ADHD is typically defined as a problem with inattentiveness, lack of concentration, hyper-activity, impulsivity or a combination thereof. Most current strategies for addressing these symptoms are behavioral or pharmaceutical. The behavioral approach is a good start but it relies on the cognitive processes of the cortex, our “thinking brain,” which are often ineffective when it comes to self-regulation and impulse control. Pharmaceuticals can be very helpful, but the negative side effects can create a whole host of new problems.
The one thing experts agree on is that there is no single solution to this complex thing called ADHD. Most people require multiple strategies. iLs complements both behavioral and pharmaceutical approaches by working at the physiological level, requiring the “thinking brain” to attend while simultaneously ‘exercising’ areas of the lower brain (sub-cortical) and body involved in regulation and information processing. Specifically, clinicians report iLs to be successful in improving the following symptoms:
- concentration: staying on task for longer periods of time
- communication: paying attention during conversation; improved listening
- organization: planning and following through on tasks; less procrastination
- physical regulation: calmer demeanor, less fidgety
- anxiety: reducing nervousness and improving sleeping patterns
The following text explains the neurological basis for iLs’ impact on attention in both children and adults, with references to supporting research.
- ATTENDING & FOCUSING
Brain scans of ADHD individuals show the cortex as being hypo- or under-active, particularly in the frontal and temporal lobes. This implies that the cortex is the source of the problem, which is not necessarily the case. Oftentimes, the problem is that there is insufficient input getting to the cortex. Higher brain functions (attention, memory, concentration, etc.) are dependent upon adequate input from the brain stem and cerebellum. iLs’ combined sound/movement approach stimulates sub-cortical and cortical activity, improving the ability of brain stem and cerebellum to process sensory information leading to the cortex.
References:
McNab, F. and Klingberg, KT. (2008). Prefrontal cortex and basal ganglia control access to working memory.
Nature Neuroscience, 11, 103-107.
Chang, C., Crottaz-Herbette, S., & Menon, V. (2007). Temporal dynamics of basal ganglia response and
connectivity during verbal working memory. Neuroimage, 34, 1253-1269.
Bradshaw, J.L. (2001). Developmental disorders of the frontostriatal system: neuropsychological,
neuropsychiatric and evolutionary perspectives. Philadelphia: Taylor & Francis, Inc. - PROCESSING INFORMATION, LEARNING NEW TASKS
The cerebellum is 10% of the weight of the brain, but it has 50% of the brain’s neurons. In computer terms, the cerebellum is the processor, integrating input from sensory systems and various parts of the brain. Neuroscientists now recognize that the cerebellum is involved not only in motor functions but also in cognitive functions such as thinking, memory and attention, and in emotional regulation. The iLs Playbook’s repetitive activities are designed to stimulate cerebellar function. Simultaneous Inputs from the visual, vestibular and auditory systems, session after session, strengthen cortical and sub-cortical neuropathways while improving connectivity and processing speed.
References:
Schmahmann, J.D., Weilburg, J.B. & Sherman, J.C. (2007). The Neuropsychiatry of the Cerebellum – insights
from the clinic; Cerebellum; 6 (3): 254-67.
Diamond, A. (2000). Close Interrelation of Motor Development and Cognitive Development and of the
Cerebellum and Prefrontal Cortex; Child Development; Vol. 71, No. 1, 44-56.
Castellanos, F.X., et al. (1996). Quantitative Brain Magnetic Resonance Imaging in Attention-Deficit
Hyperactivity Disorder. Arch Gen Psychiatry; 53(7):607-616.
- EMOTIONAL REGULATION, BODY AWARENESS
Directly connected to the cochlea of the inner ear, the vestibular apparatus is primarily responsible for balance and coordination, but also has a strong impact on sensory modulation and emotional regulation. Once the vestibular system is functioning well, children are better able to participate in higher brain functions such as reading, writing and expressive language. iLs provides specific and comprehensive stimulation to the vestibular system through bone conduction delivered via headphones, balance board activities, and body movement exercises.
References:
Wang, J., Wang, Y., Ren Y. (2003). A Case Control Study on Balance Function of ADHD Children, Beijing Da
Xue Xue Bao. 2003 Jun 18;35(3):280-3.
