In this session, I work with a child who really struggles with her farsighted vision. I worked with the mother and child and then came up with a plan they will implement to help her out. It was a great session! Enjoy the show.

If you want more, sign up for my newsletter at: www.drsamberne.com.

If you have any questions, submit them to hello@drsamberne.com or you can now text me! Text ‘Join’ to 1-844-932-1291 to join the community and ask your questions!

SUMMARY KEYWORDS

prescription, eyes, glasses, exercises, moving, primitive reflexes, foot, vision, motor, arms, development, body, magnification, head, called, wear, crawling, stimulate, obstacle course, balance

00:05

Hello, everyone, it’s Dr. Sam, I’d like to welcome you to my EyeClarity podcast. This is a show that offers cutting edge information on how to improve your vision and overall wellness through holistic methods. I so appreciate you spending part of your day with me. If you have questions, you can send them to hello@drsamberne.com.

Hey everybody it’s Dr. Sam and I’d like to welcome you to my EyeClarity podcast. Before we get to today’s show, you can always text me your questions 1-844-932-1291 Or send me an email hello@drsamberne.com.

I’ve got a couple of great workshops coming up in March in Southern California. I’ll be in San Diego March 5, LA March 7, and Santa Barbara March 12 doing my famous masterclass. I’m back doing that again in person. This is a great way to work with me one on one, if you’ve got an issue that you haven’t been able to solve. Register Here.

And I’ll be doing some book events. As you know, my new book, Vital Vision is coming out the end of February, we’re in a pre sale right now. So if you want to order the book, you’ll get a discount. And there are also some events happening. You can sign up and we can do an online workshop that’s going to be happening in April. Also, you can get some coaching one on one sessions with me if you buy the book, and I’ll be doing a gathering in Santa Fe in September. This is gonna be a small group at my geo-dome. So if you’d like to register for that, we’d love to have you.

Preorder the book here OR learn about my book events here.

00:46

Hey, everybody, I’d like to welcome you to my EyeClarity podcast. So we’ve got a great show today. It’s a very interesting session that I gave to a mom and her daughter. And she’s inquiring because her daughter went to the eye doctor, and she’s wearing a very strong, farsighted prescription. So the higher the number, the stronger the lens, and so she’s wearing like a plus 7.25. That’s a lot of magnification. So as you’ll be able to tell from the session, I asked a lot of questions, especially early on, you know, I think the three most important times in a young child’s life is the prenatal period, we call gestation, the birth, and then the first three years of life where there’s exploration and motor development, and so on. And there’s an aspect of the child’s development that really explains why she’s got this really strong prescription.

And so for any parent out there, and you go for an eye exam, you know, take your child for an eye exam, and you end up getting really strong glasses, that is such a symptom approach. It doesn’t get to the root cause. And basically, it’s just reinforcing the pattern that’s happening. And when I start looking at vision as a developmental process, and it’s influenced by our motor development, our emotional development, our nutrition, our traumas, things like that, we start working in a way where we’re treating the whole child and not just the eyeballs. And so you’ll get to see some very interesting things in the way I analyze, diagnose, and then a series of physical therapy exercises that I think are going to really contribute to the family. And so I was really grateful that they they gave permission that we could show this video. So I hope you enjoy the show. Leave your comments, and thanks for tuning in, guys. Got it?

03:11

Now too bad yourself.

03:12

Very well. Thanks. Good luck. Let us know up there.

03:17

Now really, it’s like there’s no snow. Oh, that’s terrible. Yeah, I know. I want some snow.

03:28

All right, well.

03:32

Give me a little background on what you want to work on. And we’ll we’ll get to is

03:37

up. We’re just trying to see if there’s any way to improve her nearsightedness bow. A year and a half ago, when she started preschool. I see a lot of what they preach before preschool when she first got the glasses. Um, we had her checked out maybe like two months ago. And it got like, a little bit a little bit worse, but it wasn’t that much of a difference. So I’ve seen some of your videos so and I know that there’s certain things that you can like help to improve it.

04:19

So do you did you send me the numbers? RX? Or do you know what

04:24

they are? I sent her we’re trying prescription it was through a document her profile.

04:33

Okay, let me look here. Hold on a minute.

