Institute for Human Potential Achievement in Philadelphia. Institutes for the Achievement of Human Potential, Glenn Doman. This is a special program for motivated parents who want to help their children at home and strive to get to P

Its effectiveness is not confirmed by evidence-based medicine, and its use is inappropriate.

History

Founded in 1955, the Human Potential Achievement Institutes is a non-profit organization located in the United States, in the northwestern suburbs of Philadelphia, Pennsylvania. Their founder, physiotherapist Glenn Doman, worked with developmental psychologist Carl Delacato to develop a treatment for children with brain damage, published in 1960 in the Journal of the American Medical Association (JAMA). Their work was largely inspired by the neuroscientist Temple Fay, chair of the department of neurophysiology at Temple University School of Medicine and president of the Philadelphia Neurological Society. Fei believed that the brain of an infant evolves (as in the evolution of species) and goes through the stages of development of fish, reptiles, mammals and, eventually, humans. This hypothesis, in a short formulation "ontogeny repeats phylogenesis", and known as the Haeckel-Muller biogenetic law, is recognized as obsolete by modern biology. The IAHP states that brain injury at a certain stage of neurological development prevents further development. The IAHP claim that their treatment is based on the theory of neuroplasticity, which is the ability of the brain to grow functionally and anatomically. They argue that conventional medicine attempts to treat children with brain injuries with drugs, and these drugs can cause negative effects. The IAHP claims that due to neuroplasticity, their sensory stimulation technique is able to induce physical growth in the brain and improve the neurological function of the patients' brains. The other side of the IAHP theory is that many problems in children with brain injuries are caused by a lack of oxygen supply to the brain. The IAHP claims that their programs include a technique to improve oxygen supply and that this improves patient recovery.

Glenn Doman published the book What to Do with Your Brain Injured Child in 1974, which explains the principles and techniques used by the IAHP. The subtitle of the book "or a child with brain damage, mental retardation, mentally handicapped, suffering from paralysis, epilepsy, autism, athetosis, hyperactivity, attention disorder, mentally retarded, with Down syndrome" - lists the various disorders that, according to the author, are associated with brain damage is a term predominantly used in the IAHP. Beginning in 1964, Glenn Doman, and later also Janet and Douglas Doman, published a number of books in the Gentle Revolution series - books for parents of healthy children on reading, mathematics, intellectual development, and swimming. Healthy Children's Programs make up a significant portion of the IAHP's educational materials, publications, and website.

IAHP Programs

Programs for children with brain damage

Before starting a brain-injured child program, parents must participate in a five-day IAHP workshop titled "What to do with your brain-injured child?" The IAHP claims that this course helps parents understand their methods. The course can be taken in Philadelphia, Italy, Japan, Mexico and Singapore.

The program for children with brain damage includes:

  • patterning- rhythmic manipulation of limbs and head
  • Crawl- moving forward, while the stomach remains in contact with the floor
  • Crawl- moving forward, with the stomach raised above the floor
  • Receptor stimulation- visual, tactile and auditory stimulation
  • Expressive classes- for example, lifting various objects
  • breathing mask- breathing into the rebreathing mask to increase the amount of carbon dioxide in the inhaled air, which should increase the blood supply to the brain
  • Suspension exercises- locomotion by hanging on bars or a vertical ladder
  • Gravity/anti-gravity exercises- coups, somersaults, hangings upside down

The program is very intensive and is designed to be used by parents throughout the day at home. The key technique is "patterning". According to the IAHP, "if necessary, hang everything we do on one hook, our hat will hang on the patterning" and "if patterning is applied strenuously, on a strict schedule and with religious zeal, children with brain damage show improvement." The IAHP uses its own developmental profiling methodology to assess a child's abilities and disabilities, and to monitor treatment progress.

According to the IAHP, 2,364 children completed the IAHP program between 1998 and 2010. Of these, 278 people were blind and 236 (85%) - began to see, 121 did not hear - 109 (90%) heard for the first time, 454 did not walk - 230 (51%) walked for the first time without assistance, 1083 did not speak - 472 (44 %) spoke for the first time, 1299 did not read - 1274 (98%) began to read. Only 7% of patients have minor improvements.

Programs for healthy children

The IAHP also develops methods and publishes literature for parents of healthy children. Glen Doman is convinced that both the neurological development of children with brain damage and the development of healthy children can be accelerated. The IAHP publishes a series of books and materials for pre-primary education called "Gentle Revolution", the use of which contributes to the accelerated development of healthy children. One example is the program How to Teach an Infant to Read.

The IAHP hosts a week-long "Infant Intelligence Course" workshop, which includes a demonstration of the achievements of children trained in the IAHP system. According to the IAHP, in this workshop, “parents learn how to teach reading, foreign language… math, and music perception. Parents receive information about sensory and motor development and the basics of healthy family nutrition.”

Epilepsy treatment

The IAHP requires the gradual withdrawal of anticonvulsants in children with brain damage. They argue that "seizures are the body's natural response to a deadly threat to the brain," but they are not directly dangerous to the brain in and of themselves. Instead of using anticonvulsants, efforts should be focused on developing methods and biologically active substances that promote neuroplasticity, that is, the ability of the brain to grow and change.

The IAHP states that status epilepticus can be triggered by anticonvulsants and that it is best not to try to treat it with medication. Instead, they propose to reduce the number and intensity of seizures with breathing masks, periodically reducing the amount of oxygen and increasing the amount of carbon dioxide. IAHP also claim. that seizures can be prevented by reducing salt and fluid intake, magnesium calcium and pyridoxine supplementation, and a healthy diet and environment.

