Vision, Learning, And Developmental Delays Presented by Dr. Samuel A. Berne November 4, 2014

1. Vision, Learning, And Developmental Delays Presented by Dr. Samuel A. Berne November 4, 2014

2. Dr. Berne’s Contact Information • Sam Berne, OD, FCOVD • 227 E. Palace Avenue SuiteG • Santa Fe, New Mexico, 87501 • Phone: 505 984-2030 • Website: www. Holisticvision.org • E-mail: sberneod@cybermesa.com

3. “Learning takes place in a certain sequence and order. When you skip the sequence—true learning cannot occur. • It is more important for the child to go through the developmental stage without having to do it at an expected age.”---Piaget

4. Behavioral Optometry • Instead of treating symptoms, we treat the causative factors. • Vision is a whole body experience • Treat the whole child not just the eyes.

6. What is Vision ? • Vision is our dominant sense • Vision is more than Sight • Vision is the process of deriving meaning from what is seen • Vision is learned and developed starting in utero • Research estimates that eighty to eighty five percent of our perception, learning, cognition and activities are mediated through vision

7. Visual Acuity

8. Sight Versus Vision • Clarity • Measured using the Snellen chart • 20/20 definition • Visual acuity becomes blurred in various refractive conditions • Visual Acuity lenses freeze the visual-motor system from developing and reduce its function

9. Our Visual System • Primitive Survival Reflexes • Gross Motor Skills • Balance and Vision • Visual Motor Abilities • Visual Perceptual Skills • Visual Fields • Visual-Cranial Rhythm

10. Vision Measures Neurodevelopment • Vision includes • Brain, vestibular, motor, speech/language, auditory and tactile. • Visual Skills are learned and developed. • Vision problems are only adaptations that we make when trying to complete a task where demand is greater than skill level.

11. Learning-Prenatally • Ultra Sound Imaging Scanning Electronic Microscope • 18 days embryo 4mm • Eyes visible as a bulge on developing brain. • 4 weeks-Optic vesicle fully invaginated and cerebral hemispheres present. Retina differentiates two weeks later

13. Developmental Sequences for Learning--Prenatally • 24 weeks-Vestibular system fully myelinated. Rapid Eye Movements (REM) begin • 28 weeks- eyelids open

14. Development of the Primitive Reflexes • During the prenatal period, a set of reflexes emerge which are called the primitive reflexes. These primitive reflexes are present at birth and provide an indication of the neurological development of the newborn.

15. Neuro-Developmental Delays • Sally Goddard defines a neuro-developmental delay as a significant immaturity in the performance of the nervous system as validated by a group of retained primitive and postural reflexes in a child above three and one-half years of age.

16. According to Goddard, such a group of aberrant reflexes is accompanied by problems with control of body orientation, gross and fine muscle coordination, visual tracking skills and visual-perceptual abilities.

17. Sally Goddard has also reported that oculo-motor and visual perceptual problems can be associated with a retained moro reflex. She has also found that poor ocular pursuit movements, especially at midline are linked to a retained asymmetrical tonic neck reflex.

18. She has also determined that oculo-motor dysfunctions, spatial problems and visual –perceptual difficulties occur with a retained labyrinthine reflex. And finally, her work has determined that struggles with hand-eye coordination and poor near far focusing skills are related to a retained symmetrical tonic neck reflex.

19. Purpose of the Primitive Reflexes • PR help the newborn to integrate the overwhelming amount of stimuli they receive once they leave the mother's womb. • PR provide the newborn with learning experiences which act as a foundation for more complex muscle movements. PR integrate sequentially from 3-11 months. • If PR linger past 6-12 months postnatally, this can interfere with cortical processing and impede normal development. The visual system is intimately involved in the transition from primitive reflexes to cortical control of movement patterns.

20. Primitive Survival Reflexes • Help in birthing process • Adjustment of newborn to its new environment outside the womb—neurological flexibility • PR build foundation for many later motor and cognitive skills. • “Survival” in utero the reflexes protect fetus also help new born with its learning and development outside the safe confines of the mother’s womb.

21. The Birth Process • The birth experience lays an initial imprint on a person’s life experience. If there has been birth trauma of any kind, the trauma can interfere with normal development.

22. I have found a direct correlation between birth traumas and the onset of strabismus, amblyopia, binocular vision instability, autism and AD/HD.

23. Risk Factors For Developmental Delays • An inactive mother • Poor orientation/vestibular can lead to developmental delays later on….. • Poor diet • Stress • Alcohol and drug abuse

24. History • Birth process • Stress at birth: forceps delivery, chord around the neck, anoxia • Head Trauma CST!! • Ear infections: vestibular issues, antibiotics • Visual symptoms • Menu log

25. Obstetric Complications • Cesarean section • High Forceps delivery • Induced labor • Fetal distress in-utero • Breech delivery • Prolonged Labor • Toxemia • Sympathetic Response

26. Optometric Evaluation

27. Infant/ Toddler Testing • Ocular health • Tactual • Motor • Vestibular • Audition • Visual • Attention/ Arousal/ Tone • Spot Retinoscope