04:44

Here we go. Yeah, I see it. Okay, so Wow, that’s a lot of farsightedness there. Plus 7725 Now, plus plus seven. Yeah. So that’s a lot of farsightedness. Goodness. Has there been any eye turn or anything for Addison?

05:11

No.

05:13

So what precipitated this first appointment? They preschool? Was she having any symptoms at all? Was she squinting? Or, um

05:25

we were just notified by her teachers and then just for like a yearly exam by the school officials to get her eyes checked out. And they said that she needed to be up close to certain things to see certain some things and like after realizing that we did notice that she would stand really close to the TV when she was watching TV.

05:49

Right? That’s that’s a really high prescription. I mean, that’s, that’s out of bounds to me that’s really high for a child. You know, these, these prescriptions sometimes are calculated wherever eyedrops given first and then the prescription was

06:09

No, I was just always the eyeglasses. Okay.

06:17

Give me a little history on Addison’s. What What the what your birth? The birth experience was like? Gestation like gestation and birth any stresses going on any difficult birth experiences?

06:37

For her personally? No. I know. The piece of Splenda got stuck in me. So I was rushed to the O R. That was for me, though. After she was delivered, they did notice a hit click. So she was in a harness for about three to six months. And then after that, she was out of there. Everything’s been good. She also got lip tie surgery done.

07:10

Lip tie, you say? Yes. Okay. And so developmentally many challenges with reading or handwriting, or,

07:25

um, she does. She is in, like, kind of like speech for IEP. She has certain like, letters she gets mixed up with and like, certain phases or stuff like that sound the same?

07:42

All right. And so what grade is Addison in right now? Presently? She’s in kindergarten, kindergarten, kindergarten? No. Right. And so is that an all day thing? Is it a half day?

07:58

Front? Yeah, from like eight for eight to four.

08:01

Okay. And so what was her experience with creeping and crawling? Was that all pretty normal? Did she jump away from crawling, not spending enough time or what was what was the motor development.

08:20

Um, I mean, since she had the harness, there was a little delay in the crawling. But once she had the harness off, she was pretty good. Like, timeline wise.

08:34

And so the purpose of the harness was to do what,

08:39

um, to position the hip back into place. Because I guess like when the socket for the hip, it was like, not all the way fully and yet, that’s what they saw. So they had to like hold it up in place to like, keep it there for a while. Put it back in place.

08:54

I see. So she basically had no real movement. She was just kind of laying around is that

09:03

I mean, it was she was able to move it was just a Harley at click. There was just Yeah, I don’t know the whole reasoning behind it. But yeah, shows that for three to six months,

09:15

okay.

09:17

And so, have you this, this is probably if this is you haven’t, that’s okay. But have you explored any kind of alternative therapies whether it’s OT or cranial sacral or anything like that?

09:39

For her eyes or hips or for which one?

09:44

Anything sensorimotor

09:49

after we got her out of the harness, she does see a chiropractor, rug regulate.

09:55

Okay, and what does the chiropractor do? Just as

09:58

adjustments To make sure that her hips are still aligned correctly and yeah.

10:05

Okay, this is like a hard adjustment. Is it a soft adjustment? What

10:09

is soft adjustment?

10:12

And how often does she go? Once a month? Okay.

10:17

So are these glasses worn full time or

10:21

district? Pretty much other than like when she is sleeping or swimming or something like that?

10:31

Okay, so she doesn’t go without them. And what do you notice behaviorally? When she wears them versus when she doesn’t wear them? Is there a big difference in her behavior? Or her energy when she doesn’t wear them?

10:48

Um, behavior wise? No. I mean, she does complain, like when she does take them off. She sees double vision. And it’s a little hard for her to see.

11:00

double vision. Okay, so when did that start happening? Um,

11:07

maybe a couple of months ago, a

11:10

couple months ago. Okay, and can I can I look at her eyes. Can I Can you just have her? Just look without her glasses on? You you’ve got a beautiful face. Okay, great. All right. Thank you very much. Thank you. Thank you. So it looks to me like some of the time her left eye might be turning in a little bit. Is that Is that ever been as the eye doctor ever picked up on that? No. No, not picked up on that. Okay, and is the double vision all the time? Is it just some of the time when

11:54

she’s only said that when she has her glasses off?