Scientific assessment

The Committee on Disabled Children of the American Academy of Pediatrics published a series of warnings regarding the use of patterning, one of the IAHP's techniques for treating children with brain damage, as early as 1968 and republished in 1982. Latest warnings published in 1999 republished in and [ ] . The publication reads in part:

This document deals with "patterning" used as a treatment for children with neurological disorders. This method relies on a discarded and simplified theory of brain development. Current information does not support the proponents' claims that the method is effective and its use continues to be inappropriate... The demands placed on families are so heavy. which in some cases lead to the depletion of financial resources and tension in relations with parents and siblings.

  • The theory of recapitulation, on which the technique is based, has been rejected by science
  • The thesis that motor development consists of several stages, based on previous ones, is not supported by research.
  • Studies do not confirm that the child's passive movements associated with crawling are related to neurological organization.
  • Children capable of certain activities (sitting, walking) are not allowed to perform them if they have not mastered the previous exercises, which may be harmful
  • Doman's only scientific work on patterning () contains many methodological errors and inadequate positive conclusions. The work did not include the use of a control group for comparison with natural changes in the condition of children. When a group of independent researchers compared their results with the development of children who did not receive patterning treatment, his "results seemed completely insignificant."
  • The procedure can have negative consequences for the participants (parents experience increased guilt when they fail to meet all the requirements of a very intensive program) and other family members who are not given enough attention.
  • Generating hopes that the program cannot fully realize is cruel.

In addition to the American Academy of Pediatrics, a number of other organizations have issued warnings about the effectiveness of this technique. They include the executive committee of the American Academy of Cerebral Palsy, the Texas Cerebral Palsy Association, the Canadian Association of Mental Retardation Specialists, the board of the American Academy of Neurology, the American Academy of Physical Therapy and Rehabilitation Medicine, the Spanish Association of Pediatric Physiotherapists.

Ratings and opinions

Positive

In 1978, the American chemist Linus Pauling made a presentation on "Orthomolecular enhancement of human development" at a conference on human neurological development sponsored by the IAHP. In the opening part of his speech, he thanked the hosts of the conference: “I very much appreciate the work that the Institutes are doing. I know that for people who come to the Institutes, there is a lot of emphasis on proper nutrition and that they are given large doses of vitamin C.”

In 2007, the President of the Italian organization Pio Manzù Center M. S. Gorbachev praised the contribution of the Institutes and Glenn Doman personally to the development of the potential of problem and healthy children, presenting him with a medal of the Italian Senate.

Negative

Dr. Kathleen Ann Quil, American autism specialist, in Teaching Children with Autism: What Do Parents Want? (1995) says that "thousands of families have wasted time and money on Doman's programs." "Professionals have nothing to learn from Doman's pseudoscientific methods but his marketing prowess that exploits parents' hopes and dreams".

American psychologist, professor of child psychology and family relations Martha Farrell Erickson and Karen Marie Kurtz-Riemer, an American homeopath, talk about early intervention methods for healthy newborns and young children in the book Newborns and the Family (2002). They argue that Doman "took advantage of the desire of the post-war baby boom generation to achieve the maximum intellectual potential of children" and "pushed parents to force the brain development of babies." However, these programs are "based on questionable or non-existent scientific evidence" and "many developmental experts have considered the various components of the methodology to be useless and sometimes harmful."

The English pediatrician Martin Robards also cites numerous examples of criticism in his book Leading a Team of Disabled Children and Their Families (1994), but agrees that Doman and Delacato have led pediatricians and therapists to recognize the need for early intervention.

