Cellfield® Intervention

The Cellfield Program



The Cellfield program uses brain plasticity and clever computer science to synchronize information and deliver it directly where it is needed, quickly and efficiently in overcoming visual difficulties associated with reading and other learning tasks. In the last ten years, brain-imaging technology has made it possible to see brains working while a child is reading. Typical readers use their left half of their brain in a compact, interconnected and highly efficient way. Poor readers use both sides of their brains in a disconnected and highly inefficient way (Sally Shaywitz, 2004).

In order to use our vision fluently in reading multiple aspects have to fall in place quite fluently. Our eyes need to see words coming in peripheral vision, before we actually look at them. Seeing always comes first. Sound structure needs to follow almost instantaneously. By the time words come into central vision, fluent readers already understand what they are reading. They use high speed scanning for checking the lexicon in reading, though this function is also used in multiple other executive functions of the brain as well.

The Cellfield program uses brain plasticity and clever computer science to synchronize information and deliver it directly where it is needed, quickly and efficiently. Only then can clients recognize words in peripheral vision, and have spare processing capacity in working memory to think about meaning. It is this increased processing capacity that makes it possible for clients to use their visual function with timing and synchronicity in order to make function, such as reading, more possible.

How Cellfield got started

Cellfield Pty Ltd is an Australian company, based in Southport Queensland, whose registered address is in Sydney. It was incorporated in March 2001 to deliver the innovative Cellfield treatment for reading difficulties. The Chairman of Cellfield is Australian Robert Sauer, who is also a lawyer in a Sydney law firm. He has had a long career in innovation, serving on the boards of several innovation-based companies and serving on the Industrial Research and Development Board of the Australian Government.

The Cellfield CEO is Dimitri Caplygin BSc(Eng) UNSW, who is also the inventor of the Cellfield Reading Treatment programs. Dimitri came to Australia in 1950 as a refugee from Russia. Creative skills at an early age, developed through diverse activities, which included music & art, lead to successful innovations and national design awards' in later years. After 11 years of further diverse R & D experience overseas, Dimitri was moved by the widespread suffering of those with reading disorders and was bewildered by the positions of exclusivity taken by many scientists as to the causes of reading disorders. With the fresh eyes of an outsider, Dimitri thought their positions were largely not contradictory, but part of a continuum of causes that could be tied together through computer science. Dimitri lodged provision patent applications in 1999 for the Cellfield Programs. It took a further two years to find the seed capital required to conduct a pilot trial, which was completed in 2001. The first Treatment Clinic in Queensland was opened early in 2002.


Testimonials

Hello,


I just want to start out saying that I am incredibly grateful for A Total Approach and all of the work that you do.


I came to A Total Approach in 4th and 5th grade and it made a huge difference in the way I learn and how I view learning. I am now in 10th grade and am much more comfortable and confident in the way I learn. I am emailing you because my experiences of having a learning difference and learning how to use my strengths and weaknesses have impacted my life in so many ways.


It is because of A Total Approach and others in my life that taught me how to accept and use my learning differences that sparked my interest in helping others do the same. I am contacting you to see if there is any way that I can become involved in the program at A Total Approach. Thank you again for all that you do, and for taking the time to read this.


Thank You,

A. R. February 2016

S.H. is an adult who presented with extreme hypersensitivies in different sensory systems that disenabled her to function with regards to a vocation, driving a car etc. She completed our Tomatis Sound Training program first to attain a stronger sensory processing foundation. Subsequent to this program S. completed the Cellfield program to target her extreme visual hypersensitivity. The following are her words as she went through the Cellfield program. – Maude Le Roux (OTR/L)

Changes Noticed During Cellfield Treatment

  • On day 3 and 4, I started noticing that the dots, as well as the target and words on the Cellfield program, were either in front of or behind the moving patterns.
  • On day 5 or 6, I was very distracted because I could see the computer screen as well as everything around it in all directions at the same time!  I could see the keyboard, desk, pencil on the desk, the computer tower with a tissue box and blinking router on top as well as headphones hanging on the wall above me to the left! I was only able to focus on one item at a time before.
  • On day 9 or 10, while driving with my husband, I noticed that there were billboards on both sides of the road.  I had only seen the ones on the right side before and read the same ones over and over again on the way to ATA until I noticed there were ones on the other side too!  If I thought about it logically I could have told you that there were billboards on both sides of the road, but I hadn’t seen them until that time!
  • I started noticing that many of the trees across the street are behind the other trees (I knew that there were trees in front of/behind other trees but I never really saw it before)
  • Figuring out what size container is needed for leftovers has always been a challenge for me as I would end up transferring the food between several containers until finding the appropriate size- dirtying all kids of dishes!  Since Cellfield I have been able to easily tell what size container is needed!