11:58

When she has her glasses off? She goes into double and I can we do this? Does their book around or something up close? Can you have her hold a book and have her take the glasses off? And show me where she’s got to hold the book where she sees the print clearly.

12:25

Right, have her hold the book? And let’s see where?

12:30

All right. So hold the plug is like as close to where you can see it. Right. Can you see the print on there? Fine.

12:44

So you see the see the distance that she’s holding the book? Yeah, he’s uh, clearly that doesn’t match up with the amount of prescription she’s currently wearing it’s too much okay, let me ask you this. When she’s asked her when she’s looking at the prints without her glasses, is she seeing anything double there

13:12

all right, when you hold this up, you see anything double?

13:18

Is anything that won’t come easy anything in the room double

13:26

my phone

13:31

so is it more like distance things that she sees?

13:36

Some, it’s probably like a lot of further objects that are double or further objects.

13:41

So is it double like horizontals? A double, like diagonal is a double vertical.

13:51

Do you see the other phone over here or up here? Up here. Okay. So it’s like more? Yeah.

14:02

To me

14:06

and then have her put the glasses on and look at the phone and tell me about the double. Good. Okay, all right. I want her to do some some motor things with me. So first thing I’d like her to do is see if she can balance on one foot stand up and like yoga G balance on one foot.

14:33

Well, your your toy and stuff

14:40

without without jumping around, okay, can you let go?

14:45

Yeah, okay. Okay, now stand on the other foot.

14:51

Okay, now do it with eyes closed.

15:01

And now the other foot eyes closed

15:08

Okay, all right. So now is there a way you can create a little space? I want her to do a kind of walking

15:17

for me. Okay?

15:21

That sounds familiar toys out of the way.

15:23

Throw the toys out of the way. And I’ll explain what I want her to do. All right, so she’s gonna lock. This is this is the one she’s got to do. So I want to see your whole body while she’s doing this. I want her to put her feet out like a duck. So not just spread them out, but the feet have to be pointed, like toward her towards her ears.

15:54

Like that.

15:57

Okay, so let me see.

15:59

There we go. All right. All right, and I want her to walk. Maybe take about 10 steps. Sure her heels don’t need to touch they can be spread out a little bit and see if she can walk.

16:15

Like a duck. Go ahead. Okay.

16:23

Okay, stop. Can you roll your sleeves up on your shirt? So we can see your hands or your stays up? Come I want to see your arms. Okay, the other side. All right.

16:40

All right, go back to the door and try it again. Okay, so feet out. All right, go. Let your arms go to the side. Let your arms hang down. Okay, very good. Come on, you can do it. Get those feet spread out.

17:02

Okay, now walk backwards. Get those feet spread out like a duck. Let go of your dress, let go of your dress with your hands. There we go. Okay, now I want you to put your feet in like a pigeon. So toes are pointing in. Spread your feet. Spread out and then put your feet on.

17:35

Point your toes to each other by toes towards

17:39

Here we go. Now let your arm let your arms fall to your side. There we go. Thank you. All right, now go ahead and walk

17:53

Yeah. You then walk backwards. I’m gonna do something. Okay, bear in mind.

18:02

Okay, all right. Now is there enough room? Can you show me your hopping on one foot? Can you hop on one foot?

18:14

Here we go. Come on. We’ll hop forward your hops

18:17

towards this. Yes Okay.

18:22

Hop backwards. Oh. Got it. Where are you

18:37

okay, backwards

18:44

backwards

18:47

and now the other foot forwards, not backwards

19:04

can you ask her to gallop so one foot is always ahead of the other and she’s galloping.

19:09

Yeah. And then go backwards.

19:18

Okay, and then put the other foot forward.

19:22

Do the same thing. And then go backwards.

19:28

Now skip, can you skip

19:33

his hip backwards

19:41

Okay, now let’s have her lie down on the floor on her back in the middle of the room, so we can see her get away from all her toys. So she can move her arms and her legs.

19:56

Yeah, that’s okay. That’s all right. Do we want her to do a slow so she starts with her feet together and her arms down to her side

20:14

and now wants to do like an angel in the snow. So your arms go over your head and your feet go out at the same time. Okay, so So start with your arms down to your side. Okay, and your feet are going to spread out at the same time your arms go over your head, and go really slow, slow as you can.

