Anyone Can Improve Their Own Handwriting - video version two

Anyone can Improve Their Own Handwriting.


Jason Mark Alster

https://sites.google.com/site/jasonalster/

12, 31,2010

The college professor was giving back the English compositions homework and held mine up high. “This looks like you spilled ink on the paper and a chicken walked all over it”. I would have thought the joke funny except that it was my paper he was holding. Even though I received a B in my first college class ever, I felt less than a success. It was 1973, I was eighteen years of age, and it would be another 10 years before the personal computer debut and the word processor. It would be another 22 years before my handwriting improved. Well let me place a caveat here, improved in English. My Hebrew handwriting was always adequate. I did not know why? Could it be that I wrote better from right to left than from left to right? Were my Hebrew teachers better than my English teachers? Probably not, after all I also could not draw a straight line for the life of me. In contrast, although I could never draw, my first painting in an art class was beautiful that’s because the teacher drew the sketch while I painted over it.

So the story behind helping people improve their handwriting began with me learning to paint and then improve my art. I was sitting in an art appreciation class in college. The art professor was showing slides of art throughout the ages. When he showed how art progressed from Egyptian pictographs to paintings rendered after the discovery of perspective during the renaissance period he said, and I quote “Art went through a transformation, and anyone can learn to paint.” That’s when I almost fell off my chair. “Anyone can learn to paint???” I thought you were “born” with artistic talent or you just didn’t have it. Thus the future title “Anyone Can Improve Your Own Handwriting” that is if you are born with the sloppy handwriting you can still change. You are not destined to have poor handwriting all your life.

It took me years to learn to paint with perspective. I could paint with color really well enough to give me pleasure and I eventually used pastels which is a medium for painters who like color. My first paintings turned out very impressionistic because I could not draw in perspective and my figures would look like they are floating in air. Perspective cements figures down in space. Only till I happened upon a drawing course named “Drawing on the right side of the brain” after the famous book by Betty Edwards, did I finally “get it”. I was now for the first time able to paint portraits, buildings, anything. But my handwriting still left much to be desired.

But there was another process happening in parallel. I became a biofeedback therapist and learned many self regulation and relaxed concentration techniques. What was evident from biofeedback was the concept of plasticity in the human physiology. Man can change, self regulate. Again, you are not stuck with the mold, but can change, improve. So here I am, changing myself and changing my clients’ lives, but my handwriting is still a mess. Yet, now there is a difference, I became conscious that I could change myself, but was not able to change my handwriting. Where as before I might have convinced myself that my messy handwriting was a reflection of my psyche’, I no longer believed that. I was Okay. My poor handwriting was just a technicality.

One more piece of the puzzle still had to occur before I could improve my own handwriting and eventually succeed in helping others. As a biofeedback therapist working with students who had ADHD and test anxiety, and many of those, not all by any means, had poor handwriting. I realized that in order for the student to succeed it was not enough for the ADHD students to improve their concentration, they had to catch up to the time lost in school if they were to truly shine. For me to help I personally had to “go back to school” and take exams and do homework with the students. That’s when I started teaching accelerated learning strategies. The grades shot up. So there you have it, anyone can change and improve with the right tools. Now it was time to tackle the handwriting thorn for myself and my clients. After all, better handwriting could help my students get better grades. Now all the pieces came together. The biofeedback and seated yoga relaxation techniques helped students with pencil grip, ergonomics of sitting properly, and focus. The art techniques helped with learning to see negative spaces and shapes, and drawing a straight line, and self critique of their own handwriting. It helped turn penmanship into an elegant art. By tutoring students that neatness counts in essays on exams, in arithmetic equations and homework led me to correct the different types of penmanship challenges and errors.

Of note, once involved in trying to find solutions to improving penmanship in myself and my students, I started to become aware of penmanship both historically and professionally. First of all, Ron Davis, the author of the book The Gift of Dyslexia (a term used for difficulties in reading and spelling with dysgraphic used specifically for writing) had come to Israel where I was living at the time and talked about his life experiences growing up with dyslexia and how he developed techniques for improving reading in dyslexics known as The Davis Technique. What really interested me was that he said dyslexics can become disorientated and stressed out when trying to read. This is something I noticed in ADHD students when they were trying to sit quietly. I also observed the effects that stress might have on handwriting handwriting. Thus, the development of techniques for stress reduction related to handwriting.