Pope, D., Whiteley, H. (2003). Developmental dyslexia, cerebellar/vestibular brain function and possible
links to exercise-based interventions; European Journal of Special Needs Education, Vol. 18, Issue1.
Yufeng Zang*, Bomei Gu, Qiujin Qian, Yufeng Wang (2002). Objective Measurement of the Balance
Dysfunction in Attention Deficit Hyperactivity Disorder Children; Chinese Journal of Clinical Rehabilitation,
May 2002, Vol. 6, No. 9.
Reynolds, S. and Lane, S. (2007). Sensory Overresponsivity and Anxiety in Children With ADHD; American Journal of Occupational Therapy; July/August 2009 vol. 63 no. 4 433-440.
- SENSE OF CALM, “GROUNDED”
The autonomic nervous system (ANS) controls many organs and muscles that work in an involuntary, reflexive manner. The ANS is important in 2 situations: emergencies that require us to “fight” or to take “flight” (sympathetic nervous system – SNS) and non-emergencies that allow us to “rest and digest” (parasympathetic nervous system – PNS). The iLs’ auditory program stimulates the parasympathetic system through the vagus nerve which influences our heart rate, breathing, mouth and throat muscles involved in speech, as well as our bowels and digestion. Many children and adults beginning iLs programs are in a state of hyper-arousal, not far from “fight or flight”. The gentle stimulation of the PNS brings balance to the ANS which is reflected by increased calm and self-regulation.
References:
Reynolds, S. and Lane, S. (2007). Sensory Overresponsivity and Anxiety in Children With ADHD; American
Journal of Occupational Therapy; July/August 2009 vol. 63 no. 4 433-440.
Pliszka S.R., (1998). Comorbidity of attention-deficit/hyperactivity disorder with psychiatric disorder: an
overview; The Journal of Clinical Psychiatry; 59 Suppl 7:50-8.
Mennin, D. and Biederman, J. (2000); Toward Defining and Meaningful Anxiety Phenotype for research in
ADHD children; Journal of Attention Disorders January 2000 vol. 3 no. 4, 192-199. - ALERTNESS, ATTENTION AND A GOOD NIGHT’S SLEEP
The Reticular Activating System (RAS) is a network of neurons deep in the brainstem that receives input from all sensory systems. It sends nonspecific information to the brain to “wake it up”. It is involved with regulating arousal and sleep-wake transitions, alertness, attention, and preparing the motor system for action. Clinical evidence shows that iLs multi-sensory training consistently improves arousal level as well as sleep patterns.
References:
Star, B., et, al. (2006). Efficacy of a Function-Based Intervention in Decreasing Off-Task Behavior Exhibited by
a Student with ADHD; Journal of Positive Behavior Interventions. October 2006 vol. 8, no. 4 201-211.
Hoza, B., Waschbusch, D., Owens, J., et al. (2001). Academic task persistence of normally achieving ADHD
and control boys: Self-evaluations, and attributions; Journal of Consulting and Clinical Psychology, Vol
69(2), Apr 2001, 271-283.
DuPaul, G. J., Barkley, R. A., et al. (1994). Response of Children with ADHD to Methylphenidate: Interaction
with Internalizing Symptoms; Journal of the American Academy of Child & Adolescent Psychiatry; Volume 33, Issue 6, July-August 1994, Pages 894-903.
- BODY AWARENESS, MOTOR PLANNING AND LEARNING
The sense of one’s own body — where it is, how to control it, how to move it — to the point where we don’t need to think about it, comes from the receptors in our joints and muscles and is referred to as proprioception. This is an often overlooked sensory system that contributes to behavior and the ability to learn. When this system is integrated with the other sensory systems, the brain is freed up to focus on higher order activities. Children and adults who improve their proprioceptive abilities are able to approach learning and communication tasks in a more relaxed and regulated manner. iLs’ movement program activates the proprioceptive system through specific, repetitive movement exercises.
References:
Ratey, John, J. and Hagerman, Eric (2008). Spark: The Revolutionary New Science of Exercise and the Brain; Little, Brown & Company.
