I performed an initial exam and functional brain-based assessment that looked nothing like your “typical” exam this morning. This 8-year-old is non-verbal but very communicative! She refused to go in the exam room and was “defiant” in interaction and presentation.

SHE REFUSED TO GO INTO AN EXAM ROOM OR OUT OF THE LOBBY. SHE SPIT AND STUCK HER TONGUE OUT AND TRIED TO COMMUNICATE “NO”

We got more out of her exam in our interaction than any other provider has in their work with her to get to the bottom of not just WHAT SHE IS NOT GOOD AT ( expressive language) but WHAT SHE IS DOING and HOW SHE IS PROCESSING HER WORLD.

WHY IS THAT IMPORTANT TO YOU AS THE CHIROPRACTOR?

This approach allows us to understand the behaviors and deficits in a more “whole to part” perspective and set appropriate goals and give parents a specific brain-based perspective about how to help their child engage, connect, and learn from her world. This information allows her parents, and you as the doctor, to meet her where she is in processing NOW. And it will build upon that by creating more efficiency in her system and watch her emerge in her ability to move up the hierarchies of development.

HOW DID WE DO THIS.

1. We know what observations to make in our interactions based on using the FOCUS functional brain-based assessment as the foundation and then making our observations as we interact and play with her.
2. After an initial observation of her avoidance, we set our primary goal for the assessment to give her safety and connection and prediction about us, our environment, and how she can engage in it.
3. We invited her siblings in from the care to play with her with toys in the lobby, and I sat across the room and just casually observed. When she would glance at me, we would make a connection by following her lead and NOT PUSHING or TRYING TO CONTROL.
4. We let her find safety in our environment, and then eventually, I casually laid on the stomach near her and began playing with the magnet blocks with her siblings and her.
5. Eventually, she began to interact with me. We were able to get PR”s checked, eye movement observations, pupillary response (an indicator of autonomic balance), fine motor, gross motor, object permanence, etc.

I got a massive amount of information during this very ‘Non-traditional” interaction or assessment. It was smooth and easy when we just used the development hierarchies to guide our behavior, demand, and observations.

The more you know…..

These families need you!

Listen, you may never see a case this complex or challenging, but the challenging ones allow you to see how you apply this to EVERYONE.

You don’t have to work with challenging kids to use this work. YOU do need to use this work to help MORE KIDS, THOUGH!

Learn to lead with the brain…. to make a case for your care.