Changes Noticed After Cellfield Treatment

  • I can read for hours at a time now!  I still feel a little dizzy after reading for long periods of time, have flashes of light and sparkles hit the pages as my eyes move from sentence to sentence sometimes but it doesn’t bother me nearly as much as it did before! 
  • My eyes don’t burn after reading anymore!!  Reading is so much more natural.  When I read before, I had a very difficult time not zoning out while reading and became exhausted very quickly as I had to keep re-reading while my eyes were burning.  When I read now I barely even take notice of the words and it is as if there is a movie is playing in my head about what I read!
  • I feel like I can remember what people look like a little better.  I know this is strange but many times I forgot what people look like (even myself and those very close to me) and just simply can’t picture them.  When I used to work at a busy convenience store on a college campus and saw hundreds of customers, many of whom were regular visitors, the way I remembered people was often their teeth or other distinctive feature. - For some reason I couldn’t remember by looking at their entire face/body.  I feel like I see people a lot better now somehow and can remember what they look like much more accurately.
  • Watching TV and movies on an HDTV doesn’t seem to bother me as much anymore!

S.H. May 2013

Maude,

J. and I can't get over the changes since the Intensive Therapy (Tomatis etc.) and the Cellfield. His demeanor and how he handles things have gotten so much more even keeled. My dad even commented that R's behavior and how he handles situations have gotten so much better since the last summer. My niece has in my opinion, undiagnosed ADHD... nonetheless, she is all over and before she and R would feed off each other. When they were up a few weeks ago, R's behavior and his handling of her where so much of a 180 degree turn, it was amazing. Before, when he would go into overload with her I couldn't get him to talk to me and reason and walk away. This time, I sensed he was going into overload. I pulled him aside and told him he needed to walk away that I could tell he was going into overload. There was a little bit of arguing (about one-minutes worth) and then he walked away from the situation AND helped me with some heavy work to get him stabilized again! That wouldn't have happened last year!

Also, an update on the Cellfield...

Beforehand R. was never able to really visualize the story as he was reading it. He just read it like rote. A few days ago he was reading a book in the series called "Geronimo Stilton" which is grade level 3-5. He read three chapters of the book and half way through the three chapters he told me " Mom, it is like I am in the book. I can see it happening!" Those were the most wonderful words I have ever heard. Up until now he could never see the events happening as he read them. Now he does. I told him, that is why reading is so much fun! It takes you away to another place where you can really be in the book and live what is happening. He got it!

Thanks so much for your work!


S. G.

Our son Matthew is 13 years old and is in regular 7th grade curriculum with support for reading comprehension skills. He has a history of sensory processing, attention, language, and executive functioning difficulties that negatively impacted his reading comprehension, written expression, and general ability to complete academic work efficiently and independently. He has had an IEP since grade school and in the past received intensive private therapy in addition to the therapy and academic support from the educational system. His private therapy included occupational therapy, Tomatis Training, Interactive Metronome, Captain's Log, and social skills training. Matthew made significant improvement across all areas of development with these intervention programs. His reading comprehension and written expression skills continued to be an area of struggle for him though, particularly as the task demands increased over the school years.

Matthew recently participated in a two week Cellfield program, designed to address his reading comprehension needs. He underwent testing prior to starting and then retested after completion of the program. Matthew gained 3 grade levels for reading comprehension in just 2 weeks! He has reported that "reading seems easier now". We have observed increased independence in reading and writing activities. He completed a research paper completely independently for the first time ever! He appears to be able to complete academic activities with better efficiency and ease. His school has informed us that he will most likely not qualify to continue with an IEP because he is doing so well. They have been gradually withdrawing support from him to see how much he can do on his own. So far he is doing fabulous and has the self confidence that he did not have before to do so! We are very pleased with the results of this program.


Gene and Angela

Dear Maude,

I am writing to tell you that Mia is doing very well after completing the Accelerated Learning Program this past June. The first thing we noticed was that we could not get a book out of her hands all summer long. As a child diagnosed with dyslexia, Mia liked to be read to but never felt confident reading on her own. About two weeks after ALP she not only started reading on her own, but became immersed in books that were above her grade level. Although it is still early in the school year, her language arts teacher reports that she is doing quite well with her reading and writing assignments. We have noticed a real difference in her abilities, and equally important, in her confidence. Mia has always loved books, but reading was always accompanied by so much frustration that she had mixed feelings about reading and writing. Now, it is like a switch has been turned on and the obstacles that were in the way no longer seem so insurmountable. Her natural love for books and reading seems to outweigh any remaining difficulties she has with decoding. I now find myself with the opposite problem of asking her to "put her book down" when it is time to go to bed! Please pass on our appreciation to your exemplary staff.