Historically, I not only noticed the beautiful handwriting that many had in the ancient world and especially the old books and letters written in calligraphy. However, I also noticed when visiting Israeli museums that many ancient signet rings, writings in stone, coins, and engravings on burial sarcophagus looked like the authors were dyslexic. I noticed that the ancient words were not written on a straight line either. Where as, the Egyptian hieroglyphics were neat and on a straight line. I found this interesting because I had a math teacher that said there were no straight lines in nature. The straight line was discovered by man and used by the Egyptians and Greeks in geometry and measurement. In contrast, the writing on coins from Israel during the Greek and Roman period were neater and as if on a straight line. I actually asked Ron Davis from the audience if he thought the early Egyptians were dyslectic because they wrote in pictographs instead of using an alphabet. He was amused by the question. Anyways, if the Greeks did not conquer Egypt, we might not have any penmanship problems today because we would still be writing in pictographs. In the end, I published three resources for improving handwriting, relaxed concentration, and art ability in children. These are “Creative Painting for the Young Artist”; “Being in Control: Natural Solutions for ADHD, Dyslexia, and Test Anxiety”; and “Anyone Can Improve Their Own Handwriting”.

Anyone Can Improve Handwriting

Option 1 $25.00 USD Option 2 $25.00 USD Option 3 $25.00 USD

New videos released for ADHD and handwriting improvement - thanks

Greetings- For those interested, I justed released a 20 minute video for improving handwriting. " Anyone Can Improve Their own Handwriting" and a 30 minute video " Being In Control : Natural Solutions for ADHD , Dyslexia , and Test Anxiety. Sincerely,
Jason Alster MSc. To purchase
https://sites.google.com/site/jasonalster/

GSR added to standard Dell mouse

Good news. A gsr implant was added to a standart Dell mouse. Need some GSR techniques? Check out Guide to GSR Biofeedback Techniques For The Natural Biofeedback Practitioner.
http://gadgetcatcher.blogspot.com

http://gadgetcatcher.blogspot.com/search?q=gsr

Natural Solutions For ADHD Dyslexia and Test Anxiety - the movie

Custom Search

GSR EDA electrodermal screening meters

The following are some interesting links to EDA meters I have found. There is even a make it youself blue print in public domail .


Electrodermal Activity — State-Of-The-Art Measurement And Techniques For Parapsychological Purposes - EDA

http://findarticles.com/p/articles/mi_m2320/is_2_64/ai_67718670/pg_1


EDA Sensor
http://www.global.cornell.edu/courses/ee476/FinalProjects/s2006/hmm32_pjw32/index.html

There is also the Thought Stream- a system with a sensitive GSR that I used with ADHD screening and biofeedback.

New studies show EDA activity in ADHD is valid marker

It has been since 1991 that I have found that the GSR galvanic skin response and EDA electro dermal activity were valid and important modalities in helping ADHD. It has been lonely having this view because it was overshadowed by EEG neurofeedback. However, recently more and more articles and research is coming out showing that the EDA has allot to teach us about ADHD. It actually might be a major key in our understanding of ADHD. So I feel vindicated now and am happy to point out these studies in this Blog.

A few studies have been coming out supporting the role of electro dermal activity as a measure and screening in ADHD. In the following study EDA and EEG was used to suggest that different psychophysiological processes may underlie ADHD in each sex.
Sex differences in adolescent ADHD: findings from concurrent EEG and EDA
http://www.ncbi.nlm.nih.gov/pubmed/15978508
1: Clin Neurophysiol. 2005 Jun;116(6):1455-63. Epub 2005 Apr 7. Links
.Hermens DF, Kohn MR, Clarke SD, Gordon E, Williams LM.
The Brain Dynamics Centre, University of Sydney, Westmead Hospital, NSW, Australia. dher5793@mail.usyd.edu.au