Notes

  1. Robards, Martin F. Running a Team for Disabled Children and Their Families. - Cambridge University Press, 1994. - P. 150. - ISBN 0-901260-99-1.
  2. Committee on Children with Disabilities, American Academy of Pediatrics. The treatment of neurologically impaired children using patterning // Pediatrics : journal. - 1999. - Vol. 104, no. 5 Pt 1 . - P. 1149-1151. - DOI:10.1542/peds.104.5.1149. - PMID 10545565 .
  3. Doman R. J., Spitz E. B., Zucman E., Delacato C. H., Doman G. Children with severe brain injuries. Neurological organization in terms of mobility (English) // JAMA: journal. - 1960. - Vol. 174 . - P. 257-262. - PMID 13817361 .
  4. The Society of Neurological Surgeons: http://www.societyns.org/society/bio.aspx?MemberID=7450
  5. Gerhard Medicus. The Inapplicability of the Biogenetic Rule to Behavioral Development // Human Development: journal. - 1992. - Vol. 35, no. one . - P. 1-8. - ISSN 0018-716X/92/0351/0001-0008 .
  6. Severtsov A. N., Morphological patterns of evolution, M.-L., 1939
  7. Scherzer, Alfred L. Early Diagnosis and Interventional Therapy in Cerebral Palsy. - Marcel Dekker, 2000. - P. 376. - ISBN 0-8247-6006-9.
  8. Glenn Doman and Dr. Ralph Peligra,
  9. , Chapter 15. Breathing. pp.97-105.
  10. Glenn Doman. What To Do About Your Brain Injured Child. - Revised. - Square One Publishers, 2005-04-25. - ISBN 0-7570-0186-6.
  11. Glenn Doman, Janet Doman. How To Teach Your Baby To Read. - Revised. - Square One Publishers, 2005-10-12. - ISBN 0-7570-0185-8.
  12. Glenn Doman, Janet Doman. How To Teach Your Baby Math. - Revised. - Square One Publishers, 2005-08-30. - ISBN 0-7570-0184-X.
  13. Glenn J. Doman, Janet Doman. How To Multiply Your Baby's Intelligence. - Revised. - Square One Publishers, 2005-11-05. - ISBN 0-7570-0183-1.
  14. Douglas Doman. How to Teach Your Baby to Swim: From Birth to Age Six. - Square One Publishers. - ISBN ISBN 075700198X.
  15. IAHP website Archived April 10, 2010 at the Wayback Machine
  16. iahp.org: | : Upcoming Courses Archived December 28, 2009 at the Wayback Machine
  17. Zigler, Edward. Understanding Mental Retardation. - Cambridge University Press, 1986. - P. 185-186. - ISBN 0-521-31878-5.
  18. Janet Doman in an article "The Honorable Corps of Patterners" on the IAHP website.
  19. The Institutes Developmental Profile, on the IAHP website.
  20. Major Victories Achieved by 2483 Brain-injured Children 1998-2011(English) . IAHP (2010). Date of treatment July 6, 2012. Archived from the original on August 8, 2012.
  21. The IAHP website: Archived copy (indefinite) (unavailable link). Date of treatment September 23, 2009. Archived from the original on September 23, 2009.
  22. Glenn Doman and Dr. Ralph Peligra, Ictogenesis: the origin of seizures in humans. A new look at an old theory." Medical Hypotheses Volume 10, Issue 1. pp. Pages 129-132 (January 2003)
  23. Roselise H. Wilkinson, MD. Detoxification from anticonvulsants: 25 years of experience with brain-injured children (indefinite) . IAHP. - “...our rationale is also based on our strong belief that seizures serve a physiological function, as do the many other defense mechanisms of the body. Coughing, vomiting, diarrhea, fainting, and fever could also be viewed as dysfunctions, but we know that they are designed to protect the organism. So also are seizures. A seizure is an activity of great metabolic activity of the brain, and during its presence cerebral blood flow increases, providing more oxygen and glucose and increasing excitatory amino acids necessary for establishing the neuronal wiring and function." Retrieved April 29, 2008. Archived from the original on April 14, 2012.
  24. American Academy of Pediatrics. Doman-Delacato treatment of neurologically handicapped children. A.A.P. Newsletter. June 1, 1968
  25. Pediatrics. 1982; 70:810-812. PMID 6182521
  26. Holm V.A. A western version of the Doman-Delacato treatment of patterning for developmental disabilities // West J Med (English) Russian: journal. - 1983. - Vol. 139, no. 4 . - P. 553-556. - PMID 6196919 .
  27. Edward F Zigler, Yale Psychology Faculty (indefinite) . Yale.edu. Retrieved March 9, 2010. Archived from the original on August 8, 2012.
  28. Edward Zigler Receives 2008 APA Award For Outstanding Lifetime Contribution To Psychology Medical News Today. August 14, 2008.
  29. Sparrow S, Zigler E. Evaluation of a patterning treatment for retarded children. Pediatrics. 1978; 62:137-150. PMID 693151.
  30. Zigler E A plea to end the use of the patterning treatment for retarded children. Am J Orthopsychiatry. 1981; 51:388-390. PMID 7258304
  31. American Academy for Cerebral Palsy. Doman-Delacato treatment of neurologically handicapped children. Statement of Executive Committee. Rosemont, IL: American Academy for Cerebral Palsy; February 15, 1965
  32. United Cerebral Palsy Association of Texas. The Doman-Delacato Treatment of Neurologically Handicapped Children. Austin, TX: United Cerebral Palsy Association of Texas
  33. Canadian Association for Retarded Children. Institutes for the Achievement of Human Potential. Ment Retard. Fall 1965:27-28
  34. The Doman-Delacato treatment of neurologically handicapped children. Neurology. 1967; 17:637
  35. Arch Phys Med Rehabil. 1968; 49:183-186. PMID 4296733
  36. Lourdes Macias. Archived from the original on August 8, 2012.
  37. Malkowicz D. E., Myers G., Leisman G. Rehabilitation of cortical visual impairment in children // Int J Neurosci (English) Russian: journal. - 2006. - Vol. 116, no. nine . - P. 1015-1033. - DOI:10.1080/00207450600553505 . - PMID 16861165 .
  38. Pauling, Linus (English) Russian . Orthomolecular enhancement of human development (neopr.) // Human Neurological Development: Past, Present, and Future. A Joint Symposium Sponsored by NASA/Ames Research Center and the Institutes for the Achievement of Human Potential. NASA CP 2063 / Ralph Pelligra, ed.. - 1978. - November. - pp. 47-51.
  39. Review by Jean Clark Archived September 29, 2007. of "Dart: Man of Science and Grit" by Frances Wheelhouse and Kathaleen S. Smithford, published in STATnews vol. 6, issue 11, September 2003.
    • Glenn Doman. What to do if your child has brain damage = What To Do About Your Brain-injured Child / Translated by S. L. Kalinin. - Riga: Juridiskais birojs Vindex, SIA, 2007. - 329 p. - ISBN 978-9984-39-236-3, 9984392368.
    • Glenn Doman. How to teach a child to read. Tender Revolution = How To Teach Your Baby To Read / Translated by Galina Krivosheina. - M: AST, Astrel, 2004. - 256 p. - 10,000 copies. - ISBN 5-17-020565-1, 5-271-09712-9.
    • Denise E Malkowicz MD, Gerry Leisman PhD, and Ginette Myers."Rehabilitation of cortical visual impairment in children" International Journal of Neuroscience: September 2006, pages 1015-33.
    • Doman G, Doman J. How to Multiply Your Baby's Intelligence. Garden City Park, NY: Avery Publishing Group; 1994
    • Doman G, Doman J, Aisen S. How to Give Your Baby Encyclopedic Knowledge. Garden City Park, NY: Avery Publishing Group; 1994.
    • Doman G, Doman D, Hagy B. How to Teach Your Baby To Be Physically Superb: More Gentle Revolution. New York, NY: Doubleday; 1988.
    • Doman G, Delacato CH Train Your Baby to be a Genius. McCall's Magazine, p. 65, March 1965.
    • Doman RJ, Spitz ER, Zucman E, Delacato CH, Doman G. Children with severe brain injuries: neurological organization in terms of mobility. JAMA. 1960; 174:257-262
    • glenndoman, 1974, What To Do About Your Brain-Injured Child, Revised, Square One Publishers
    • Ictogenesis: the origin of seizures in humans. A new look at an old theory." Medical Hypotheses Volume 10, Issue 1. pp. Pages 129-132 (January 2003)
    • Glenn Doman. What To Do About Your Brain-Injured Child, Revised, Square One Publishers. (2005-04-25)
    • Glenn J. Doman, Janet Doman How To Multiply Your Baby's Intelligence, Revised, Square One Publishers. 1983. 2005, 11-05.
    • Glenn Doman, Janet Doman. How Smart Is Your Baby?: Develop And Nurture Your Newborn's Full Potential. Square One Publishers. 2006
    • Glenn Doman and Dr. Ralph Peligra Ictogenesis: the origin of seizures in humans. A new look at an old theory." Medical Hypotheses Volume 10, Issue 1. pp. Pages 129-132 (January 2003)
    • Roselise H. Wilkinson, MD."Detoxification from anticonvulsants: 25 years of experience with brain-injured children". IAHP.

