Success Stories

Story #1

This is working!!! We are seeing improvement upon improvement in Allison. She's not my unreliable, unpredictable, immature little girl anymore, but has blossomed into a very responsible, enjoyable 14 year old! I have also used our experience to encourage so many other moms. When God is in the middle of something (and He is in this) the blessings extend far beyond what we ever imagine.

Thanks for your ongoing encouragement. It makes all the difference in the world!
L. H. in Carrollton, 8/05

Story #2

I have been writing things down that Lee has spoken to me since we began the Neurodevelopmental Program. Some of these include: "I am glad we are doing this instead of [ed. name removed]. This is more fun and I am getting the help I need." "I feel like I am getting more things right because of my ear thing. I have more confidence."
Young in Texas, 3/05

Story #3

My son was 10 years old, in the 4th grade and having problems at school (and other places), becoming too emotional in class and causing problems with off-task behavior. When he did get really upset, it took him a very long time to calm down. He was brilliant at some times and totally absent-minded at others; having trouble recalling what he had mastered the day before. Focusing on tasks for 15 minutes was a real challenge and his work required constant supervision for him to complete assignments. He longed to play with other children but would withdraw when playmates were around. He was hypersensitive to touch and had trouble controlling his hands. There were other issues as well.

We took our son to an Educational Diagnostician and a Pediatric Neurologist. Both professionals agreed he was a bright child with mild ADHD. One advised medication and the other did not. Then, I heard a talk given on neurodevelopment and what kinds of problems it can correct. It was as if they were talking about our son. We had our son evaluated and began a course of neurodevelopment.

By the end of 6 weeks, he began to be able to skip; he had never been able to do this. By the end of four months, he was going to the principal's office less than once a week, before it had been 2 - 3 times a week. By the end of the school semester, at about 5 months, his interaction with his peers had dramatically changed and he was not so solitary as before.

During the summer, he surprised us by swimming in a straight line across the pool (without any coaching). In summers past, he always swam in a curve, since one side of his body would not do what the other side would (3 years of swimming lessons had been unable to correct this).

This year, in the 5th grade, we have seen steady progress. Our son can now stay on task for hours a time and can remember much better what he has learned. He has not been to the principal's office once! There have been some upsets during recess, but they are much milder and less frequent than before. He is carrying an E (for excellent) in conduct and all of the staff at school remarks about the change.

Sunday School and Children's Church workers all have noticed the difference in his behavior. Even some of his classmates come up to his mother and tell her how much different our son is this year. We are not finished with our son's neurodevelopment work but we have seen such a dramatic improvement. This neurodevelopment thing really works! Everyone is a lot happier at our house these days. Neurodevelopment is an answer to prayer.
Grateful in Texas, 2003

Story #4

I finally got to talk to one of Ethan's teachers very briefly today, and she beamed at me and said, "He is doing GREAT!!!!" She said he has been doing ALL of his class work for the past two weeks!!!! That is exactly how long we have been doing the Samonas sessions.

We've all been praying for fast results for Ethan with Samonas, and, ladies, our prayers are being answered! This is incredible! I am still eagerly waiting to hear from Ethan's other teacher, but I believe we are definitely on the right track.

It truly blows my mind that a few minutes of listening to music each day can make such a dramatic difference for my son.
Thank you so much for your help all through this process. I am eagerly looking forward to what lies ahead.
M. M. in Plano, TX 1/21/05

Story #5

To Whom It May Concern:

At three years of age, our son was diagnosed with behavioral and social issues. He was unable to function or behave appropriately in a preschool or daycare setting. We were referred to Child Find, who, at that time, placed him in a special education classroom. Unfortunately, his behavior did not improve. In first grade he tried to put scissors to his neck while trying to cut himself saying that he wanted to die. He did this while in front of his class. The school psychologist suggested therapy, which we gladly tried. We were at a loss as to why and how he had gotten worse, especially since we were doing everything, short of medication, that we were asked to do by his teachers and school psychologist. During this time, his academics suffered greatly. He struggled to read and write and learn basic math concepts. He didn't even fully know his ABC's until the end of first grade and things did not get better. By the third grade, we were open to anything, including medication. We got a diagnosis of ADD along with a prescription for Ritalin. The first two weeks on the medication, we noticed a difference. He was calm and more easily controllable. Then one day it just stopped working for him. Even though he was taking the meds, it had no effect on him whatsoever. After doing much research online and with our family doctor, we found that to be a common problem with much of the different medication that is used for ADD and ADHD. Both our family and our doctor were shocked to see the different statistics against the usage of medication to treat this problem. The most impressive were the studies done after the children had reached puberty and were taken off the medication permanently. The numbers of illegal drug use among these children were 2:1. We knew then that we had to find something else.

Through a friend who had a child with learning disabilities, we found out about the Neurodevelopment approach. This approach addresses the issues with activities that are designed to specifically stimulate the brain causing normal development to occur, thus eliminating those difficulties. While this approach demands much of our time to date we have noticed a great deal of change. Chris is now able to focus on specific tasks as well as having an increase in self-esteem. His behavior has improved greatly and his social functioning is normal. He no longer fidgets or acts out inappropriately. His academics are steadily improving which has contributed to his increase in self-esteem. We no longer hear him call himself stupid and he no longer puts himself down or is unwilling to try new tasks for fear of failure. The Neurodevelopment approach has done for Chris what medication, special education, and psychologists could not do. It has given us the tools to fix the core problems in his development, not just cover over it and hope that he will out grow it.

Finally, as parents, it is our responsibility to exhaust all methods before we subject them to the potential harm and lasting side effects of medication.
Thomas and Marina S., May 15, 2005

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