Treatment Process

Participating in the Neuro-Motor Developmental Treatment Programme

Brain & Behaviour Enhancement aims to work in partnership with parents/guardians of children with specific learning, coordination, sensory, behavioural and/or emotional challenges. The practitioner provides the knowledge and expertise necessary to help the children, while the child carries out the tailored treatment programme with the support and supervision of the parent/guardian for 5-10 minutes every day at home.

Advice and support regarding behavioural and/or emotional management strategies from an Advanced Therapeutic Childcare perspective is also offered if required. This can include support for anxious children, children who have experienced early childhood adversity and for parents of inter-country adopted children. Auditory stimulation is also offered if required, though this is seldom necessary.

The parents/guardians who join our programme have an intense desire to ensure their child reaches his/her full potential. The programme inevitably requires commitment and a team approach involving the child, parents/guardians and practitioner. Brain & Behaviour Enhancement works in close partnership with other professionals in different disciplines, such as in literacy, occupational therapy, optometry and speech and language therapy. Depending on the child’s developmental profile, the practitioner may advise if other supports might be of benefit, instead of or alongside the programme.

A child may be referred from another professional service or contact may be made directly from parent/guardian via this website. The purpose of the initial, brief consultation via phone or email is for the practitioner to gain insight into the child’s specific challenges and to decide if it is appropriate to proceed to the next stage. Programme details including fees are outlined at this step.

The Initial Evaluation may last about 90 minutes.

The practitioner takes the parent/guardian through a questionnaire where a detailed history of the child’s early development and progress is captured. During this, the child may be asked to do some writing, drawing and particular co-ordination movements. The movements are mild and not uncomfortable. Observation of the child’s behaviour, actions, interactions and responses are also noted.

At the end of the Initial Evaluation the practitioner is in a position to advise whether, or not, the child would benefit from the Neuro-Motor Developmental Treatment Programme. If it is deemed that the Programme can address some of the child’s challenges then the next stage is discussed and the practitioner can answer any questions the client may have.

This programme does not suit every child seen at the Clinic. If this is the case, then the child may be referred to a more appropriate service.

This assessment provides insight into the child’s level of balance, co-ordination and movement, and includes an air-conduction audiogram to check listening skills. The audiogram involves the child raising their hand in reaction to sounds. A parent attends and remains with the child during the assessment.

The Assessment last approximately 3 hours and allows for a short break.

Findings from the Detailed Assessment inform the individualised movement programme that is tailored to suit the child’s developmental profile. The movements are demonstrated by the practitioner and practised by the child in the session. After the Assessment, the practitioner writes a report that is shared with the parent/guardian 4-6 weeks later. The practitioner connects with the parent/guardian about 3-4 weeks into the programme.

A Review Appointment is organised approximately once every 8 weeks for about 1 year and last between 60 and 90 minutes. Between the reviews, the child carries out a specific exercise routine every day at home lasting between 5-10 minutes, which in time becomes part of the daily routine. The child may also have sound recordings to listen to at home for a short time daily if required. At each Review Appointment the programme is adjusted according to the child’s individual profile.