    Books and publications about IAHP activities

    American medical organizations
    • American Academy of Neurology and American Academy of Pediatrics Joint Executive Board Statement. The Doman-Delacato treatment of neurologically handicapped children. Neurology. 1967; 17:637
    • American Academy of Pediatrics, Committee on Children With Disabilities. The Doman-Delacato treatment of neurologically handicapped children. Pediatrics. 1982; 70:810-812. PMID 6182521.
    • American Academy of Physical Medicine and Rehabilitation. Doman-Delacato treatment of neurologically handicapped children. Arch Phys Med Rehabil. 1968; 49:183-186. PMID 4296733
    • United Cerebral Palsy Association of Texas. The Doman-Delacato Treatment of Neurologically Handicapped Children. Austin, TX: United Cerebral Palsy Association of Texas.
    Medical organizations in other countries
    • Canadian Association for Retarded Children. Institutes for the Achievement of Human Potential. Ment Retard. Fall 1965:27-28
    • Lourdes Macias. Fisioterapia en Pediatría y evidencia del metodo Doman Delacato(Spanish). Sociedad española de Fisioterapia en Pediatría (SEFIP) - Spanish Association of Physiotherapy in Pediatrics (2010). Date of treatment July 6, 2012. Archived from the original on August 8, 2012.
    Publications of individual authors and groups of authors
    • Bridgman GD, Cushen W, Cooper DM, Williams RJ. The evaluation of sensorimotor-patterning and the persistence of belief. Br J Ment Subnormality. 1985; 31:67-79
    • Chapanis NP. The patterning method of therapy: a critique. In: Black P, ed. Brain Dysfunction in Children: Etiology, Diagnosis, and Management. New York, NY: Raven Press; 1982:265-280
    • Cohen HJ, Birch HG, Taft LT: Some considerations for evaluating the Doman- Delacato "Patterning" method. Pediatrics, 45:302-14, 1970.
    • Cummins RA. Coma arousal and sensory stimulation: an evaluation of the Doman-Delacato approach. Aust Psychol. 1992;27:71-77 - Cummins RA. The Neurologically Impaired Child: Doman-Delacato Techniques Reappraised. New York, NY: Croom Helm; 1988.
    • Erickson, Martha Farrell; Kurz-Riemer, Karen Marie (March 2002). "page 17", Infants Toddlers and Families . Guilford Press, 204.
    • Freeman RD: Controversy Over "Patterning" as a Treatment for Brain Damage in Children. JAMA, 202:83-86, 1967
    • Freeman R.D. An investigation of the Doman-Delacato theory of neuropsychology as it applies to trainable mentally retarded children in public schools. J Pediatr. 1967; 71:914-915.
    • Golden GS. Nonstandard therapies in the developmental disabilities. Am J Dis Child. 1980; 134:487-491
    • Holm V.A. (1983). "A western version of the Doman-Delacato treatment of patterning for developmental disabilities". West J Med 139(4): 553-6. PMID 6196919. A strong criticism of the practices of the IAHP and the related National Academy of Child Development (NACD).
    • Landman GB. alternative therapies. In: Levine MD, Carey WB, Crocker AC, eds. Developmental/Behavioral Pediatrics. Philadelphia, PA: WB Saunders Co; 1992:754-758.
    • MacKay DN, Gollogly J, McDonald G. The Doman-Delacato methods, I: the principles of neurological organization. Br J Ment Subnormality. 1986; 32:3-19.
    • Masland R.L. Unproven methods of treatment. Pediatrics. 1966; 37:713-714.
    • Molfese DL, Segalowitz SJ. Brain Lateralization in Children: Developmental Implications. New York, NY: Guilford Press; 1988.
    • Money J. Reading disorders in children. In: Brenneman-Kelly Practice of Pediatrics, IV. Hagerstown, MD: Paul B. Hoeber Inc; 1967; chap 14A:1-14.
    • Neman R, Roos P, McCann RM, Menolascino FJ, Heal LW. Experimental evaluation of sensorimotor patterning used with mentally retarded children. Am J Ment Defic. 1975; 79:372.
    • Neman R, Roos P, McCann BM, Menolascino FJ, Heal LW: Experimental Evaluation of Sensorimotor Patterning used with Mentally Retarded Children. Am J Mental Deficiency, 79:372-84, 1975.
    • Nickel RE. Controversial therapies in young children with developmental disabilities. Infants and Young Children. 1996; 8:29-40.
    • Novella S (2008). "Psychomotor patterning: a critical look". Quack watch
    • Quill, Kathleen Ann (June 1995). "page 57". Teaching Children With Autism. Thomson Delmar Learning. pp. 336.
    • Robbins MP, Glass G.V. The Doman-Delacato rationale: a critical analysis. In: Hellmuth J, ed. Educational Therapy. Seattle, WA: Special Child Publications; 1968.
    • Robbins MP. A study of the validity of Delacato's theory of neurological organization. Except child. 1966; 32:517-523.
    • Robbins MP. Creeping, laterality and reading. Acad Ther Q. 1966;1:200-206.
    • Robbins MP. Test of the Doman-Delacato rationale with retarded readers. JAMA. 1967; 202:389-393.
    • Robards, Martin F (June 1994). Running a Team for Disabled Children and Their Families. Cambridge University Press, 150.
    • Sharpe R. Better babies. Wall Street Journal. July 18, 1994; col 1, p 1, sec A.
    • Stephen Black, Ph.D (1996-10-31). Doman method. Neur-sci mailing list. "The Doman-Delacato ("patterning") treatment is quackery, extraordinarily expensive in both time and money."
    • Spigelblatt L, Laine-Ammara G, Pless IB, Guyver A. The use of alternative medicine by children. Pediatrics. 1994; 94:811-814.
    • Sir Jonathan Wolfe Miller, foreword to Doran: How a Mother's Love and a Child's Spirit Made a Medical Miracle. New York: GP Putnam's Sons, 1986.
    • Silver L.B. Controversial therapies. J Child Neurol. 1995;(suppl 1):S96-S100.
    • Springer SP, Deutsch G. Left Brain, Right Brain. New York: W. H. Freeman; 1989.
    • Sparrow S, Zigler E. Evaluation of a patterning treatment for retarded children. Pediatrics. 1978; 62:137-150.
    • Scherzer, Alfred L (November 2000). Early Diagnosis and Interventional Therapy in Cerebral Palsy. Marcel Decker, 376.
    • Ziegler E, Victoria S: On "An Experimental Evaluation of Sensorimotor Patterning": A Critique. Am J Mental Deficiency, 79:483-92, 1975.
    • Zigler, Edward; Hodapp, Robert M (August 1986). Understanding Mental Retardation. Cambridge University Press, 306.
    • Zigler E, Seitz V. On "an experimental evaluation of sensorimotor patterning": a critique. Am J Ment Defic. 1975; 79:483-492.
    • Zigler E. A plea to end the use of the patterning treatment for retarded children. Am J Orthopsychiatry. 1981; 51:388-390.
    • Ziring PR, Brazdziunas D, Cooley WC, et al (November 1999). American Academy of Pediatrics. Committee on Children with Disabilities. The treatment of neurologically impaired children using patterning". Pediatrics 104 (5 Pt 1): 1149-51.

