Make an Everlasting Impact on Your Child's Life

What To Do About Your Brain-Injured Child: Online Course

October 10th-18th, 2022

Your child’s problem is not a life sentence, but a call to action that requires knowledge, understanding, and a dynamic and effective program to bring about real change for your child.

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Parent Testimonials

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25,000+

Brain-injured Children Treated

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50,000+

Parents Taught

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10 mil+

Books Sold

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65

Years of Experience

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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How We Can Help

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A Real Evaluation

Through The Institutes Developmental Profile™, you’ll learn how to evaluate the stage of brain development of your child in comparison to expected benchmarks.

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A True Diagnosis

Symptomatic labels like cerebral palsy, autism, or attention deficit are not a diagnosis. You’ll learn what a proper diagnosis 
should be.

What to Do About Your Brain Injured Child?

Unique Treatment

There is no standard treatment for brain injury. After thoroughly evaluating your child, you’ll be able to develop a unique treatment program tailored to their needs.

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Information at Every Turn

Over 50 hours that cover philosophy and practice with demonstrations, and hands-on opportunities to learn. Our clinical staff are there to answer questions throughout the course.

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An Actionable Plan

By forging a pathway to success that features concrete action steps, parents develop confidence in their abilities to treat their children at home.

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A Caring Community

Our community of knowledgeable staff members and parents provide support, so you'll never feel alone in treating your child.

Overview of the Course

Parents of a brain-injured child should not be left alone with a beloved child who may have a catastrophic problem and no solution. Parents should know there are many options. We are here to teach parents about the brain, show them those options then help them to get their child on a real pathway to wellness as quickly as possible.
When parents complete the course they have a functional evaluation of their child, they understand a proper diagnosis but most importantly they have a battle plan to start to help their child get better physically, intellectually and physiologically.

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What You'll Learn

Each day provides “the why” behind what is being taught. This is essential. Our parents always want to know why, not only how.

What You'll Take Away

You’ll leave the course with all of the resources and knowledge you need to get your child on the path to excellence.

Custom Treatment Programs

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A Physiological Program

Parents improve their child’s health and wellbeing with better nutrition and a healthy home environment whether the child may be chronically ill, or have allergies, sleep problems, digestive problems, seizures or poor weight gain.

What to Do About Your Brain Injured Child?

A Physical Program

Movement at all levels is vital to development. Parents learn exactly what their child’s physical program should be, based upon The Developmental Profile of their child.

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An Intellectual Program

Parents learn how to provide the sensory stimulation needed to see, hear and feel properly and how to create an intellectual program that is easy and fun for their child.

Essential Materials

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Lecture Notebook

Lecture notes are provided for everything taught. These notes have diagrams, checklists and reading lists to help parents for the next 6-12 months at home.

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Pathway to Wellness Book

240 critical points that guide parents on what to do and what not to do in mobility, intelligence, nutrition, liquids, communication, social growth, environmental factor and medication and surgery.

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IN-Report Journal

For 45 years our journal has reported the results of what happens when hurt children have a program designed to grow the brain.

'Developmental Delay'
Success Stories

About 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.

'Trisomy 21 (Down Syndrome)'
Success Stories

Results on
3,393 Hurt Children

Over the years we’ve worked with thousands of hurt children and their families. See below to explore some of the ways we’re improving the lives of children around the world.

Seeing

Of the 416 children who were blind

84%

350 children saw for the first time

Seeing

At birth, a newborn baby is blind; he can see light and dark and nothing more.  This is Stage I, and at this point the baby has only a light reflex. 

 

As he matures, he begins to see outline. This is the very beginning of seeing. This is Stage II. 

 

When a baby begins to see and respond to details, such a child has developed useful vision. This is Stage III. 

 

Some have no light reflex and cannot see light. They are below Stage I. This is called blind. Some have only a light reflex and can see only light and dark. This is also called blind.

 

Children beyond one year of age who are not able to see detail can truly be said to be functionally blind. Some see only outline; these children do not yet have vision that is in any way useful to them, since their visual needs are much greater at one year and beyond than their needs would have been at the age when it is normal to see only outline. This is called functionally blind.

 

For a child at Stage II, I, or below, who is one year of age or older, to be able to see detail and thus to have useful vision for the first time is an occasion for great rejoicing. When this occurs, it is true to say that the blind or the functionally blind are now seeing.

