Educational Kinesiology and Brain Gym

1. Introduction

Version followed: Brain Gym® 101 and "the 26" Brain Gym movements as taught by the Educational Kinesiology Foundation, which trades as Breakthroughs International (formerly Brain Gym® International), founded by Paul E. Dennison and Gail E. Dennison. The reference manual is Dennison and Dennison, Brain Gym: Teacher's Edition (cited as 1989 in one academic review and 1994 in its text [uncertain]). A later edition is cited as 2010 by the Council for Exceptional Children [source: CEC Current Practice Alert 28]. Movement execution below is limited to what training providers and education-authority materials publish; details specific to the manual are [uncertain: not verified].

Educational Kinesiology (Edu-K) is a movement-based learning programme, not a psychotherapy. Brain Gym is its best-known part: a set of 26 short movements, with a goal-setting routine and repatterning techniques, used mostly in schools, by parents and by allied practitioners [source: Humanitix BG101 course page; Oak Park Arms]. A training provider describes it as "the core program of Educational Kinesiology (Edu-K)" [source: Humanitix BG101]. The movements are said to be based on movements children make naturally in early life while learning to coordinate eyes, ears, hands and body [source: Oak Park Arms].

How change is said to happen, as the founders hold it: Paul Dennison described the core belief as the idea that movement can create intelligence [source: Patterson 2012, citing Dennison 2009]. The programme's model says that movement on one side of the body activates the opposite brain hemisphere, that coordinating left and right ("laterality") supports reading, writing, speaking and moving, and that coordinating front and back of the brain ("focusing") supports comprehension and attention [source: Patterson 2012]. Reviewers place these ideas in neurological repatterning, cerebral-dominance and perceptual-motor-training traditions [source: Patterson 2012, summarising Hyatt 2007]; secondary sources link it to Doman-Delacato psychomotor patterning [uncertain: secondary, unverified]. These are the method's own concepts, described here as the method holds them.

Evidence status (one line): academic reviews found no good evidence that Brain Gym produces the neurological or learning changes claimed (Hyatt 2007; Spaulding, Mostert and Beam 2010) [source: Patterson 2012]; a 2018 practice alert from the Council for Exceptional Children's Division for Learning Disabilities judged the supporting evidence very limited, mostly anecdotal and produced by the Brain Gym organisation, and advised caution [source: CEC Current Practice Alert 28]; the UK schools inspectorate Ofsted warned schools against it in 2018 [uncertain: secondary, unverified]. Brain Gym is not a treatment for dyslexia, dyspraxia, ADHD or any medical condition, and must not replace assessment of learning difficulties.

Fit within psychotherapy [synthesis]: the realistic use for a psychotherapist is as a brief, playful, low-demand movement break or self-regulation routine, used with consent and framed honestly as a complementary activity, not as treatment of a learning or neurological problem.

2. Framework

Edu-K is a training programme and set of activities rather than a phased therapy. The published structure is:

Core course (Brain Gym 101). Covers the 26 basic movements, a five-step goal-setting process and two repatterning techniques; 32 hours of training [source: Humanitix BG101]. Some courses are run over six evening sessions of about 2.5 hours, combining the 26 movements with stress management, behaviour management, motivation and personal development [source: Montessori Australia brochure].
Further levels. Brain Gym 101 is the prerequisite for intermediate, advanced and professional courses. Further training can lead to a licence as a Brain Gym Instructor/Consultant or Movement Facilitator [source: Humanitix BG101].
Licensing and trademark. "Brain Gym" is a registered trademark; only licensed professional members may use it, and the organisation trains and licenses people to use the mark [source: Humanitix BG101; Wikipedia (trademark details) [uncertain: secondary, unverified]]. The organisation's web address now redirects to Breakthroughs International.
Formats. (a) Daily classroom or home routines done together by adult and child [source: Patterson 2012]; (b) a short warm-up routine, PACE, made of four movements [source: Junta de Castilla y León resource]; (c) private consultations ("balances"), typically one to two hours, focused on one goal [source: Humanitix BG101]; (d) skill-specific menus of movements and classroom games [source: Junta de Castilla y León resource].
Session count. No fixed course length is published for clients. Consultations are goal-by-goal [source: Humanitix BG101]. [uncertain: not verified] whether the manual gives a recommended number of sessions.