Our website contains a complete schedule of all events held.

Doman Institute: method of rehabilitation of children with cerebral palsy, autism, Down syndrome

The Institutes for Human Potential Achievement are a group of non-profit organizations founded by Glen Doman in 1955. The Doman Institutes are world famous for their revolutionary discoveries in the development of the child's brain, as well as for early development programs for healthy babies and programs for the treatment of children with brain damage.

It is widely believed that it is impossible to help children with brain damage, whose diagnoses are cerebral palsy, developmental delay, hyperactivity, epilepsy, autism, Down syndrome. The staff of the Institutes absolutely disagree with this approach. The experience of Glen Doman and his team says that such a diagnosis is not a sentence, and these children can and should be helped! Question: How can this be done?

There are three main ways to treat brain damage.

The first way is surgical. Doman institutions are very wary of him, because he is only permissible in some cases.

The second is chemical or medicinal. Here it is important to understand that such children have a problem in the brain itself, and drugs do not remove this problem, but try to work with the investigation. The result of this is pollution of the body and many harmful side effects: problems with digestion, internal organs, etc.

And finally, the third way is the one that the Doman Institutes use. It teaches parents how to stimulate the brain of a special child in a variety of very effective ways.

The main ideas here are:

  1. The brain grows with use. It's like training a bicep. If you pump it, it becomes more powerful and vice versa. Likewise with the brain.
  2. Intensity, duration and frequency. This is how you stimulate your special child's brain: seven days a week, no breaks or days off.
  3. Remember that time is the enemy of children with brain damage and every minute should be valued and used to help your child.
  4. Parents are the best teachers and therapists for their children because they know and love them so much more than anyone else.
Before you begin to work with your special child, you should definitely assess him according to the developmental profile of the Institutes. For more on this, you can read "What to do if your child has brain damage" and "How smart is your baby."

Every October, employees of the Institute for Human Potential Development come to Moscow to give Doman's courses on "What to do if your child has brain damage."

The goal of Doman's course is to prepare parents to use what they have learned so that they can help their children become healthy. Parents can develop an effective rehabilitation program only when they understand its essence and share its principles.

