<p>I just read a piece about Brain Gym and its 26 exercises to help people focus and perform better on school work, exams, public speaking, etc. Over time the techniques are supposed to help you form new neural connections and networks that facilitate learning and help you get "unstuck". I have a son who could benefit from these claims a lot, but am wondering if anyone has any experience, good or bad. I just purchased some books on Amazon, so I'll see what they say, too.</p>
<p>I don’t know anything about Brain Gym but I thought I would see if there were any empirically based peer reviews testing its effectiveness. I try to rely on science by objective independent researchers, rather than marketing claims. I just wish everyone had the same access to information. </p>
<p>Abstract below from Spaulding, Lucinda S., Mark P. Mostert, and Andrea P. Beam. “Is Brain Gym® an Effective Educational Intervention?.” Exceptionality 18, no. 1 (January 2010): 18-30. Academic Search Complete, EBSCOhost (accessed October 20, 2010): </p>
<p>Brain Gym® (BG; BGI, 2008) is a popular commercial program sold by Brain Gym® International (BGI). Making extravagant claims for improved intellectual and physical development, it is used in more than 80 countries. While BGI’s claims are persuasive, to date there is little empirical evidence validating the approach. We examine some theoretical assumptions from which BGI was developed, review the efficacy literature, and provide suggestions for making informed decisions about the judiciousness of investing time and resources in this program.</p>
<p>Abstract below from Hyatt, Keith J. 2007. “Brain Gym: Building Stronger Brains or Wishful Thinking?.” Remedial & Special Education 28, no. 2: 117-124. Academic Search Complete, EBSCOhost (accessed October 20, 2010)</p>
<p>As part of the accountability movement, schools are increasingly called upon to provide interventions that are based on sound scientific research and that provide measurable outcomes for children. Brain Gym® is a popular commercial program claiming that adherence to its regimen will result in more efficient learning in an almost miraculous manner. However, a review of the theoretical foundations of Brain Gym® and the associated peer-reviewed research studies failed to support the contentions of the promoters of Brain Gym®. Educators are encouraged to become informed consumers of research and to avoid implementing programming for which there is neither a credible theoretical nor a sound research basis</p>
<p>Abstract below from dissertation by Voss, Denise S. 2006. “An examination of the effects of Brain Gym on the self-reported symptoms of stress in school-age children.” US: ProQuest Information & Learning, 2006. PsycINFO, EBSCOhost (accessed October 20, 2010).</p>
<p>Stress is a major problem for many children in today’s society. The consequences of unmanaged stress are linked to physical, emotional, and behavioral difficulties that affect all aspects of a child’s development. School-age children are able to name the stressors in their lives as well as to report on the symptoms of stress that they experience. Children often perceive the school environment as a stressor, yet few schools teach stress management skills to students. This study examined the effects of a movement program called Brain Gym reg;1 on the self-reported symptoms of stress in school-age children. The study used a pre-test/post-test, control group, quasi-experimental design, with a convenience sample of two 6th grade classrooms. Students in both classrooms were pre and post-tested utilizing the School Situation Survey (SSS), a 34-item self-report measure of school stressors and manifestations of stress. Teachers in both classrooms completed a brief questionnaire developed by the researcher: the Teacher Report of Observed Behavior designed to address teacher’s impressions of changes in student’s behavior over the course of the study. In addition, students in the treatment classroom completed the Brain Gym Student Report, a brief questionnaire designed by the researcher to examine students’ perceptions of their enjoyment and the perceived usefulness of the Brain Gym movements for stress reduction. Students in both classrooms took the California standardized achievement tests, known as the STAR (State Testing and Recording), examinations. Students in the treatment classroom performed the Brain Gym movements twice daily during the two weeks in which the examinations were given. The control classroom prepared for and took the examinations using standard classroom procedures, without any stress reduction measures. Results failed to support the use of Brain Gym movements to reduce self-reported symptoms of stress, as identified by the SSS. Limitations of the SSS as well as recommendations for further study were presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)</p>
<p>Thanks, starbright!</p>
<p>Your discouraging abstracts caused me to dig the Internet a little and I found this hilarious link:</p>
<p>[Banging</a> your head repeatedly against the brick wall of teachers’ stupidity helps increase blood flow to your frontal lobes – Bad Science](<a href=“http://www.badscience.net/2008/02/banging-your-head-repeatedly-against-the-brick-wall-of-teachers-stupidity-helps-to-co-ordinate-your-left-and-right-cerebral-hemispheres/#more-613]Banging”>http://www.badscience.net/2008/02/banging-your-head-repeatedly-against-the-brick-wall-of-teachers-stupidity-helps-to-co-ordinate-your-left-and-right-cerebral-hemispheres/#more-613)</p>
<p>Darn it! The nightly news failed me again–so much for hard-hitting journalism! I guess I’m back to not knowing what to do to help DS. I’d better go clear more space on my bookshelf for useless books bought with great intentions :-(</p>