Through comprehensive evaluation and targeted interventions, we strive to support children in achieving their full potential and thriving in their daily lives.
The occupational therapist, in conjunction with other practitioners, work together with the client to focus on individual and environmental abilities and problems related to activities in the person’s daily life.
The results of the assessment are the basis of the plan which includes short and long-term aims of treatment. The plan should be relevant to the person’s development stage, habits, roles, life-style preferences and the environment.
Intervention focuses on programs that are person oriented and environmental. These are designed to facilitate the performance of everyday tasks and adaptation of settings in which the person works, lives and socialises.
Involves utilising objects within the hand such as cutlery or pencils for play, self-care and handwriting skills.
Are those that are used in everyday play, such as threading and using puzzles as well as the imaginative, social and communication requirements such as turn taking, sharing, winning/losing.
Involve skills such as feeding, dressing, bathing, grooming, sleeping and toileting.
Through comprehensive evaluation and targeted interventions, we strive to support children in achieving their full potential and thriving in their daily lives.
DIR Floortime
The program aims to assist individuals in our community facing neurodevelopmental disorders, such as Autism spectrum disorders, Asperger’s, ADHD, Dyslexia, Processing disorders, Sensory processing disorders, Developmental delay, and Poor social skills. It integrates practices from functional neurology, occupational therapy, vision therapy, and cutting-edge digital technology, currently being patented as digital medicine.
It is notable that areas of the brain involved in movement, such as the Cerebellum, Basal Ganglion, Thalamus, and prefrontal cortex, also play roles in cognition and emotional integration. These areas have motor and non-motor functions that collaborate to modulate cognition, emotional behavior, and movement.
Muscular activities pattern themselves during the development of primitive reflexes (fixed action patterns) as they adapt to gravity. The Cerebellum, vestibular system, limbic system (Basal ganglion, Thalamus), and prefrontal cortex serve as the control center for these movement patterns, influenced by chemical and structural stress, as well as the individual’s emotional state.
If these reflexes persist beyond their typical time span, they are considered aberrant, retained, and indicative of structural weakness or immaturity within the central nervous system. The integration and inhibition of primitive reflexes are crucial for maintaining brain energy efficiency.
Primitive reflexes emerge in utero, are present at birth, and typically are inhibited by 6-12 months of age. Reflex inhibition correlates with control by higher brain centers, facilitating the development of more complex neural structures and voluntary movements.
These fixed motor patterns give rise to goal-oriented movements and proper development of the neocortex. Delay or disruption in this bottom-up projection, termed “bottom-up interference,” can delay the development of more advanced brain areas, potentially hindering top-down maturational processes that inhibit these reflexes.
Retained primitive reflexes can also impact a child’s sensory perceptions, causing hypersensitivity or hyposensitivity and contributing to asymmetry in left and right brain information processing, speed, and timing.
Emotions can be viewed as a form of fixed action pattern, considered premotor in nature. Just as muscle tone serves as a base platform for muscle movement, emotions serve as premotor platforms that either drive or deter actions. For example, children with autistic spectrum disorders and attention deficit hyperactive disorders may exhibit stereotyped movement patterns due to uninhibited fixed action patterns, resembling hyperkinetic movements.
Some of the modalities utilized in the implementation of our Neuro Rehab and cognitive therapy protocol based on your child’s needs and evidence available for their use are:
Pitcher TM, Piek JP, Hay DA. Fine and gross motor ability in males with ADHD. Dev Med Child Neurol. 2003 Aug;45(8):525-35.
Foulder-Hughes LA, Cooke RW. Motor, cognitive, and behavioural disorders in children born very preterm. Dev Med Child Neurol. 2003Feb;45(2):97-103.
Goddard S, A Teacher’s window into the Child’s Mind, Fern Ridge Press 1996 :P1-4
Connectivity in Autism Spectrum Disorders
by Robert Melillo 1,Gerry Leisman 1,2,*,Calixto Machado 3,Yanin Machado-Ferrer 3,Mauricio Chinchilla-Acosta 3,Ty Melillo 4 andEli Carmeli 1
Brain Sci. 2023, 13(8), 1147; https://doi.org/10.3390/brainsci13081147
McPartland, J.; Volkmar, F.R. Autism and related disorders. Handb. Clin. Neurol. 2012, 106, 407–418.