Doman's course "What to do if your child has brain damage" lasts five days, during which time specially trained staff teaches parents how to assess the severity of brain damage and use basic techniques when creating a personal rehabilitation project for their child.

Doman's courses in Moscow consist of more than fifty hours of lectures, demonstrations and practical instructions regarding the growth and development of a child with brain damage.

Lecturer: Douglas Doman.
Venue: Moscow, hotel "SK Royal". Start at 9 o'clock. Cost: Specify by phone. Lunch and Wi-Fi are free.
To register for participation in Glenn Doman's seminar or for all your questions, write to the following e-mail address.

Dear friends! So we took a course of lectures "What to do if your child has brain damage" from the Institutes of Human Potential, which was held in Moscow in February 2015. Thank you for giving us this opportunity! Thanks for the help!

You have no idea how much we have purchased this week!

In addition to the huge amount of very necessary valuable information on our issue, we were literally saturated with that positive energy and positive attitude, which the staff of the Institutes generously supplied us all these days.

We also met many wonderful people - parents of children with brain damage, brave and selfless, persistent and desperately wanting to help their kids, doing it almost impossible. Such a cluster of families united by the same goal, the goal of putting their child on their feet, we could hardly meet anywhere else. From parents alone, who shared their experiences with each other in between lectures, we received just a wealth of information!

We heard many stories, unusual, touching to tears, twisting the soul, similar to ours and unlike any other.

There were tears of sadness ... from stories soaked in pain, and tears of joy ... from the firm conviction that now we will definitely help our daughter, and that in general such special stars as Sasha can ALWAYS be helped! You just need to try hard!

Five days of lectures passed, but I didn’t want to leave at all! But there is a lot of work ahead, and we must go further!

our group

Douglas Doman, Melissa Doman, Spencer Doman and us

There are two tasks ahead. The first is to prepare everything you need for classes in the initial home program according to the Doman method and start practicing. The second is to wait for a call from Philadelphia to the Institutes of Human Potential and get there)

The first point is already in progress.

We equipped the room completely for the classes according to the program.

First of all, we got rid of the bed, now everyone sleeps on the floor. This is one of the requirements of the Doman method - life moves to the floor! Instead of a crib - thin, on which Sashenka not only sleeps, but also spends most of her daytime, preferably on her tummy. Every minute on the floor on the stomach helps the child's recovery - the philosophy of sex in the Doman method! So the baby has the opportunity to move! The purpose of sex is to increase the mobility of the child.

They built a contrasting visual wall, more precisely, they even designed a whole corner to stimulate vision. Bright accents in the form of multi-colored figures adorn the black and white squares of this wall, and we supplemented the space around with other light and color stimuli - a garland of flashlights, a rotating flickering lamp, balloons in the form of cartoon characters, colorful pillows ... ..

"... Tyranny and an attack on human dignity come in many forms, but none are as destructive as in the case of an innocent child imprisoned in his own body, who, marked with false defects, is often "deposited" and forgotten . Glenn Doman, scientist, humanist and relentless warrior, gave us a battle plan, a fighting chance for a brain-damaged child. He put an end to false despair and a beginning to hope.”

Ralph Pelligra
Chief Medical Officer, Ames Research Center,

NASA, Moffett Field, California, USA Chairman

Board of Directors of Institutes for the Achievement of Human Potential

Glenn Doman, a pioneer in the treatment of brain-damaged children, brings hope to thousands of children, many of whom no operation can help, who have been abandoned forever and who are doomed to fight for survival in such a scary and sometimes dangerous world.

Glenn Doman graduated from the University of Pennsylvania in 1940 and was one of the first to study brain development in children. In 1955 he founded the "Institutes for the Achievement of Human Potential". The organization is located in the United States, in the northwestern suburbs of Philadelphia, Pennsylvania. Their founder, together with developmental psychologist Carl Delacato, developed a treatment for brain-damaged children, published in the Journal of the American Medical Association in 1960 as the world's first paper ever to report the results of treating brain-damaged children. Since then, he and his dedicated group of like-minded people have persevered in continuous work to create and improve new programs aimed at the recovery of children with brain damage. Their work was largely inspired by the neuroscientist Temple Fay, chair of the department of neurophysiology at Temple University School of Medicine and president of the Philadelphia Neurological Society. Fei believed that the brain of an infant evolves (as in the evolution of species) and goes through the stages of development of fish, reptiles, mammals and, eventually, humans. This hypothesis, known as the biogenetic Haeckel-Muller law, states that brain injury at a certain stage of neurological development prevents further development. The Institutes for the Achievement of Human Potential (IAHP) claim that their treatment is based on the theory of neuroplasticity, that is, the ability of the brain to grow functionally and anatomically. They argue that traditional medicine attempts to treat children with brain injuries with drugs, and these drugs can cause negative consequences. The institutes claim that due to neuroplasticity, their sensory stimulation technique is able to induce physical growth of the brain and improve the neurological function of the patients' brains. The other side of the Institutes theory is that many problems in children with brain injuries are caused by a lack of oxygen supply to the brain. The institutes claim that their programs include techniques to improve oxygen supply and that this improves patient recovery.