 

Of the 416 children who were blind, 350 (84%) saw for the first time and 301 children learned to read. (They ranged in age 8 months to 22 years 1 month.)

Hearing

Before we as human beings can learn to understand spoken language, we must be able to hear that language. The lack of this ability seriously impairs our ability to function as complete human beings, since the normal developmental sequence of speech is dependent upon the capability of hearing and interpreting language.


The children who achieved this victory were deaf when they began the program. They were unable to respond to sounds. Since their last evaluation they have achieved the ability not only to hear sounds, but also to respond to 10 to 25 words of speech and to follow simple directions.


Of the 175 children who were deaf, 146 (83%) heard for the first time. (They ranged in age from 8 months to 22 years 1 month.)

Hearing

Of the 175 children who were deaf

83%

146 heard for the first time

'Blindness' & 'Deafness'
Success Stories

Understanding

Babies begin the complex and seemingly miraculous process of decoding human language at birth. It is a process that we tend to take for granted except, of course, when it does not happen. After young children develop an understanding of meaningful sounds, they begin to understand words and, finally, simple sentences.


When a child can understand at least two thousand words and hundreds of simple sentences, he has reached a major milestone in his quest for neurological maturity.


At this stage he can understand two-step or three-step instructions, and grasp the concept of tomorrow and yesterday. He has, in other words, all the basics of human auditory understanding of language. For the average child this process takes three years to achieve. The following children now understand language as well as or better than an average three-year-old.


Of 1,545 children whose comprehension was not yet equal to that of the average three-year-old, 1,358 (87%) were able to understand at least as well as a three-year-old for the first time in their lives. (They ranged in age from 15 months to 32 years 3 months.)

Understanding

Of the 1,545 children whose comprehension was not yet equal to that of the average
3 year old

87%

1,358 were able to understand
at a 3 year old level

Crawling

Out of 1,330 children who were unable to move

40%

522 crawled for the first time

Crawling

When children move themselves from point “A” to point “B” for the first time in their lives, they have accomplished one of the major objectives in life. In a physical sense, they are free for the first time and can (within certain limits) go where they wish to go without dependence on other human beings. They begin to do so by lying face down and using their arms and legs to push themselves forward. Crawling is movement for movement’s sake.


Of the 1,330 children who were unable to move, 522 (40%) crawled for the first time in their lives. They went from being paralyzed to being able to crawl across a room without help. (They ranged in age from 8 months to 22 years 10 months.)

What To Do About Your Brain Injured Child Course

A 7 Day Interactive Online Course taught by the Director & Staff of the Institutes

Any parent who takes the online course and completes it, may come to any of our in person WTD courses for FREE for any future date.

Creeping

When children begin to move in a counter-gravity situation for the first time by getting their bellies off the floor and moving themselves forward on hands and knees, they have begun a great adventure–one of the greatest in all life. 

 

They have given up total security in exchange for speed and ease of movement.

 

Whereas before they had the security of lying flat on the floor (you can’t fall off the floor), they also had the problem of dragging their bodies along the floor in the least efficient way. Now they have sacrificed this security (you can fall down from hands and knees) for efficiency and speed. 

 

While crawling is movement for movement’s sake, creeping is movement that is goal-directed. An infant crawls across the room to get across the room. A baby creeps to get the toy that is across the room. Since their last evaluation, the following children have advanced to the ability to creep and now do so.

 

Of the 632 children who were unable to creep, 411 (65%) began to creep for the first time. This is to say that they defied gravity to move to the third dimension and now get all over the house on hands and knees. (They ranged in age from 7 months to 21 years 6 months.)

Creeping

Out of 632 children who were unable to creep

65%

411 began to creep

'Mobility'
Success Stories

Walking

Out of 663 children who were unable to walk

53%

357 began to walk without help

Walking

When a baby stands and for the first time lets go of all the furniture to take an independent step, he has made a move of great importance individually and historically.

 

He now accepts the risk of defying gravity, except for the contact of a few square inches of the soles of his feet on the ground. It is exciting, it is dangerous, it is exhilarating, It is the highest of man’s mobility adventures. In terms of mobility it is full citizenship at last. 

 

These children have become walkers since their last evaluation. They can stand up in the middle of a room, can walk across a room independently, and they choose walking as their means of mobility.

 

Of the 663 children who were unable to walk, 357 (53%) began to walk without help for the first time. (They ranged in age from 14 months to 23 years 8 months.)