Suggested structure inside psychotherapy [synthesis]:

Preparation (session 1 or part of it). Assessment as usual; screen for unassessed learning, developmental, physical or medical issues; consent (and assent for a child); agree on one personal, observable goal.
Learning the routine (1–2 sessions). Teach PACE or two or three movements as a regulation tool; client rates their state before and after.
Integration (ongoing, a few minutes per session). Use a chosen movement at the start of session, before difficult material, or as homework, while the main therapy continues.
Review (every 4–6 sessions). Keep it if the client finds it useful and it costs little time; drop it if not.

Criteria for moving on [synthesis]: the client can do the movements independently, chooses when to use them, and reports a noticeable change in state; or the client finds no benefit, at which point stop.

3. Guiding principles

Principles the programme states:

Movement supports learning. The founders' core belief [source: Patterson 2012]. Practical meaning: offer movement as an aid to readiness, not as a cure.
Goal-centred work. A consultation begins by identifying a goal [source: Humanitix BG101; Move Play Thrive (derivative)]. Practical meaning: pick one concrete goal the client cares about.
Specific, intentional movement. Providers describe the movements as "performed in a very specific, intentional way" [source: USF Anchin Center facilitator page]. Practical meaning: slow, attentive movement with the client noticing what changes.
Developmental movement roots. Movements echo early motor development [source: Oak Park Arms]. Practical meaning: make them playful and non-competitive, especially with children.
Water. Drinking water is part of PACE and is recommended [source: Junta de Castilla y León; Patterson 2012]. Practical meaning: a glass of water is a simple settling ritual; make no physiological claims.
Self-responsibility and suitability for all ages. Claimed by providers [source: Oak Park Arms; Humanitix BG101]. Practical meaning: the client chooses the movements and decides whether they help.

Principles for a psychotherapist using it [synthesis]:

Honest framing. Call it a movement routine some people find calming or energising; do not repeat neurological claims as fact.
Complementary, not a substitute. It never replaces assessment of dyslexia, dyspraxia, ADHD, developmental coordination disorder, vision or hearing problems, or medical care.
Consent before and during. The client can decline any movement or stop at any time; offer seated and smaller-range versions.
No touch is required. Do every movement on the client's own body; partner games that involve touch are optional and need consent from every child.
No muscle testing as diagnosis. Kinesiology traditions use muscle checking; if a client asks, a psychotherapist does not use it to diagnose, choose remedies or verify memories [uncertain: whether muscle checking is part of the current Brain Gym 101 balance was not verified].
Stay in scope. Unless licensed by the organisation, do not advertise "Brain Gym" services; describe what you do in plain terms.
No selling. Do not sell courses, books or products to clients.

4. Intervention inventory

What the published sources give: the 26 movement names, the skill areas they are matched to, the four-movement PACE routine, goal-centred consultations ("balances"), two repatterning techniques (one named, see 4.5) and classroom games. The exact form of each movement is taught in Brain Gym 101 and shown in the Teacher's Edition with photographs [source: Patterson 2012; Humanitix BG101]. It is not reproduced here; learn it from the manual or a licensed instructor [uncertain: not verified]. Items marked [synthesis] are this guide's own clinical guidance, not Edu-K teaching.

4.1 Introducing the method and informed consent

Purpose / when: Before any movement work, with every adult client, and with every child together with a parent or guardian.
Steps [synthesis]:
1. Explain that it is a movement routine from an educational programme, complementary to therapy.
2. Say what it involves: simple movements done standing or seated, drinking water, light self-touch of one's own body (for example pressing points or crossing arms), and no touch from the therapist.
3. Give the evidence status in one sentence (claims about the brain are not supported by research; some people find the routine settling or energising).
4. Check physical limits (pain, balance, pregnancy, recent injury, dizziness) and offer seated or smaller versions.
5. Confirm the right to stop or skip any movement at any time; record consent.
6. For a child: get the parent's consent and the child's own assent in plain words; a "no" from the child is respected.
Example language (illustrative): "This is a short set of movements from a school programme called Brain Gym. The idea behind it is that movement helps learning. Studies haven't backed up the brain claims, but some people find it a good way to settle or wake up before we talk. We can try it, skip any part, or stop whenever you like."
Watch for: Clients (or parents) expecting it to fix dyslexia, ADHD or a medical problem: correct this gently. Shame about clumsiness. Any pain or dizziness.

