Dyspraxia

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Dr. Jean Ayers, founder of Sensory Integration theory, defined praxis as the brain’s ability to conceive, organize, and execute unfamiliar tasks. It is the foundation of purposeful action, driven by intrinsic motivation. Without praxis, individuals may experience impulsivity, frustration, and a sense of powerlessness. Clients with Dyspraxia often exhibit poor play skills and behaviors such as being “bossy,” rigid, or self-centered. Focusing on these behaviors can lead to power struggles and frustration. However, by emphasizing the development of praxis, we can enhance the client’s autonomy, productivity, and self-reliance.

Different Components:

Dyspraxia affects several key components of motor planning: forming a motor idea, planning and initiating the action, sequencing steps, and completing the task within a similar timing and rhythm as peers. Effective execution also relies on body feedback and feedforward to reinforce and repeat the action. Clients with Dyspraxia often struggle with novelty and surprises, preferring predictability and routine. However, life’s unpredictability can disrupt this need for consistency.

Several Sub-types:

  • Generalized Dyspraxia: Involves the entire sensory-motor system, affecting the body from head to toe. Frequently present as the “clumsy” child
  • Somatodyspraxia: Linked to deficits in the tactile and proprioceptive systems, which are foundational for body awareness and motor planning
  • Bilateral Integration, Sequencing, and Timing (BIS(T): Involves vestibular-proprioceptive functions and visual-spatial skills, impacting coordination and timing. Frequently “hidden” as does not present as overtly clumsy
  • Dyspraxia on Verbal Command: The body struggles to follow verbal instructions but can perform tasks with visual guidance
  • Apraxia of Speech: A speech sound disorder where the brain struggles to plan and execute the movements needed for speech

Dyspraxia can lead to several related challenges:

  • Dysgraphia: Characterized by illegible handwriting, inconsistent spacing, poor spatial organization on paper, spelling issues, and difficulty composing and thinking while writing. It often co-occurs with various Dyspraxia subtypes
  • Dyslexia: Refers to difficulties in reading and interpreting words, letters, and symbols, despite normal intelligence. It commonly coincides with BIS(T) Dyspraxia, though it can also be seen with Generalized Dyspraxia
  • Dysorthographia: A writing disability not linked to visual, hearing, or intellectual impairments. It involves slow writing, frequent errors, and struggles with spelling, grammar, and sentence construction, often associated with Dyslexia
  • Dys-executive Syndrome: A set of cognitive and behavioral difficulties resulting from impaired executive functions, which are the mental processes that enable individuals to plan, organize, problem-solve, regulate emotions, and control behavior
  • Performance Anxiety is a psychological condition characterized by intense fear or nervousness about performing tasks or activities in front of others, often due to concerns about being judged or evaluated. This anxiety can manifest in a variety of settings, such as public speaking, exams, social events, sports, or artistic performances

Our Unique Dyspraxia Evaluation

  • Comprehensive assessment considering how various sensory systems impact different Dyspraxia categories
  • Identifies the root cause to create a targeted intervention plan
  • Specifies the Dyspraxia subtype most relevant to the client’s profile
  • Suitable for all ages, from toddlers to adults
  • Evaluates skillsets from prenatal reflexes to executive functioning
  • Explores social, emotional, and academic impacts
  • Assesses sports performance and its connection to Dyspraxia
  • Links Dyspraxia to behavior patterns, from mild challenges to extreme meltdowns

Neuroplasticity Research is very clear; The Brain can Change!

Dyspraxia Intervention Program

Phase 1: Foundation

  • Focuses on sensory modulation, reflex integration, sensory registration, motor skills, and social-emotional regulation
  • Intensive programs of 10, 12, or 15 consecutive days (excluding weekends) and / or weekly visits, tailored to the client’s Dyspraxia subtype and profile
  • Home programs available for long-distance clients
  • Hybrid options combining home and center visits also offered

Phase 2: Skill Development

  • Emphasizes praxis, sequencing, timing, ocular-motor skills, oral-motor skills, bilateral integration, coordination, and emotional regulation
  • Intensive programs of 10 or 12 consecutive days or weekly visits, depending on individual needs
  • Home and hybrid program options available for remote clients

Phase 3: Advanced Development

  • Focuses on laterality, interhemispheric organization, executive functions, and functional performance in reading, math, and written expression
  • Includes emotional regulation and social skills training
  • Intensive programs of 10 or 15 consecutive days and / or weekly visits, with home and hybrid options for long-distance clients

Are you ready to learn more about our unique and specialized approach
Schedule a First Phone Consultation today!

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I often think how lucky I was to meet you and have your guidance throughout his journey and what an instrumental difference it has made in his life. We are in the middle of a move to another country, and I found all the Interactive Metronome items/data and it brought back some memories….

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N.S. – Mason, Ohio

My name is N.S., and my son H.S. received Tomatis therapy with your team back in 2004. We think of you frequently but this afternoon my wife and I spoke of you again. H., now 9, is in third grade and participates in an accelerated academic program in our public school.

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