Elaine Brenneman

The Cellfield Program at ATA

Phase 1 consists of 10 days, I hour daily on a computerized program consisting of a number of visual activities, ocular- motor activities, reading activities, connecting phonics to vision, and working memory exercises. The goal of phase 1 is to use neuroplasticity principles to open more expedient pathways for the job of reading and learning.

Phase 2 consists of 10 weeks, one hour each week, which will include working with a therapist on an individualized program targeting different goal areas: Reading Decoding, Reading Comprehension, Handwriting, Written Expression, Executive Functioning. The overarching goal of phase 2 is to put into practice the pathways opened in phase 1.

Whereas phase 1 is the stimulation phase, phase 2 is the application phase.

Call our front office at 484 840 1529 to speak to someone if this program is applicable for your situation.

Who can benefit from the Cellfield treatment program?

Children 5 years and above:

  • Who struggle with ocular motor control efficiency
  • Who struggle with visual processing skills, such as visual discrimination, visual figure-ground, visual closure, and visual memory
  • Who struggle with reading rate
  • Who dislike reading and would not pick up a book to read for pleasure even if they can read.
  • Who have poor reading, spelling and writing skills.
  • Who have adequate phonological skills but not the required reading fluency, accuracy and comprehension.
  • Who read at an age appropriate rate but cannot recall what they read.
  • Whose reading is normal but feel discomfort or suffer from fatigue.
  • Who have poor working memory.
  • Who feel uncomfortable looking at black letters on white paper.
Newsflash

The Development of Reading and Writing Skills

Target Audience:

Occupational therapists, speech language pathologists, educators, researchers, neuropsychologists / educational psychologists, medical practitioners, social workers.

Learning Objectives:

  • To provide an overview of the 7 building blocks of reading and writing.
  • To review neuro-anatomy related to reading and writing.
  • To identify different assessments that may be helpful to assess reading and writing more fully.
  • To review a computerized version of a reading program that will improve reading decoding and comprehension.
  • To provide 5 different program ideas in developing writing.
  • To present case studies for demonstration of techniques and outcomes.

Assessed: Questionnaire

Sensory Ideas for the Classroom that Works!

Target Audience:

Occupational therapists, speech language pathologists, educators, classroom assistants, researchers, neuropsychologists, educational psychologists, social workers.

Learning Objectives:

  • Provide an overview of 7 Sensory Systems and application to learning behavior
  • Practice assessment tool for different sensory learning profiles
  • Provide 30 practical ideas for improving sensory classroom behavior

Assessed: Questionnaire

ReadOn for Reading Intervention

Target Audience:

Occupational therapists, speech language pathologists, educators, researchers, neuropsychologists, educational psychologists, medical practitioners, social workers.

Learning Objectives:

  • To provide an overview of the 7 building blocks to proficient reading
  • To review neuro-anatomy related to reading
  • To identify different assessments that may be helpful to assess more fully.
  • To provide perceptual related components of each of the 7 exercises / games
  • To provide lab experience of the software for workshop participants
  • To discuss outcomes of different pilot studies.

Assessed: Questionnaire

DIR203 DIR/Floortime online course

Level of course: Advanced
Have to show completion of levels 201 and levels 203 courses

Target Audience: Occupational therapists, speech language pathologists, play therapists, parents, psychologists, medical practitioners, mental health clinicians, social workers, residential treatment staff, registered nurses, child welfare professionals, adoption and foster care agency staff and administrators, educators, and researchers.

Learning Objectives (in brief, more fully explained at www.icdl.com)

  • Demonstrate self-awareness of own functional emotional developmental capacities, interactive styles and coping tendencies under stress
  • Identify own strengths and areas that require further development in their understanding and application of the DIR Model® and Floortime™ Intervention
  • Apply in-depth, discipline specific concepts learned in DIR 201 and DIR 202, analyzing how individual differences of children or adults can interfere or help promote the mastering of the 9 functional emotional developmental capacities
  • Summarize the child and adult’s unique profile based on all his or her 9 functional emotional developmental capacities and individual differences
  • Revise application of DIR® concepts and Floortime™ principles based on personal reflection triggered by observation, group discussions, personal evaluation, readings and lectures, embracing the power of self-examination and self-observation in expanding capacity to stay regulated and “in the moment”

Assessed: Presentation of 2 case studies on PowerPoint including video.

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