4.2 Goal setting for a consultation ("balance")

Purpose / when: Edu-K consultations centre on one goal and last about one to two hours [source: Humanitix BG101]. Brain Gym 101 teaches a five-step goal-setting process [source: Humanitix BG101]; a university course listing for Brain Gym likewise names "the five-step learning process" as core content [source: Hamline University EDUC6232 course listing]; a derivative provider describes starting by naming a goal, then using a movement sequence to release stress linked to it [source: Move Play Thrive]. The names and order of the five steps are [uncertain: not verified].
Steps (adapted for a therapy session) [synthesis]:
1. Ask the client to name one goal phrased positively and in the present (e.g. "I read aloud calmly").
2. Have them try the target task briefly, or imagine it, and notice and rate how it feels (0–10 ease or calm).
3. Let the client choose two or three movements from the menu in 4.4 that seem relevant.
4. Do the movements slowly, with attention.
5. Repeat the task or image and re-rate. Note what changed in their own words.
6. Mark the end: acknowledge the effort and agree whether to practise.
Example language (illustrative): "What would you like to be easier? Let's put it as if it's already happening." "Try reading these two lines. How does that feel, 0 to 10?" "Now pick two of these movements and we'll do them slowly. Then try the lines again and see if anything's different."
Watch for: Goals that are really diagnostic questions ("fix my reading") need assessment, not movement. Demand characteristics: clients may report change to please you; accept "no difference" warmly. It is working when the client notices a real shift in calm or focus and chooses to use it again.

4.3 PACE warm-up routine

Purpose / when: A short readiness routine of four movements used before learning [source: Junta de Castilla y León resource]. Commonly expanded as Positive, Active, Clear, Energetic [uncertain: not verified]. In therapy [synthesis]: at the start of a session, after a break, or before demanding material.
Components, in the source's order: Water (drinking water) → Brain Buttons → Cross Crawl (a crossed, contralateral march) → Hook-ups [source: Junta de Castilla y León resource]. Hook-ups are said to calm, aid decision-making and improve focus [source: Patterson 2012]. Brain Buttons are said to increase blood flow to the brain [uncertain: secondary, unverified]; this is the method's claim, not established fact.
Steps [synthesis for the therapy framing; movement forms per the manual]:
1. Offer a glass of water and invite the client to drink a few sips at their own pace.
2. Demonstrate each movement once, then do it together; keep it slow and comfortable.
3. For Cross Crawl offer a seated version (the source lists a seated cross crawl).
4. End with Hook-ups and a few quiet breaths; ask what they notice.
Example language (illustrative): "Let's do a quick four-step warm-up. First, a few sips of water." "Now the crossed march: opposite arm and leg together, as slowly as you like, or seated." "Last one: settle into this position and just breathe for a little while. What do you notice?"
Watch for: Self-consciousness (do it with them); balance problems (seat the client); a client who becomes more anxious with eyes closed (keep eyes open). Working: the client looks and reports more settled or alert, and starts using it on their own.

4.4 The 26 movements: reference list by name and by skill menu

Purpose / when: The 26 activities are grouped by the programme into four categories: midline movements, lengthening activities, energy exercises and deepening attitudes [source: Oak Park Arms; Junta de Castilla y León]. Hook-ups and Positive Points belong to deepening attitudes [source: Junta de Castilla y León]; category membership for the other movements is [uncertain: not verified]. Energy categories and "buttons" are the method's own concepts, described as the method holds them.
Movement names (English renderings of the names in a Spanish-language education-authority resource; official English spellings [uncertain]): Lazy 8s; Brain Buttons; Cross Crawl; Seated Cross Crawl; Earth Buttons; Space Buttons; Balance Buttons; The Owl; The Elephant; Thinking Caps; Neck Rolls; Energy Yawn; The Rocker; Belly Breathing; Double Doodle; Arm Activation; Alphabet 8s; The Energizer; Think of an X; Calf Pump; Footflex; Hook-ups; Positive Points; The Grounder; Gravity Glider; Water [source: Junta de Castilla y León resource]. That resource also lists variants from later courses (e.g. elbow and shoulder 8s) [source: same].
Skill menus as the resource groups them [source: Junta de Castilla y León resource]:
- Reading (visual): Lazy 8s, Brain Buttons, Cross Crawl, Earth, Space and Balance Buttons.
- Listening: The Owl, The Elephant, Thinking Caps, Neck Rolls.
- Reading aloud: Energy Yawn, Cross Crawl, The Rocker, Neck Rolls, Belly Breathing.
- Writing: Lazy 8s, Double Doodle, Arm Activation (hand–eye, midline); Alphabet 8s (handwriting); The Energizer (copying); Think of an X (dictation); Calf Pump, Footflex (creative writing); Hook-ups, Positive Points, Brain, Earth and Space Buttons (copying from the board).
- Sitting comfortably: Arm Activation, The Grounder, Gravity Glider, Seated Cross Crawl, The Rocker.
- Attention and concentration: Footflex, Gravity Glider, Calf Pump, The Owl, Cross Crawl, Thinking Caps, Arm Activation.
- Restlessness / disruptive behaviour: Balance Buttons, Hook-ups, Positive Points, Earth Buttons, The Rocker, Thinking Caps, Lazy 8s.
- Memory: Cross Crawl, Thinking Caps, The Elephant, The Owl, Balance Buttons, Neck Rolls, Lazy 8s, Positive Points with Hook-ups.
- Neck and shoulder tension: Neck Rolls, The Owl, Lazy 8s, The Elephant, Calf Pump, Arm Activation.
- Maths: Footflex, The Elephant, Neck Rolls, The Owl, Gravity Glider, Double Doodle.
Steps for teaching any movement [synthesis]: (1) name it and its purpose as the programme states it, attributed; (2) demonstrate once; (3) do it together slowly; (4) offer an easier range or seated form; (5) ask what the client notices; (6) let the client decide whether to keep it.
Example language (illustrative): "In this programme this one is used before listening tasks. Want to try it with me, slowly?" "Which of these felt good, and which would you rather leave out?"
Watch for: Neck movements and yawning stretches with clients who have neck, jaw or back problems; balance in standing movements; positions (e.g. Hook-ups or Positive Points involve the client's own hands on their body) that feel exposing for trauma survivors. Do not present menu links (e.g. "for dyslexic reversals" in the source) as treatment of a condition. Working: a small, reliable personal set of two or three movements the client uses unprompted.