20:42

Okay, now bring them all in together. Okay, do it again.

20:49

Good. Oops, get your get your legs out. Get your legs out. There we go. Now bring them all back together. So they land at the same time what your feet got there first.

21:02

Got to do timing. One more time, one more, then we’re done. One more, and we’re done. Okay, and then. And then back.

21:17

Okay, your, your legs got there, though. Before your your arms. We got to get them all there at the same time. Okay, no problem. You’re doing great. No problem. Yet one more time. So get the feet to touch when your hands touch. Oops, there we go. Good. You figured it out. Okay. All right. I want to talk to your mom a little bit. So we’re three? And maybe we’ll bring you back later. Right?

21:49

Even though, if you want, are you saying

21:54

overstay some time? All right. Okay. All right. So the information I’m going to give you is a little different than what you’ve been getting. And this is being recorded. So you can, you can kind of digest this. So let me start here. The the eyes originate from the brain very early in utero, so every part of the eyeball is brain. And learning to use your eyes is a process that starts occurring in utero, and birth and the first three years of life and one of the most important things that helps you develop your eyes and vision is the ability to move your body through space. And if there’s any restriction in moving the body through space in those first year of life, it can interfere with the development of the eyes as it relates to the brain and the body. So movement stimulates vision. And so in this, in this particular case, the eye doctor is measuring this this condition called farsightedness. And what farsightedness means is that the eye muscles are not responding very well to objects. So what the person needs then is a high magnification. And so what the lens is doing is interfering with the eye muscles developing so that they can learn their own focusing responsiveness when they look at objects.

And usually, the prescription if they’re gonna give one is the small, the smaller the number, the less magnification. So when we’re at seven, that’s a very high magnification. So we wonder why is she measuring that? What is the cause of that. And I would say part of the cause is that early on when she was in that harness, there was a bit of restriction in her ability to learn to move her body through space. Specifically, getting the right side of the body, the left side of the body to start working together, the front of the body and the back of the body working together and the top of the body and the bottom of the body working together. So the way that we work with kids is that we assess their development as it relates to where their eye exam is. And instead of giving strong glass says, there are some physical therapy exercises that stimulate the eye muscles. So that that farsightedness goes away. Right now, the glasses that are being worn, are basically interfering with the visual muscles developing. And it’s creating this distorted magnification that is, is interfering with her development.

25:34

So this is much more than an eyeball

25:38

problem or an eyeball situation, the eyes are very connected to the brain in the body. And in kids, there’s a certain developmental arc that all kids go through in their movement that helps them expand their vision. So for example, when I had to do the duck walk, and the pigeon walk those tests tell me is that her motor system is not connecting to the visual system, and that the motor system is also developmentally behind, as well as the visual system being behind so that we that’s a, that’s a way that we can assess it. And there’s a certain series of movement patterns that all infants go through, called the primitive reflexes. Occupational therapists know about this.

But I studied with a group of eye doctors in Scandinavia who are kind of ahead of us. And what they found is the kids that have had some kind of developmental interference in their, in their childhood. These motor patterns new when you do them, they release the eyes, and they help stimulate the eyes to develop better. So these eyeglass prescriptions start to go away. One of the most famous primitive reflexes you might have heard of, is called the startle reflex, Moro reflex. And these primitive reflexes are important, because they help the early infant adjust to being out of the birth canal. And they help guide the child to learn the more complicated movement patterns, like creeping and crawling, and hopping and balancing and skipping and those kinds of things. So these primitive reflexes, they were signaled to me that they haven’t been fully integrated, because the duck walk and the pigeon walk are not being done quite easily. You know, it’s, it’s hard for her to put her feet out. And you may have noticed she was turning her hands in, or when we were doing the pigeon walk, her shoulders were kind of going in. And so that is a signal that there’s a developmental delay in our sensory motor skills. And it takes a certain kind of therapist, if it’s an O T, who has studied sensorimotor integration, to understand that there’s a developmental influence here and why number one, she’s got such a strong, farsighted prescription.

