• Auditory Integration Training

    “My 10-year-old child stated after a couple of days into the AIT therapy: ‘The buzzing sound is gone!’. His reading and writing has improved. There has been a great decrease in anxiety.”

    Click to Learn More

  • Online Sessions

    “I have Rheumatoid Arthritis which is now in remission. I have a new flexibility and sleep very well. This has improved my quality of life.”
    – A 92 year old woman

    Click to Learn More

  • Neuroplasticity

    According to the ATEC scoring, my son does not qualify anymore for autism. Yes, I agree with Normand Doidge:

    “…many ‘circuits’ and even basic reflexes that we think are hardwired, are not.”
    The Brain That Changes Itself

    Click to Learn More

  • Assessment

    Analysing modes of physiological brain function and dysfunction

    Click to learn more

  • Neurodevelopment Through Movement

    Giving the brain a “second chance” (Sally Goddard)

    Click to Learn More

  • An Efficient Brain

    Mental and emotional flexibility with stability
    “The constant busyness in my head, the constant shifting of tasks have all but stopped. I can focus more clearly…My listening skills have greatly increased. Highly recommend for anyone young or old.”

    Click to Learn More

  • Optimal Brain Function

    “NeuroMovement® was an integral part of my healing toolbox that helped me go from the couch with chronic daily pain to hiking a mountain.”

Learning Disabilities

Language-Learning Disabilities


  1. Labeled lazy, dumb, careless, immature, or “not trying hard enough”
  2. High in I.Q., yet may not test well academically
  3. Has unusual developmental stages (crawling, walking, talking)
  4. Thinks with images or feelings, not the sound of words (little internal dialogue)
  5. Seems to “zone out”, or daydreams a lot
  6. Excellent memory for long-term memory like movies, but poor memory for sequences like math facts or phone numbers
  7. Bedwetting beyond appropriate age
  8. High or low tolerance for pain


When limited literacy skills, (see the list on Dyslexia) other areas of trouble:

  1. Attendance and follow-through
  2. Remembering names and faces
  3. Determining direction and spatial relationships
  4. Taking longer to answer questions, giving clear answers
  5. Putting thoughts into words, stutters under stress, mispronounces long words, or transposes phrases or words when speaking
  6. Remembering multi-step oral instructions
  7. May need questions reworded
  8. Taking telephone messages
  9. Time management
  10. Change
  11. “Shutting down” with new instructions
  12. “Giving up” too easily

WARNING: The following symptoms are only descriptive of categories of behaviors. They should never be used to self-diagnose but rather to guide you toward the need for proper professional assessment.


Non-Verbal Learning Disabilities


Typically, they show:

  1. Good reading ability
  2. Very poor arithmetic ability
  3. Excellent memory for things they hear
  4. Poor memory for things they see
  5. Great verbal expression and verbal reasoning
  6. Problems with written expression (often because of poor handwriting)
  7. Problems with sense of direction, estimation of size, shape, distance
  8. Problems reading facial expressions, gestures, social clues, tones of voice


Chief Characteristics:

  1. Tactile-perceptual deficits, usually on the left side of the body
  2. Coordination difficulties, again often more marked on the left side of the body
  3. Problems with visual-spatial organization
  4. Reliance on rote behaviours (which may or may not be appropriate) in new situations
  5. Trouble understanding nonverbal feedback in social situations
  6. Problems with social perception, social judgement and social interaction
  7. Distorted sense of time
  8. Very strong rote verbal abilities (e.g. large vocabulary)
  9. Reliance on language as the primary means for social relating, information-gathering and relief from anxiety
  10. Difficulties with arithmetic and, later, with scientific concepts and theories
  11. Inattention and hyperactivity earlier in childhood and social withdrawal and isolation later labeled lazy, dumb, careless, immature, or “not trying hard enough”