4.5 Repatterning techniques

Purpose / when: Brain Gym 101 teaches two repatterning techniques [source: Humanitix BG101]. A university announcement of a Brain Gym 101 course taught by a licensed instructor names one of them as the "Dennison Laterality Repatterning" process [source: UWSP 2012]; the name of the second, and the steps and rationale of both, are [uncertain: not verified]. Repatterning draws on the method's laterality concepts, which reviews found unsupported [source: Patterson 2012].
Steps: Not given here. Learn only through the licensed course; a psychotherapist should not improvise them from secondary descriptions [synthesis].
Example language (illustrative): "That's a technique taught on the Brain Gym course. I haven't trained in it, so I won't try it, but we can use the simple movements."
Watch for: Clients or parents told that repatterning will "rewire" a learning disorder; explore expectations (5.6).

4.6 Classroom and group games

Purpose / when: For groups of children (school, group therapy, family sessions). The education-authority resource describes [source: Junta de Castilla y León resource]: a Brain Gym circle (children draw Lazy 8s or Double Doodles on the back of the child in front, plus other movements); The Puppet (one child moves like a puppet while a partner positions them in a movement); Double Doodle dance (partners hold hands while one leads scribbling to music); Endless Double Doodle (a shared scribble continued as the paper moves); The Dice (children roll dice showing movements and model the one shown); and a Brain Gym corner (a classroom corner with posters or cards for choosing movements). It also mentions story-based sequences.
Steps (adapted) [synthesis]:
1. Explain the game and ask each child whether they want to join; offer a watching role.
2. For any game with touch (drawing on a back, positioning a partner, holding hands): each child agrees to be touched, can say "stop" at any time, and touch stays on the back, hands or arms. Offer a no-touch version (drawing in the air or on paper; showing the movement for the partner to copy).
3. Keep it short, non-competitive and fun; end with a calm movement.
4. Ask what each child noticed.
Example language (illustrative): "Who'd like a figure-eight drawn on their back? You can say yes, no, or 'only in the air'. If you want it to stop, just say stop."
Watch for: Children who freeze, giggle anxiously or pull away from touch (switch to no-touch, follow up privately if it seems to reflect something more); exclusion or teasing in pairs; a child pressured by peers to take part. Working: children choose movements from the corner on their own to settle.

4.7 Noticing before and after

Purpose / when: Building the client's awareness of their own state. Provider accounts describe clients noticing improvement after movements [source: Move Play Thrive]; making noticing a structured step is [synthesis].
Steps [synthesis]: (1) Before movement, ask for a quick body scan and a 0–10 rating of calm, energy or focus. (2) Do the movement. (3) Re-rate and describe any change in words. (4) Record ratings over sessions to see whether the routine actually helps this client.
Example language (illustrative): "Before we start: calm on a scale of 0 to 10? … And now? What's different, if anything?"
Watch for: Pressure to report improvement; ratings that never change (stop using it). Working: consistent personal gains and the client using the scale independently.