28. Locomotion or Dynamic Posture • Rolling • Crawling • Creeping • Sitting • Pull to Stand and Cruising • Walking

29. Treatment • Reflex Integration • Gross motor and Vestibular therapy • Vision Therapy • Lenses and Prisms • Syntonics • Cranial Sacral Therapy • Biochemistry and Nutrition

30. Primitive Survival Reflexes—Our Initial Movement Patterns For Learning • Moro • Tonic Labyrinthine • Spinal Galant • Asymmetrical Tonic Neck • Symmetrical Tonic Neck Demonstration To Follow

31. Mind Body Integration • Balance-orientation • Cross-patterning • Rhythm and Timing • Vestibular Ocular Reflex • Gross motor leads to fine motor

32. Vision Therapy • Vision Therapy is a process of re-education of the brain, eyes, and body. Vision therapy can improve functional visual-auditory-motor problems caused by neurological disabilities. • Fixation, localization, teaming • Visual Processing skills

33. Lenses and Prisms • Apply a lens and /or prism for performance enhancing abilities • Apply a lens and /or prism to disrupt habitual pattern—binasal tapes. • Streff Syndrome

34. Lenses and Prisms • Stress Retinoscopy for close work (Light Gathering Properties) • Applied Yoked Prism to improve posture and movement (Toe Walkers) • Improve Central Peripheral Balance Case for BU for the Peripheral Child Case for BD for the Central Child

35. Syntonics • A branch of Behavioral Optometry that deals with the application of selected visible light frequencies through the eyes. The light therapy can help open constricted visual fields, improve depth perception, and help balance the autonomic nervous system.

36. Syntonics • When a child is under stress the sympathetic nervous system is overworking. This stress causes the adrenal glands to overwork with no concern of future energy needs. One of the effects of stress can be tunneled vision. Syntonics can help reduce this over-sympathetic response.

37. Cranial Sacral Therapy • This therapy is a light touch that addresses restrictions in the cranial sacral system—the membranes and fluid that surround and protect the brain and spinal cord. This system also extends from the bones of the skull, face, and mouth, which make up the cranium, down to the sacrum area.

38. Cranial Sacral Therapy • Since the cranial sacral system directly impacts the brain and central nervous system, many imbalances in the cranial sacral system will contribute to any number of neurological disabilities. Research suggests that the birth process can be responsible for many developmental disabilities.

39. Cranial Sacral Therapy is performed on a fully clothed body. The touch is very light (about the weight of a nickel) and the practitioner monitors the rhythm of the cranial sacral system to detect any restrictions and imbalances. The therapist uses a delicate touch to release the problem areas and undue pressure on the brain and spinal cord/ and the energy field.

40. Cranial Sacral Therapy • Conditions that I have improved include the following: • Seizures, hearing problems, strabismus (crossed eyes), amblyopia (lazy eye), autism and other developmental delays, cerebral palsy dyslexia, and other learning disabilities, macular degeneration, glaucoma as well as many other conditions.

41. 3 Main Causes of Cranial Sacral System Impairment • The first is birth trauma. • The second common reason is physical trauma, especially in early life. • The third reason that causes an interruption in this system is psychological trauma, especially in early life.

42. Biochemistry and Learning • Stool Analysis • Urine Analysis • Blood Analysis • Hair Analysis

43. Mercury and Vaccinations • Mercury poisoning is wreaking havoc on the body. • We need to improve the detoxification process • Do we need to give all these vaccinations • Dr. Hazel Parcells

44. Elemental Hair Analysis • It is a soft tissue mineral biopsy. A biopsy is an analysis of a body tissue, in THIS CASE TO DETECT MINERAL LEVELS. Hair is classified as soft tissue of the body. Hair analysis provides a reading of the mineral deposition in the cells and interstitial spaces of the hair over a 2-3 month period.

45. A Balancing Act • Each mineral on the hair chart adapts or compensates for every other mineral to some degree to maintain homeostasis. The body engages in a continuous ‘balancing act’, adjusting mineral levels to cope with internal stress and external stress as best as it can. Each adaptation to stress reduces energy levels. The goal is nutritional balancing is to reduce the adaptations the body must make, which fress energy for healing.

46. Our Immune System • Many children with developmental delays and adults with TBI have weakened immune systems because their bodies must work harder to compensate for their deficiencies. Environmental toxins form the air, water, and food can accumulate in the body if the immune system cannot help release these toxins.

47. Research on Omega 3 • A study done in The Lancet (1994) reported: Breast milk containing EFA’s showed higher IQ’s, better visual acuity, and higher protection against brain disorders in later life than formula fed babies because they absorbed more EFA’s while nursing

48. Summary • 1. Work with a health professional to help improve the absorption of the nutrients. • 2. Use an elimination diet to assess food sensitivities. Two main allergies are dairy and wheat. • 3. Use antibiotics sparingly. If antibiotics are prescribed frequently, ask the doctor for other treatment options.

49. Summary • 4. Give more protein at breakfast instead of cereal and pancakes. • 5. Supplement with essential fatty acids, especially Omega 3, to help brain and nervous system development. • 6. Sea Salt in the Diet

50. Summary • 7.Give Probiotics if antibiotics have been used • 8. Reduce sugars. • 9. Reduce TV viewing. • 10. Encourage movement activities that involve balancing, cross patterning, and rhythm and timing. Some activities include martial arts, dance, swimming, rollerblading and jump rope.