 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
School number 3 were delighted!
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 in the reports related to the reflex integration and behavioural changes. Statistical analysis supported this data with very high significance for the test time difference at <.OOO5 level.
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 – One Child and Parent project
Read about the National Autistic Society (NAS) group reported below.
page 2 to get a feeling for the enjoyment.
page 11 for the simple version of the positive changes.
page 23 onwards for outcomes for individual cases.
Now you can access EBO for Schools and EBO@Home to help many more children.
The key elements of the EBO for Schools program
- Detailed neuro-developmental and analytical movement knowledge that has enabled 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.
View the EBO website.
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