4.8 Using movements for regulation within psychotherapy, including trauma work

Purpose / when [synthesis]: Edu-K sources do not set out trauma-safety steps. A derivative provider mentions using a goal-and-movement process for overwhelm, anxiety and trauma [source: Move Play Thrive]. For a psychotherapist, movements can serve as a grounding or activation tool in the stabilisation phase of trauma-focused therapy, within that therapy's own protocol.
Steps [synthesis]:
1. Teach one or two movements when the client is calm, not during distress.
2. Agree on a signal for pausing processing work and doing a movement.
3. If arousal is high, pick grounding, eyes-open movements done seated; if the client is shut down or dissociating, pick gentle active movements (e.g. a slow cross march) with eyes open and orienting to the room.
4. Titrate: return to the material only when the client rates themselves back in a workable range.
5. Debrief: what helped, what didn't.
Example language (illustrative): "Let's pause the memory here. Feet on the floor, eyes open, and let's do the crossed march slowly together. Tell me five things you can see as we go."
Watch for: Positions with closed eyes or arms wrapped around oneself can trigger survivors of restraint or assault; always offer an alternative. Movement must not become avoidance of needed processing. Working: faster recovery to the window of tolerance and the client using it between sessions.

4.9 Children: consent, assent, assessment and safeguarding

Purpose / when: Brain Gym is widely used with children; providers state it was designed for children with learning challenges such as dyslexia, dyspraxia and ADHD [source: Montessori Australia brochure]. These are the provider's claims; reviews found the evidence lacking [source: Patterson 2012].
Steps [synthesis]:
1. Get parental consent and the child's assent; explain to the child in age-appropriate words what you will do and that they can stop.
2. If learning, attention, coordination, vision or hearing concerns are present, check whether the child has been assessed; if not, recommend assessment through the school, an educational psychologist, a paediatrician or GP, an occupational therapist or audiology/optometry as appropriate. Movement work is never a substitute.
3. Liaise with the school (with consent) so that classroom movement breaks are not mistaken for an intervention for a diagnosed need.
4. Never name or photograph children in materials; keep records according to your normal standards.
5. Safeguarding: if a child's needs are being neglected (e.g. assessment, medical care or educational support withheld in favour of unproven programmes, with harm resulting), or if any touch in a group or by another practitioner is inappropriate, follow your local safeguarding procedure and duties.
Example language (illustrative): To a parent: "These movements can be a nice settling routine, but they can't tell us why reading is hard for him. I'd like to ask the school about an assessment so he gets the right support." To a child: "Want to try a funny owl movement? You can say no, and you can stop any time."
Watch for: Parents paying for repeated private sessions instead of support for a diagnosed need; children labelled as having a "wiring" problem. Working: the child enjoys the routine, and appropriate assessment and support are in place.

4.10 Talking with clients who use Brain Gym or Edu-K elsewhere

Purpose / when [synthesis]: When a client, parent or school uses Brain Gym or attends kinesiology consultations.
Steps [synthesis]:
1. Ask without judgement what they use, from whom, how often and at what cost; record it.
2. Explore meaning and expectations: what they hope it will do, what it gives them (calm, play, hope, a sense of doing something).
3. Share the evidence status in one sentence, respectfully, and separate the routine's benefits as a break from claims about the brain.
4. Support informed decisions: keep what is cheap and enjoyable; question costly or exclusive programmes that replace assessment or evidence-based support.
5. If muscle testing is used to make health, diet or memory decisions, discuss the risks and encourage medical advice on health matters.
Example language (illustrative): "What do you like about the sessions? … What are you hoping will change? … It's fine to keep doing what helps you feel settled. I'd just want us to make sure the reading support is in place as well."
Watch for: Financial strain from tiered courses or consultations; group pressure; the client feeling judged. Working: the client makes an informed choice and stays engaged with needed care.

4.11 Training, scope and professional use

Purpose / when: Before offering Brain Gym as a named part of your practice.
Steps:
1. Take Brain Gym 101 (32 hours) with a licensed instructor; further courses lead to licensing as Instructor/Consultant or Movement Facilitator, and only licensed members may use the trademark [source: Humanitix BG101].
2. Check your own licensing board or professional body for its position on complementary methods and on advertising them; a professional-body position specific to psychotherapists using Brain Gym is [uncertain: not verified]. The American Psychological Association (1999) found no evidence for neurological repatterning [source: Patterson 2012].
3. Describe the work in plain terms in your materials; make no claims about treating learning disorders or brain function [synthesis].
4. Do not sell courses, books or products to clients; manage any conflict of interest if you are also an instructor [synthesis].
Example language (illustrative): "I sometimes use short movement routines, including some from Brain Gym, as a way of settling at the start of a session. It's optional and isn't a treatment for learning difficulties."
Watch for: Drift into promising academic or neurological results; dual roles (therapist and course seller).