And number two, without those lenses, there’s a bit of a double vision and it’s a vertical double, or her two eyes are not aiming together, they’re not working together. And then the other thing that suspect here is that without her glasses on, she’s actually holding the book where you should be holding it. So that says, To me, the amount of magnification that she was given, was weighed too much, that she, she could probably get away with at least half as much. But the stronger the prescription, the more it interferes with the muscle muscular development and the visual development. So I know you’re calling me about her glasses and her eyes, but this is a whole body situation and the way out of it, if you choose to go that route would be number one, I would give you some physical therapy exercises. That would include doing some primitive reflexes to integrate those to do some gross motor things related to the eyes, working with the vestibular system, which is the inner ear. So one of the ways we tested that was having her balance with her eyes closed. When she balances with her eyes closed. Her inner ear is doing all the balancing, and she fell over pretty quickly. So she’s really balancing her body most With a vision, and we need to bring the vestibular and the visual into it, so that our eyes aren’t stressing as much. So I can give you some exercises today, if you choose to do that, it could help her with the reversal situation, it might prepare her for her reading better or handwriting. And by the way, at her age, the reverse things is normal. It’s not out of the norm. But what’s happened in the school situation is they want kids to learn their letters earlier. But developmentally, they may not be ready to do that. And so the reversal is this big signal like Oh, my God, something’s wrong. Well, nothing’s wrong.

But there’s still a confusion in her own right, left body sense, when there’s a confusion in the right left body sense, when you put a symbol out their letters, they’re going to just project that confusion onto the symbols. And so they’re going to make the reversals. So when you develop a better body sense of integration, then the reversals will automatically go away. But I have kids that are eight, nine years old, that are still working that out, especially in the Waldorf situation. So I want to give you some exercises, and I want to make a recommendation possibly about getting maybe reducing this prescription. And she’ll actually see better. But it won’t have the side effects of that really strong magnification. That prescription is an optics, correction, but it’s, it’s interfering with visual development. See, they’re not, they don’t look at the eyes as part of the whole person. They’re just looking at the optics of the eyeball, and they’re trying to correct that. But they’re not looking at what the side effects are of that. Yeah. So I’m gonna pause here, because there’s a lot a lot of subjects I brought up, I’d like to hear your feedback. And, and also, this, this idea that this is kind of a Global Developmental kind of challenge that goes way back to that harness situation. And, you know, hear your point of view on what you think about that.

32:34

No, I believe that I mean, that’s why I reached out to you. I know there’s a lot of things that are more like that the actual eye doctors don’t really tell you. I figured there had to be more to it. Um, I didn’t know everything, like what you just said. Um, but I mean, how would I actually go about like, decreasing her prescription?

33:02

Okay. Well, first of all, I’m going to teach you. So I’m going to teach you some exercises that you can do with her, which will really help many, many levels of her of her life and her vision. And then in terms of the prescription, because I’m licensed to practice in 50 states of the US I am fully licensed, I can send you a reduced prescription. And so you’ll have the prescription, you can just go to an optical place anywhere in your town, and they’ll fill the prescription. Okay, so it’s, I have a medical license to do that. And, you know, I have all my medical licenses and all that on my prescription. So that’s easy. No, that’s not a problem. And what you can, what you can decide here is that if she likes the frame, you can just have the lenses, the new lenses put in and you can keep the old lenses tell the optical place, we’ll keep these and I’m going to I think she should be she’s at seven and a quarter. I’m going to recommend a 3.5. Okay, I think we can come down a 50%. And there’s some other things I’m going to recommend around her when she wears the glasses and so on. But there’s also some astigmatism in that and I’m going to reduce the astigmatism. So astigmatism means the eye is misshapen, it’s like a

34:42

stigmatism

34:44

and she’s got enough of it where I don’t want to take it all the way from her. But I’m going to balance these astigmatism and reduce it a bit. So I will send you a medical light of medical prescription. And then you can go anywhere, you know, any optics store any place like that, and they’ll fill it for you. And we just keep the old lenses, you know, and she’ll probably there won’t be any negative effects from it, it’ll just be positive. So I’ll do that, you know, at the end of the session today, okay? Okay, so now let’s talk about the exercises. So, as I said, in farsightedness, the muscles in the eye become unreal, unresponsive when they look at objects. So in other words, for you and me, you put an object out there and you focus. And you can tell the details, you can tell maybe you need lenses or not, but still, there’s the ability for the brain to go, oh, there’s an object out there. Let me focus the muscles on it. But in farsightedness, there’s a lack of responsiveness.

