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Improve Your Childs Life

Improving your child’s communication makes an everlasting impact on their life and what they will achieve.

After this course you’ll know:

  • How to respond to your child when he or she is attempting to communicate.
  • How your child’s frustration could lead to behavior problems.
  • How your child’s respiration or environment could be affecting speech.

There is no ability of greater importance for people than the ability to communicate. When this ability is compromised in any way, the quality of life is greatly affected.

The Pathway to Wellness:

Communication Course

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$97 $37

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What Parents Say About Our Courses

The Symptoms of Brain Injury

When the brain is injured there may be dozens of symptoms of that injury. This makes sense because the brain runs everything. When the brain is disorganized, this may result in symptoms that range from frightening (seizures, rigidity, serious illness, failure to thrive) to bizarre (screaming, repetitive actions, biting, smelling, and tasting inappropriately) to a hundred other symptoms that may seem odd, funny or simply inexplicable.

What Is Brain Injury?

When the brain is injured, the child will either have a problem with the incoming sensory pathways or the outgoing motor pathways or both. When a child cannot see, hear or feel properly, he cannot respond to the world around him appropriately. This may be a severe problem, as it is with the child who is functionally blind, deaf, insensate, paralyzed, and speechless.

This may be a moderate problem, as it is with a child who can not use both eyes together properly, lacks the fine-tuning to handle the common sounds in the environment, or is too sensitive or not sensitive enough to touch and may not yet be able to move or talk or use his hands at age level.

This may be a mild problem, as it is with a child who cannot read, write or do math at age level and who may lack the balance, coordination, language, and manual competence of his peers.

The Causes of Brain Injury

It matters not what may be the initial insult that begins the process of injury to the brain; the penultimate fact will be a decrease of oxygen to the brain. Oxygen is the primary food of the brain. If oxygen is cut off or decreased for any reason, the brain will suffer.

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Injuries In Utero

We see the child who is hurt in utero because of some injury or illness that mother may have experienced as the baby was developing (trauma, Rh incompatibility, German measles, hydrocephaly, drugs, alcohol). Sometimes mother is aware of an injury or illness, but often problems may occur in the first nine months that are not apparent to mother or her physician (hydrocephaly, oxygen deprivation).

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Neonatal Injuries

Sometimes an injury may occur immediately before delivery (premature, postmature), during delivery (compression of the umbilical cord, placenta previa, placenta abruptia, prolonged, precipitous, or delayed, C-section), or right after the delivery (respiratory distress, jaundice, cardiac arrest, stroke) of the baby.

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Genetic Injuries

Some genetic problems cause injury to the brain (Down syndrome, Angleman syndrome, Cri de Chat, Wolf-Hirchhorn, Miller-Dieker syndrome, Pallister-Killian syndrome, Dandy-Walker syndrome, etc). The Institutes does not treat genetic problems, but children who have such problems are also brain-injured. They have the same chance of improvement that other hurt children have. For many of these children their neurological problems are more significant than their genetic differences.

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Traumatic Injury

A traumatic brain injury is sustained after birth, often due to an accident. Such injuries include blows to the head, lack of oxygen from suffocation, smoke inhalation or near drowning, hemorrhages, brain tumors, infections and penetrating wounds

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Physiological Brain Injuries

Other children may have excess fluid in the brain (hydrocephaly), a brain tumor or a blood clot (hematoma) or craniostenosis. These conditions require neurosurgical intervention. Commonly these conditions will be handled before a child is seen at The Institutes. If these conditions have not yet been discovered, or diagnosed, before a child comes to The Institutes, such intervention will be recommended.

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Brain Deterioration

Sometimes a child may have a progressive deterioration of the brain. The Institutes does not have a treatment program for progressive brain disease. The case of each of these children is reviewed with great care to determine if The Institutes can offer help to improve the quality of the child’s life.

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Injuries Related to Illness

Some children may have an illness (encephalitis, meningitis, Lyme disease, chicken pox, measles), surgical complications (cardiac arrest, oxygen deprivation, blood loss, septic shock), reaction to medication (antibiotics, vaccines, anticonvulsants, aspirin, non steroidal anti-inflammatories), or an adult illness (stroke, Parkinson’s disease) that injures the brain.

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Peripheral Nervous System Injuries

Some children may have diseases that do not originate in the central nervous system but instead originate in the peripheral nervous system (spinal cord injuries, polio, muscular dystrophy). The programs of The Institutes cannot help children with these problems.

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Alone With a Big Problem

Whether a child has an overwhelming mobility problem, or poor attention, concentration and speech, or a mild learning problem parents want their child progressing now. They have often been everywhere looking for answers.

Parents feel alone and desperate to do something. By the end of the course parents understand why their child is struggling and they have the answers and the tools they need. They know they are not alone anymore and they have our support in the future.

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Brain-injured Children Treated

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Parents Taught

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10 mil+

Books Sold

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Years of Experience

'Developmental Delay'
Success Stories

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The Brain
Grows By Use

Whether a child is blind and deaf and paralyzed or hyperactive with poor attention, interest, and concentration, the solution is to treat the brain, not the symptoms. Treatment of the brain must be directed at the brain, not the periphery, and not at the symptoms that the injury may cause. Our program is directed at the brain. The brain literally grows by use. Brain growth depends upon stimulation and opportunity. When the sensory pathways are provided with appropriate stimulation, those pathways grow. When the motor pathways are provided with enhanced opportunity, those pathways also grow. The child becomes more capable.

Understanding Brain Injury

“How do you get brain-injured, how is it possible? What happens after that instant of conception to hurt a good brain? There may be a thousand things but the penultimate thing, the next to last thing that happens, is not enough oxygen to the brain. Almost regardless of how the path begins which will end in a brain injury, the next to last thing that happens is not enough oxygen to the brain.” 


Glenn Doman

Woman teaching a child

Success Stories


Of the 1,597 children who couldn’t speak


678 spoke for the first time


Only human beings, using the unique human cortex, have been able to make a large variety of sounds and to assign abstract, symbolic, conventional meanings to those sounds. The result has been human language in hundreds of forms, including English, French, German, Swahili, Spanish, and Portuguese. Since their last evaluation, the following children have begun to consistently use a vocabulary of at least ten words and at least two couplets, and to do so spontaneously and meaningfully.

Of the 1,597 children who couldn’t speak, 678 (42%) spoke for the first time. (They ranged in age from 16 months to 21 years 4 months.)


It is difficult when describing that superb function, reading, not to use words in impossible combinations such as “most unique.” Man has six unique functions, each of which is a product of the human cortex. One of these is reading. 

While it is not possible for one function to be “more unique” than another, it is true that the animals closely approach man in some of the other functions, such as walking upright. This is not so in reading. The following children have, since their last evaluation, unlocked the door to all that is beautiful and true that has been written in their own language. It is interesting to note the present age of these children who can now read at least one hundred words.

Of the 1,955 children who were unable to read, 1,886 children (96%) read for the first time. (They ranged in age from 8 months to 32 years 3 months.)


Of the 1,955 children who were unable to read


1,886 children learned to read

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