5. Handling problems

The available Edu-K sources do not address problem handling; one provider notes that not every goal is reached in one session [source: Move Play Thrive]. Everything below is [synthesis] unless tagged.

5.1 Stuck: no change after the movements

Accept "nothing changed" as useful information; do not repeat movements until the client reports a change.
Try a different kind (calming vs energising), seated vs standing, or drop the routine. One provider notes some goals need more than one session [source: Move Play Thrive]; set a review point rather than continuing indefinitely.
Example language (illustrative): "Thanks for being honest. It doesn't suit everyone. Shall we drop it and use something else to settle?"

5.2 Resistance, embarrassment or scepticism

Normalise: "It can feel a bit silly." Do the movements with the client, smaller and seated.
Agree with reasonable scepticism; the client does not need to believe the theory for a calming routine to be useful, and does not need to do it at all.
With teenagers, offer choice and drop it quickly if it costs rapport.

5.3 Overwhelm, dissociation or trauma reactions

Stop the movement; orient to the room with eyes open, feet on the floor, naming objects.
Identify what triggered it (a closed-eyes position, arms crossed over the body, a partner's touch) and remove it from the menu.
Return to the window of tolerance before continuing therapy work; review the plan for future sessions (4.8).

5.4 Non-adherence with home practice

Shrink the task to one movement linked to an existing habit (e.g. before homework).
Ask what got in the way without blame; if the client doesn't value it, let it go.
For children, involve the parent as a playful co-participant, not an enforcer.

5.5 Ruptures

If the client feels patronised ("this is for kids") or that therapy has turned into exercise, acknowledge it, apologise and return to talking.
If a client feels their own belief in Brain Gym was dismissed, repair by acknowledging what it gives them and separating that from the evidence conversation (4.10).

5.6 Clients, parents or schools expecting a cure

Gently correct claims that the movements treat dyslexia, ADHD or neurological problems; reviews found no supporting evidence [source: Patterson 2012].
Ensure assessment and evidence-based support are in place (4.9).
Example language (illustrative): "I'm glad she enjoys it. It isn't something that fixes reading difficulties, though, so let's make sure she gets the reading support she needs too."

5.7 Physical problems during movement

Stop with any pain, dizziness, breathlessness or loss of balance; use seated versions; advise medical review for new or persistent symptoms.
Take care with neck, jaw, back and joint conditions, pregnancy and people at risk of falls.

5.8 Touch concerns in groups

If a child objects or seems distressed by partner touch, stop at once and offer the no-touch version; never insist.
If you learn that another practitioner's touch was inappropriate or sexualised, follow safeguarding procedures and report to the relevant professional body.

5.9 Muscle testing, costs and commercial pressure

If a client is told by a practitioner, through muscle testing, to change diet, stop medicine or believe something about their past, encourage them to discuss health decisions with their doctor or pharmacist, and explore the pressure involved.
If a family is paying for many consultations or tiered courses with promises of academic results, explore costs and expectations (4.10); report misleading advertising to the national advertising or consumer regulator where appropriate.
Do not sell or recommend courses or products to your clients.

Sources

Web sources:

Books and papers cited (details as cited in Patterson 2012):

Dennison, P. E., & Dennison, G. E. (1989). Brain Gym: Teacher's Edition. Edu-Kinesthetics. [uncertain: year given as 1994 in the text of the same review]
Dennison, P. (2009). Research now validates movement-based learning. Brain Gym Journal, 23(1–2), 3.
Hyatt, K. J. (2007). Brain Gym®: Building stronger brains or wishful thinking? Remedial and Special Education, 28(2), 117–124. doi:10.1177/07419325070280020201
Spaulding, L. S., Mostert, M. P., & Beam, A. P. (2010). Is Brain Gym® an effective educational intervention? Exceptionality, 18(1), 18–30. doi:10.1080/09362830903462508

Official site: braingym.org now redirects to Breakthroughs International (breakthroughsinternational.org); its current course and movement descriptions are [uncertain: not verified].

← Previous · XII-049Three in One Concepts Next · XII-051 →Contact Reflex Analysis