And that’s a global situation many times. And it’s also, I think, related to the fact that she wasn’t able to have freeform movement. When she was young, I mean, there was some movement, but it’s pretty restricted. And that’s, that’s a tough one, I don’t know if I would have gone that route. Or I would have, I would have maybe had an addendum around it, where, because it’s too much stabilization, and not enough exploration and freeform, I understand they’re trying to form the hips. But also, it really restricted this, this exploratory thing that the kids need when they’re really really young. Okay, so that, so that is, we can still fill in the gaps. All right.

So the first exercise I want you to do with her is the startle reflex, the Moro reflex, and I will send you written directions on it. And let me just say about these, these activities. This is not like going to the gym, and you have to do it perfectly. What this is about is giving the brain new experiences through the movements. And basically we want Addison to just explore the movements, but it’s going to encourage her to have to use her whole body and coordinate her body in very specific ways. But it doesn’t need to be exact, it doesn’t need to be perfect, it doesn’t need to be completely literal, to what you might read on the page, okay? Because what we’re doing here is we’re building new pathways in the brain. And again, I want to emphasize the eyeballs are just the outer part of the brain. It’s all it’s all brain, but but the eyes are just the outside part of it. All right. So in this Moro reflex, we it’s called the starfish exercise. And what it is, is that she is going to be I’m going to change the screen here. Okay, so what it is, is, you can see my arms, she’s going to be moving her arms in like this, and the head, and she’s also going to be moving her her legs, so the ankles cross.

So I’m moving my arm or my right arm is over my left, and my right ankles over my left ankle, and my head goes from up to down. And then I open up and now I do left over right. This is probably going to be hard for her to do so you might have to help her. So she does this line on the back. And she’s got a pillow under her head. And she does five in each position if you can, maybe she anywhere between three and five. And this helps integrate that startle Moro reflex. So that one should be done every day. Now. It doesn’t need to be perfect. But if she’s moving the right arm over the left arm, I don’t want her left ankle over her right ankle. Yeah, lean right over left. It’s got to be globally through the upper body in the lower body. And by moving the head, it stimulates that inner here. So anytime you’re moving the head. So the Moro reflex is like this response that the infant is on the floor and they’re doing this this is the startle and so the head is moving the arms are moving.

The reason why this this reflex is so Important is that it when a child understands the limbs, bringing them in to the middle, the midline, there’s a visual midline in the body midline, she starts to understand something called bilateral integration, getting the right side and the left side, working together on a gross motor level, big muscles, big body. And the brain starts to understand, well, if I get really good with the big body, big muscles, then my eyeballs, which are the small muscles have a pattern quality. And so, exercise one you’re going to do this for about two weeks is going to be the Moro starfish exercise, and I’ll send you written directions. But again, I want to emphasize, just see if you can get her to get the arms and the legs to come in and go out. But she’s paying attention to which side is on top, and which side is on the bottom and alternating that and then moving the head that those are the key things with the morrow. Sometimes you can do it sitting up lying down. So that’s basically what we want to do for the first two weeks. That’s the Moro reflex. Okay, okay. All right, exercise number two, is going to be to get her to start balancing, see if she can balance with her eyes closed. And the goal would be, what I would do is have her put her hands on her bellybutton, and her eyes are closed and see if she can balance with her eyes closed for maybe 10 or 15 seconds without jumping around or falling falling over. Now, if she can’t do it on one foot, you could put one foot ahead of the other, she could do it heel to toe. But get her to do the balance with eyes closed.

And that starts to stimulate the inner ear to go Oh, wow, there’s some other ways that you can stimulate the inner ear is by doing some kinds of movements like spinning, rocking, swinging. There’s a lot of ways that there are a lot of ways to get that inner ear activated. So if you’ve got any ideas on how to you know, spin and roll, and like one of the things we’d recommend is you could use a physio ball and big exercise ball, and you put her tummy on the ball and you roll her back and forth. That’s a way to get the vestibular working, or get her on her back and have that ball rolling. So I’m going to leave it up to you, you can even another way to stimulate the vestibular you may not want to do this is having her jump up and down. And so you could hold her hands, she’s jumping on the bed, or on a rebounder? And in addition to that, can she do that jumping on one foot, so I want her to work with our hopping. So the hopping would be either in place on a bed or a rebounder, or can she hop forwards. But this is where I want you to create an obstacle course. So that she visually has to guide herself through and around objects. And I want her to do these without her glasses on. Okay, so the morrow is without the glasses, the balance with eyes closes without the glasses, the hopping. And the galloping and the skipping are motor exercises.

