Evidence of Change

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A FUN, EDUCATIONAL PROGRAM TO IMPROVE LEARNING, FOCUS, AND BEHAVIOR

Results

When Results Happen

Expected Changes

Changes With 12 Hours

Changes With 40 Hours

Changes in Parents' Perceptions

Evidence of Change

Research and Literature

Evidence of Change

The following illustrates the objective and subjective ways we confirm our program participants experience significant changes.

Click on each topic to learn more.

Lower Brain Video Assessments

When we compare kids’ baseline early brain assessment videos with those filmed at various stages of the program, we note considerable—sometimes incredible—differences.

Keep in mind that participants never know what we’re observing or how a more advanced stage is supposed to look. So when such changes emerge, they have done so naturally as part of the neurological process.

Kids’ Academic Work Samples

When we compare samples of kids’ pre- and post-academic work, we see major improvement.

Pre- and post-writing samples often show the most contrast as handwriting morphs into something neat and legible, and the quality and quantity of work now reflects a whole new level of proficiency.

Brain Function Assessments

When we compare kids’ baseline screening for balance, eye tracking, and eye convergence with assessments given at various stages of the program, we observe marked differences in such skills.

Midpoint Questionnaires

When we ask parents whether they’ve observed changes in their children, they respond with a long list of examples, noting that many of the changes are a “first-time-ever.”

Brain Highways Logs

Before kids begin the program, parents list and rate their children’s concerning behaviors on a log. When parents once again rank those behaviors on subsequent logs at various points in the program, we see a decrease in the ratings (e.g. a behavior that was marked a 3 is now a 1), or the behavior has now disappeared altogether.

Referrals

Doctors, therapists, teachers, principals, and past participants are the primary sources of our referrals, accounting for almost all of the 100 families we serve during every 8-week session at the Brain Highways Center. Such referrals are based on first-hand knowledge of success of one or more prior participants.

Other Professionals’ Assessments

Many of our participants also go to occupational therapists, speech pathologists, neurologists, ophthalmologists, and other professionals who do their own assessments related to their field of expertise. Quite often, these professionals note significant improvement after they evaluate a child who has started our program.

In fact, the “sudden” unexpected changes in the child are what often prompt many of these professionals to first learn about Brain Highways. (Our participants share that such visits usually go like this: The professional first exclaims over the various changes, and then asks, “Just what are you doing differently?”)

Second Session Enrollment

Nearly 100% of the families in the pons session enroll in the midbrain session without taking any break between the two courses. (There is no requirement to take the classes back-to-back.) Such continued commitment to the program supports that participants are already experiencing changes.

Public School Support

Public schools in various San Diego school districts have allocated money from their primary budget to fund Brain Highways trainings for teachers and to create onsite Brain Highways labs. School PTAs have additionally given money from their budgets to ensure that more teachers received training. Such financial commitments—especially in times when schools face major budgetary concerns—demonstrate a conviction among educators and parents that the program gets results.

Local Business Support

Recognition and funds from local businesses to Brain Highways maintain that the program is effective and a viable resource to help kids become productive members of society. For example, in 2003, the San Diego Business Roundtable for Education honored the Brain Highways program with their Best Practice Award that is given to those who show an “exemplary, innovative approach to learning.”

Other businesses have also shown their support. When Brain Highways first began in 1999, Wells Fargo bank awarded Paul Ecke Elementary school a grant to further develop the program. After the Brain Highways Center opened in 2004, the Encinitas Rotary Club allocated funds to supplement our scholarship program so families in financial need could afford the program.

Volunteer Organization Collaboration

Local volunteer organizations have partnered with the Brain Highways Center in special projects led by Brain Highways participants. Such organizations have experienced first-hand the changes in our kids as they defied traditional expectations of those with autism, Attention Deficit Disorder, Reactive Attachment Disorder, and learning disabilities. Assuming leadership roles for all parts of every project, the Brain Highways kids facilitated events, educated the public, and raised money for various local nonprofit organizations. Here is what they have contributed to the following organizations:

• $11,000 to the San Diego Cancer Angels

• $6,000 to the San Diego Rescue Mission

• $4,000 to Muscular Dystrophy

• $3,400 to the American Cancer Society

• $2,100 to the San Diego Adaptive Sports Foundation

• $250 to the Challenged Athletes Foundation

Unsolicited Positive Feedback

Parents share that coaches, karate instructors, piano teachers, Girl Scout leaders, family members (who do not live with the child), and others make unsolicited, positive comments about their child’s changed behavior or performance.

Unsolicited Testimonials

We have large notebooks filled with testimonials from program participants. While such letters vary in specifics (as parents note and celebrate their children’s successes), the letters portray a similar theme of gratitude: Parents are thankful not only for the changes that their child experienced, but also for the way the entire family came together as a result of the child’s participation in the program.