More than 15,000 families from 135 countries have visited the Institutes. A long list of people waiting to see Glenn Doman led him to decide to write What to Do If Your Child Has Brain Damage in 1973, which explains the principles and techniques used by the Institutes. The author does not address it to professionals, but writes for parents, which makes it surprisingly easy to read, interesting, and emotionally touching. This is a book about many years of observing the lives of children around the world, the heroic story of a group of people who never accepted defeat. This book is about children and their parents, this is the first book in history that directly talks about how to treat children with brain damage, why they need to be treated that way. The author describes the half-century history of the successful work of the Institutes with children with brain damage, citing statistical data with consideration of particular cases and illustrating the basic principles of brain development with tables, diagrams and drawings. The book was written by a man who knew more about the subject than anyone else. He explains why the old theories and methods failed, explains the Institutes' philosophy and revolutionary approach to treating the brain rather than the body, talks about the worldwide research of his staff, about their breakthroughs and failures, about their tireless attempts to improve the methods of treating injuries. brain. He reveals his lifesaving techniques and tools to measure—and ultimately improve—namely mobility, speech, manual, visual, auditory, and tactile development, including unique copying, masking, and motivation techniques, for use within Institutes' personalized home program in which parents and love are indispensable ingredients. And all this is aimed at ensuring that a child with brain damage one day joins his peers, avoiding the fate of being imprisoned in special institutions.

Until his last day, Glenn Doman continued to spend all his time with "the best parents on earth", deeply immersed in the joyful process of recovering sick children. Among the many awards he has received in various countries is that he was awarded a knighthood by the Brazilian government for his outstanding work on behalf of the children of the world.

Since 1964, Glenn Doman, and later also Janet and Douglas Doman, have published a number of books for parents of healthy children on reading, mathematics, intellectual development, swimming, which are in great demand in the world.

"... And yet, Glenn Doman believes that any mother in the world knows more about her child than he does. He not only says it and feels it in his heart, he knows it and believes it. He believes in some unusual things for a professional. He believes in his parents. He believes in children. He believes that parents are the solution to children's problems, while everyone around them believes that the problem is in them ... He believes in the restoration of children. Even worse, he believes that parents can restore children better than professionals. He teaches parents to restore their children, not because it becomes economically feasible, but because he is confident that parents will achieve better results than any professional, including himself ... "

Raimundo Veras,
MD, Honorary President
World Organization for Human Development
Rio de Janeiro (Brazil)

Glen Doman- American neurophysiologist, author of the program of intensive intellectual and physical development of children from the moment of birth, based on the results of a detailed study of the patterns of development of children. The main idea of ​​the methodology is that every child has a huge potential that can be developed, thereby providing him with unlimited opportunities in life.

In 1955, Doman founded the Institutes for the Development of Human Potential. Their historic home is the town of Windmoor in North Philadelphia, USA. Already in the first years of work here, Glenn Doman and his colleagues were able to completely change the attitude of society towards children with brain damage, as they began to work on the restoration of children with various severe lesions of the nervous system.

Institutes for the Achievement of Human Potential is a group of non-profit institutions that have been helping children with brain injuries and educating parents and professionals on every continent since 1955.

The purpose of the Institutes is to take the child with a brain injury, no matter how severely affected, and help him become normal physically, intellectually, physiologically and socially. Most children achieve one of these goals, many children achieve two. Some children achieve all of these goals, and some achieve none.

Institutes for the Achievement of Human Potential provide assistance to children from all over the world. There are branches of the Institutes - in Europe (Faugliya, Italy), organizations in Rio de Janeiro and Barbatzen (Brazil) and Domain-Kenkiusho in Tokyo and Kobe (Japan).

At first, the rehabilitation program for children with brain damage was carried out directly by the staff of the Institutes (on outpatients). But later it became clear that in order to achieve the best results, parents should perform the program at home on their own. Of course, provided that they are trained in everything necessary.

The institutes have opened the way to a deeper understanding of the central nervous system—viewing it as a sensory-motor system. Many of the techniques originally piloted by the Institutes have gained wide acceptance and are being used worldwide. These techniques include: crawling on the stomach and on all fours, patterning, a program of reading, mathematics, encyclopedic knowledge for young children, a categorical refusal of crutches and a wheelchair, an oxygen enrichment program, special nutrition programs.

Thus, in the course of painstaking work, a unique technique was developed, which was a complex treatment of sick children, exciting the restoration of all five organs of the functioning of the human body: touch, smell, hearing, vision, movement. So the children received active visual, auditory, tactile stimulation with increasing frequency, intensity and duration. Breathing programs (masking), speech development, an intellectual program, as well as a manual program were developed.

The result was that after some time, most of the children, passing through the stages of physical improvement characteristic of the development of healthy children, showed a noticeable improvement. This was indisputable proof that "the brain really develops in the process of its intensive use, and the development of the child's intellect is firmly connected with his physical development."

In 1960 Doman published an article in the Journal of the American Medical Association on the treatment of children with brain damage and detailed results of their rehabilitation. A wide range of people became aware of the work of the Institute for the Development of Human Potential. Doman's research produced a "soft revolution" in science. Since then, Doman and his dedicated group of like-minded people have persistently continued the continuous struggle to create and improve new programs aimed at improving the health of children with various brain disorders.

Among the many awards received by Doman in various countries, there is confirmation that he was awarded a knighthood by the Brazilian government for his outstanding work on behalf of the children of the world.

He left this world in 2013 at the age of 93.

Books by Glen Doman on child development:

* “What to do if your child has brain damage…” (available for download)

* "How to teach your child to read" (available for download)

* "How smart is your child" (available for download)

* "Harmonious development of the child" (available for download)

* "How to teach your child Math"

* "How to give your child encyclopedic knowledge"

* "How to make a child physically perfect"

* "How to develop your child's intelligence."

Lecture course: “What to do if your child has brain damage?”