But you’re setting up an obstacle course. So that she’s got to visually guide her body through space. This is what was missing in her development. And the other thing is, I want her to be able to motor backwards, as well as going forwards. Going backwards, she can look over her shoulder, that’s fine, she can do that. But I want her to start to understand her spatial world with her body and her vision. That’s really what vision is. Understanding where I move through space. It’s not about reading an eye chart. That’s not vision. That’s eyesight, and it’s a very static measurement.

44:27

Yeah, another thing you could do in the motor moving with the obstacle course. And again, I’ll send you some ideas would be bear walk, where she’s moving the right hand and the right foot at the same time. Left hand left foot and then alternating doing right hand, left foot, left hand right foot, but that’s also obstacle course so she could do that bear walk. And she could also do it crawling. If you could get her to crawl. She can also do marine crawl All while she’s on her belly. So there’s something really important about tummy time when you’re young, because it teaches you about neck control. And then eventually eye control because you have to lift your neck and your head.

So it would be possible marine crawl, regular crawling, airwalk, hopping, skipping, you can even do it with a ball where she soccer ball or ball to bounce that may be hard for. But in other words, I want you as much as you can to bring her vision into the equation when she’s moving her body through space, and you want to create challenges. So she’s got a look, before she moves in her eyes, and I don’t want I don’t want her glasses on when she’s doing this. Okay, so you got lots of things there, you don’t have to do them all every day, you did all all of them in one day, you can pick and choose, she could even now that room is kind of small, but I think she could roll like a log. So you’d have to have a bigger room.

But can she be lengthwise roll like a log and move her body through space. That’s really what she needs to learn here. So learn to move her body through space. And she also needs to get better at bilateral integration. Okay. Now after the two weeks, you’re going to stop the Moro starfish. And I’m going to give you the second exercise where she’s going to be on her belly, and her legs need to be straight, and her thumbs are going to be on her nose, lift her upper body is going to turn her head to the right, and push the thumb out and look at her thumb. And then bring it back to the middle and then do the left. This is called the T L R tonic labyrinth reflex. And it’s good for eye tracking the stimulus stimulation and you’re on your tummy to do is probably going to be a little bit of a challenge. And her legs need to be straight, she’s gonna want to bend her legs, so she can push her legs into the floor. But she’s got to lift like her upper body to do it. So that’s the second two weeks that you’ll substitute for the starfish. Again, I’ll send you directions and and then some other things that you can do would be see if she can get a ball and see if she can bounce and catch the ball to a metronome. Now most smartphones have an app where you can get a free metronome.

48:04

So the metronome is clicking.

48:07

And she’s got to bounce the ball every time she hears the metronome, that’s going to be hard for her.

48:14

And the metronome is going to be at 40 beats a minute.

48:22

Now she can use two hands, I’d like her to try to do one hand and catch it the other hand and catch it and go from right to left, left to right. So she’s bouncing and catching. But it’s got to be on the beat, it’s going to be an interesting process for her to coordinate listening and coordinating the above the bouncing ball big, fairly big ball, not a tennis ball, but, you know, kickball or a soccer ball or something that’s easy for her to bounce and catch. Now once that becomes easy, you can add the second step in it, which is I’m going to send you a chart of letters. It’s called the heart chart. You’re going to put that up on the wall and she can stand you know, two feet away. My preference would be to have her to do this without the glasses, but you’ll have to see if there’s double vision then she should wear the glasses. And if there’s no double vision, then have a reader without the glasses. You just have to see. Here’s the deal. The letters are in rose. She starts in the upper left corner of the first letter. The metronome is going she bounces the ball and at the same time she reads a letter. Then she reads the next letter bouncing the ball. So she’s got to coordinate bouncing and catching and tracking. One bounce one letter per beat To see if she can read the whole chart or part of the chart. Now, another way she could read it is the column. So one day, you could do the rows left. The next day, you could do left to right, you could do down to up so you could do the columns or up, down. So you can, I’d like you to vary the chart,

50:23

bounce, read the letter,

50:27

she’s got a bounce it and read it all to the Mets and ticking the metronome.