Running

As a child walks , his coordination matures and his ability to deal with gravity in the upright position improves. In his never-ending search for more efficient mobility, he begins to accelerate his walk. 

 

He leans his body forward and lifts his feet higher off the ground. At first these movements are jerky, and he can sustain his speed for only a few seconds. He begins to trot. This is the first step towards running. With practice, he learns to maintain the upright position while traveling through space. As he gains experience his pace acquires velocity, and for a split second both his feet leave the ground and he glides. He is now experiencing the sheer exhilaration of running.

 

These children have become runners since their last evaluation. They can run at least 100 yards nonstop in cross-pattern.

Of the 801 children able to walk, but not run, 404 (50%) learned to run for the first time. (They ranged in age from 30 months to 25 years 8 months.)

Running

Out of 801 children who were able to walk, but not run

50%

404 began to run

Talking

Of the 1,597 children who couldn’t speak

42%

678 spoke for the first time

Talking

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.)

Reading

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.)

Reading

Of the 1,955 children who were unable to read

96%

1,886 children learned to read

Writing

Of the 872 children unable to write

24%

215 wrote for the first time

Writing

Writing is the ability to express language in a symbolic fashion using a tool. Like reading, writing is also a function unique to man and is also a product of the human cortex. In terms of manual competence, writing is the highest stage of cortical function. The following children have, since their last evaluation, started to write or type words as a new and meaningful method of communication.


Of the 872 children unable to write, 215 (24%) wrote for the first time. (They ranged in age from 4 years 4 months to 37 years 8 months.)

Detoxification

At the time of initial evaluation, 53% of our children have a history of seizures at some time in their lives. In 1993, 37% were currently having seizures (that is within one year prior to their initial evaluation) and 31% were on anticonvulsant drugs. In this group, the maximum number of drugs taken simultaneously was three. Despite these medications, seizures often continued unabated; 84% of the children currently having seizures were receiving anticonvulsants.


Because of sedation and other undesirable side effects of the drugs, a program of medication reduction is undertaken with great care under the direction of our medical staff. In 1993, we succeeded with complete elimination of such medication in more than 67% of our children. Of these, 47% had no seizures for a minimum of 6 months following detoxification.


Of the 820 children who were on anticonvulsant medication, 519 (63%) were completely and successfully detoxified. (They ranged in age from 10 months to 33 years 1 month.) Of the remaining 301 children, 21 are in the process of complete detoxification.

Detoxification

Out of 820 children who were on anticonvulsant medication

63%

519 detoxified

Health

Out of 1927 children

28%

544 achieved perfect health for at least 12 consecutive months

Health

Many brain-injured children, in addition to their developmental problems, are chronically ill, and some are in a life-threatening situation because of their constant illnesses. A pediatrician expects an average child to have 9 to 12 respiratory illnesses a year and is not overly concerned until the frequency is greater than that. Once a child begins a full neurological program, we expect to see a dramatic improvement in his overall health. In fact, our objective is no illnesses or conditions such as prolonged allergies, seizures, and fatigue that cause an interruption in either performance or alertness.


Of 1,927 children who were on the program for 12 months or more, 544 (28%) achieved perfect health for at least 12 consecutive months. Of these, 206 had no illness for more than 24 months, and one had no illness for 12 years 3 months.

Teachers Who Really Care

Our staff provide expert instruction to ensure that parents understand the basis and rationale of the program, and practical know-how gained from years of firsthand experience with parents and babies.

Susan Aisen

Susan Aisen

Director
The Institute for Intellectual Excellence
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Janet Doman

Janet Doman

Director
The Institutes for the Achievement of Human Potential
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Leia Coelho Reilly

Leia Coelho Reilly

Director
The Institute for Physical Excellence
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Rumiko Ion Doman

Rumiko Ion Doman

Vice Director
The Institute for Physical Excellence
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Kathy Myers

Kathy Myers

Senior Staff
The Institute for Intellectual Excellence
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Ernesto Vasquez, M.D.

Ernesto Vasquez, M.D.

Director
The Institute for Physiological Excellence
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Glenn Doman

Glenn Doman

Founder
The Institutes for the Achievement of Human Potential
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"We don’t agree with everyone about brain-injured children. Our disagreement begins with diagnosis, extends to classification, identification, treatment, technique, methods, philosophy, and ends up with objective. We are positive the goal should be to make brain-injured children well, and we sometimes do. The world believes that to be impossible and therefore never does."
Glenn Doman
Founder of the Institutes

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