Doman Institutes conduct lectures for parents with children with developmental delay, cerebral palsy, autism, epilepsy, attention deficit disorder, reading or learning problems, or suffering from various syndromes, for example, Down syndrome is called - “What to do if your child has brain damage?”

Every year, the course is held in at least 10 countries of the world - from the USA to India - and hundreds of parents come to listen to it. All these mothers and fathers have one thing in common: their babies have neurological disorders of varying severity. Many children were diagnosed with cerebral palsy, Down syndrome, autism, developmental delay, hyperactivity, epilepsy, etc. Some babies were officially recognized as hopeless. Most were labeled as "mentally retarded" or "learning disabled."

The course “What to do…” tells parents about effective methods of rehabilitation, which are based on many years of research and more than half a century of experience of the Institutes with a variety of brain injuries. After listening to lectures and gaining the necessary practical skills, moms and dads go home with the best tools to deal with their children's problems.

After completing the "What to do if your child has brain damage" course, many parents want to bring their child to the Institutes (this is called the "first visit" or graduate program). Even before arrival, specialists from the Institute for the Achievement of Human Potential ask mom and dad to fill in the Initial Developmental History and describe in detail the life of their baby from the moment of conception to getting acquainted with the program of the Institutes.

THE FIRST DAY

When the family arrives at the Institutes, the specialists first of all check each item of the History filled in by the parents. This helps to identify possible causes of brain damage in a child. Then an assessment of the neurological condition of the baby is carried out and compiled, determining the neurological age and level of development of the child as a whole. Also, the specialists of the Institute carefully measure the physical parameters of each baby. On the basis of the History, the child is given a functional diagnosis. If the diagnosis confirms that brain damage is the cause of the child's problems, the child becomes a candidate for the program. This is how the first day goes.

SECOND AND THIRD DAYS

Employees of the Institutes carefully analyze the information collected on the first day about the baby and develop a comprehensive intensive treatment program for him. The purpose of this program- provide the child with the maximum amount of stimulation and opportunities every day. The program consists of physiological, physical and intellectual parts and is designed to help the child climb up the Development Profile as quickly as possible. During these two days, employees tell mom and dad in detail how to perform one or another part of the program.

HOME PROGRAM

After that, the parents return home and do their new program for six months. During this time, the family has time to get to know the team of the Institutes better and gain experience in implementing the program at home. Employees of the Institutes also have the opportunity to get to know the child's family better and understand his needs. Through this interaction, the child's parents and staff at the Institutes can, over time, determine whether the Intensive Treatment Program is right for the family. Each child is assigned a personal curator-lawyer, who is responsible for ensuring that parents receive answers to all questions that arise in the process of working with the baby.

In general, the first visit of a family with a child to the Glenn Doman Human Potential Achievement Institute is called POSTGRADUATE PROGRAM and is, as it were, a preparatory step towards the transition to a more serious stage in the life of every family that has decided to start restoring their child according to the Glenn Doman method - the INTENSIVE PROGRAM.

WHAT IS A POSTGRADUATE PROGRAM, ITS GOALS, OBJECTIVES AND RESULTS?

GOAL:

This is a special program for aspiring parents who want to help their children at home and are seeking admission to the Intensive Care Program.

REQUIREMENTS FOR PARTICIPANTS:

Both parents must complete the What to Do... course and follow the counseling program with the child at home. When considering applications to visit the Institutes, priority is given to those families who complete the more complete program (the duration of its implementation is also taken into account).

PREPARATION:

Parents should read the Institute's books (especially Glenn Doman's What to Do if Your Child Has Brain Damage) and study the course notes and materials.

RESULT:

Parents bring the child to the Institutes of Human Potential Achievement, where he undergoes a full assessment of the condition. After that, the employees of the Institutes draw up a personal program for the child, aimed at achieving physical, intellectual, social and physiological health.

The British magazine Times Higher Education has published the results of the annual ranking of the best universities in the world. The ranking has existed for 15 years, and this year it features more higher education institutions than ever before: 1,250 world universities from 86 countries (last year - about 1,100 universities from 81 countries). The number of Russian universities in the 2018-2019 global ranking has increased from 27 to 35. Moscow State University, Moscow Institute of Physics and Technology and the Higher School of Economics were recognized as the first among Russian universities. At the same time, Moscow State University dropped five points compared to last year, while the rest of the Russian participants retained or improved their positions.


The level of achievements of universities in The World University Rankings is assessed based on the results of a statistical analysis of their activities, as well as the results of an annual global expert survey of representatives of the international academic community and employers. The rating evaluates universities according to the following parameters: the level of teaching, the quality of research activities and the volume of citation of research papers, the involvement of the university in innovation processes and global research.

This year, Lomonosov Moscow State University (MSU) again entered the top 200 best universities in the world, ahead of other Russian universities. It now ranks 199th in the global rankings, down 5 spots from last year due to declining reputation scores for teaching, research, and collaboration in international research.

The second Russian university in the ranking was the Moscow Institute of Physics and Technology (MIPT), which, like last year, according to the ranking, entered the top 300 best universities in the world. Third place was taken by the Higher School of Economics (NRU HSE), which this year has risen by several points and entered the category of 301-350 best universities. The National Research Nuclear University MEPhI also managed to rise in the rankings this year, moving from the fifth hundred to the group of 351-400 due to improved teaching, research and recognition at the international level. The Peoples' Friendship University of Russia achieved the greatest advancement in the 2019 ranking. It did not make it into the top 1,000 universities last year, but in the 2019 rankings it moved up to the 601-800 group due to improved educational process performance, an increase in the citation index of scientific works and recognition at the international level.

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