50:36

So again, you get to choose, you know, if you can spend 10 minutes a day, you might just get two of the exercises done. That’s okay. It’s more of the consistency they every day is going to be her physical therapy for her eyes. Our primitive reflexes part gross motor obstacle courses, hard ball ball bounce, those kinds of things.

51:08

Well try it all.

51:11

Yeah, so I’m

51:15

gonna stop here. Is this like, so really overwhelming for you? Is this what you not expected? Or, you

51:23

know, I’m up for it, I’m always up for um, alternative stuff. Um, I kinda like more alternative stuff, and actually going into the fiscal Doctor nowadays, because they just don’t figure anything out there. So

51:38

I think this is going to work well. And I’d like you to observe, you know, any behavioral changes emotional. Like, for example, some things that might change could be, she picks up a book and wants to read more of it, or her writing or drawing gets different, or she gets attracted to doing new activities, or socially, she’s better or she her, or athletics gets better, or, you know, in other words, we’re really creating different patterns in the brain to help the eyes start to grow and develop. I think there’s been a bit of interference in her visual development. And that prescription reflects a very early time in her life, that she’s still back there. And so these activities are going to invite her to move forward in growing and developing. So they’re going to, they’re going to have a much bigger influence beyond just the prescription of secondary, and then I’ll email you the prescription and go get that I don’t think that there’s nothing negative about that. And you can email me, let me know how you’re doing if you’re frustrated, or you have questions, or you’re not sure. It could go either way, you know, she might just take off. Or she might resist, I don’t know, she looks like she she is hungry for this stuff. And I also would say, It’s okay for her to take her glasses off some of the time. If she’s home. I would encourage that

53:29

he does here and there.

53:32

Especially, you know, in the indoor world, if there’s double, then we’re gonna have to address that maybe in round two, you know, that can’t do it all at once. But the double was another signal that she’s not getting her two eyes working. And that’s an integration situation. So we’ll we’ll just kind of stay in that. They stay tuned to that. So I’m gonna send you a bunch of handouts. And, again, you have any questions, but this is the prescription. She’s needing to neutralize the early beginning that she had. So it gets her to start. It’s going to be a catalyst for her to move her forward. And she’s I can tell just working with her briefly. She’s super smart. She super tuned in. And she doesn’t need all this around her eyes to function at a high level. In fact, it’s it’s holding her back a bit.

54:43

Yeah, no, she’s pretty fast learner and everything. Yeah,

54:47

she’s great. Yeah. I I love working with her. So any any questions? This is the time conversation wise and I will send you the recording and also but any other questions or?

55:05

Ah, no, I think I’m all set. I’m pretty happy with everything. Okay.

55:10

So please keep in touch. You know, now I’m, I’m very interested in and helping you move forward now that I have more of the history. And this is a very common story, what you went through with her. And that’s why I asked those questions because it’s, we want we want to expand the movement experience. And we need to do that that movement is so important in this equation. And we don’t want restriction. I mean, we want stabilization. Sure. But we also want an kind of mastery of being able to move the body and bring all the senses into it so we can understand where we’re going in space where we’re going in our environment. Master that learning is great relationships are great sports, emotions. I mean, it’s all related. And we want to bring those things forward. That would be a way that I would send me Okay, all right. So look for the email, send you the prescription. I’ll send us some of these other things. And then please stay in touch. I want to hear from you. All right. No, I will for sure. Okay. Sounds good. All right. Good luck.

56:31

All right. Thank you. Bye. Bye. Nice.

56:40

Thank you for listening. I hope you learned something from the AI clarity podcast show today. If you enjoyed the episode, make sure to subscribe on iTunes or Spotify and leave a review. See you here next time.

Thank you for listening. I hope you learned something from the EyeClarity podcast show today. If you enjoyed the episode, make sure to subscribe on iTunes or Spotify and leave a review. See you here next time.