Gabard-Durnam, L.; Tierney, A.L.; Vogel-Farley, V.; Tager-Flusberg, H.; Nelson, C.A. Alpha Asymmetry in Infants at Risk for Autism Spectrum Disorders. J. Autism Dev. Disord. 2015, 45, 473–480. [Google Scholar] [CrossRef] [Green Version]
Cognitive Rehabilitation in Developmental Disabilities.
https://www.drrobertmelillo.com/research/2015-Machado-Leisman-BainConnectivity.pdf
QEEG Spectral and Coherence Assessment of Autistic Children in Three Different Experimental Conditions, Calixto Machado • Mario Este´vez • Gerry Leisman • Robert Melillo • Rafael Rodrı´guez • Phillip DeFina • Adria´n Herna´ndez • Jesu´s Pe´rez-Nellar • Rolando Naranjo • Mauricio Chinchilla • Nicola´s Garo´falo • Jose´ Vargas • Carlos Beltra´n
Journal of Autism and Developmental Disorders ISSN 0162-3257 Volume 45 Number 2 J Autism Dev Disord (2015) 45:406-424 DOI 10.1007/s10803-013-1909-5
Effects of Music Training and Production on Functional Brain Organization – 2012
Autistic Spectrum Disorders as Functional Disconnection Syndrome, Robert Melillo1 and Gerry Leisman, Rev Neurosci 2009; 20(2):111-3
Dev Med Child Neurol. 2003 Aug;45(8):525-35. Pitcher TM, Piek JP, Hay DA
Dev Med Child Neurol. 2003 Feb;45(2):97-103.Foulder-Hughes LA, Cooke RW.
Fern Ridge Press 1996 :P1-4. Goddard S,
by Robert Melillo 1,Gerry Leisman 1,2,*,Calixto Machado 3,Yanin Machado-Ferrer 3,Mauricio Chinchilla-Acosta 3,Ty Melillo 4 andEli Carmeli 1
Robert Melillo, Gerry Leisman, Calixto Machado, Yanin Machado-Ferrer, Mauricio Chinchilla-Acosta, Ty Melillo, and Eli Carmeli.
Brain Sci. 2023, 13(8), 1147
1 Movement and Cognition Laboratory, Department of Physical Therapy, University of Haifa, Haifa 3498838, Israel
Handb. Clin. Neurol. 2012, 106, 407–418.
McPartland, J.; Volkmar, F.R.
Gabard-Durnam, L Tierney, A.L.; Vogel-Farley, V.; Tager-Flusberg, H.; Nelson, C.A. J. Autism Dev. Disord. 2015, 45, 473–480.
1,2,*,Robert Melillo 1,Ty Melillo 3,Calixto Machado 4,Yanin Machado-Ferrer 4,Mauricio Chinchilla 4 andEli Carmeli .Symmetry 2022, 14(12), 2689;
Calixto Machado,1 Rafael Rodrı´guez,2 Mario Este´ vez,1 Gerry Leisman,3–5 Robert Melillo,6 Mauricio Chinchilla,1 and Liana Portela1
https://www.drrobertmelillo.com/research/2015-Machado-Leisman-BainConnectivity.pdf
Calixto Machado • Mario Este´vez • Gerry Leisman • Robert Melillo • Rafael Rodrı´guez • Phillip DeFina • Adria´n Herna´ndez • Jesu´s Pe´rez-Nellar • Rolando Naranjo • Mauricio Chinchilla • Nicola´s Garo´falo • Jose´ Vargas • Carlos Beltra´n
ISSN 0162-3257 Volume 45 Number 2 J Autism Dev Disord (2015) 45:406-424 DOI 10.1007/s10803-013-1909-5
Effects of Music Training and Production on Functional Brain Organization – 2012
Robert Melillo1 and Gerry Leisman, Rev Neurosci 2009; 20(2):111-31
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+61 (07) 5575 7281
info@inspiringchoices4kids.com.au
Suite 1 & 3, 328 Scottsdale Drive,Robina Gold Coast, QLD 4226