For anyone interested in using EDA ( GSR ) biofeedback for helping increase relaxed attention in ADHD - males and females - please consider the educational CD kit
GSR Biofeedback Techniques For The Natural ADHD Practitioner / BEING IN CONTROL: Natural Solutions For ADHD , Dyslexia and Test Anxiety- with Amazon.com or directly from
Jason Alster MSc
Natural solutions for ADHD-Dyslexia & test anxiety.
http://jasonalster.googlepages.com/home

More data proposing GSR as a screening in ADHD

In my search of additional research to corroborate my proposal that electical dermal activity might be used as an objective physiological screening test in ADHD I just came across the following research paper.
"Event-related brain potentials, bilateral electrodermal activity and
Mangina-Test performance in learning disabled/ADHD pre-adolescents
with severe behavioral disorders as compared to age-matched normal
controls"

Constantine A. Mangina, , J. Helen Beuzeron-Mangina and Natalie Grizenko
Montreal Research and Treatment Center and Department of
Neuro-Psychophysiology, Division of Child and Adolescent Psychiatry,
Douglas Hospital, McGill University, Montreal, Quebec, Canada H3A 2B1


Briefly their study and I quote found that "Furthermore, significant differences between normal and
pathological groups were found in bilateral electrodermal activity
(F1,18=23.86, P<0.001) and on the Mangina-Test performance
(F1,18=75.35, P<0.001). " and "Our present research findings provide an
original and valuable demonstration of an integrative and effective
clinical psychophysiological application of central (ERPs), autonomic
(bilateral electrodermal activity) and neuro-psychometric aspects
(Mangina-Test) which characterize normal and pathological
pre-adolescents and underpin the neurophysiological basis of learning
disabled/ADHD with severe behavioral disorders as opposed to normal
subjects."

For those interested in learning how to use electro dermal activity for helping ADHD you might be interested in the CD movie with Amazon.com-
GSR Biofeedback Techniques For The Natural ADHD Practitioner. by Jason Alster MSc.

Electrodermal Activity Different in ADHD ( GSR)

Since the early 1990's I have been an advocate of using electrodermal activity as an simple objective physiological screening test in ADHD. Althogh I had been using GSR biofeedback for helping ADHD children and students increase focus as well as learn to achieve relaxed concentration in the classroom, there had been more of a focus on EEG biofeedback and neurofeedback for helping ADHD. These methods still remain controversial and expensive as well as time consuming to achieve results. In 2006 , I had released an educational video showing how the GSR could be used to screen for attention difficulties in ADHD - GSR Biofeedback Techniques For The Natural ADHD Practitioner. This data was compiled over a 15 year period helping ADHD students in Israel. Only recently , I have been able to find brain research studies showing a link between ADHD and abnormal or different electro dermal activity in ADHD. The following are links to studies now corroborating a link between electrodermal activity in ADHD, and subsequently support GSR biofeedback as a valid and primary modality in managing ADHD.

Reduced electrodermal response to errors predicts poor sustained attention performance in attention deficit hyperactivity disorder.

AUTONOMIC NERVOUS SYSTEM Neuroreport. 15(16):2535-2538, November 15, 2004.
O'Connell, Redmond G. 1 CA; Bellgrove, Mark A. 1 2; Dockree, Paul M. 1; Robertson, Ian H. 1

Simultaneous EEG and EDA measures in adolescent attention deficit hyperactivity disorder.

Lazzaro I, Gordon E, Li W, Lim CL, Plahn M, Whitmont S, Clarke S, Barry RJ, Dosen A, Meares R.

Event-related brain potentials, bilateral electrodermal activity and Mangina-Test performance in learning disabled/ADHD pre-adolescents with severe behavioral disorders as compared to age-matched normal controls

Constantine A. Mangina, , J. Helen Beuzeron-Mangina and Natalie Grizenko
Montreal Research and Treatment Center and Department of Neuro-Psychophysiology, Division of Child and Adolescent Psychiatry, Douglas Hospital, McGill University, Montreal, Quebec, Canada H3A 2B1
Accepted 29 July 1999. Available online 23 May 2000.

Method for determining attention deficit hyperactivity disorder (ADHD) medication dosage and for monitoring the effects of (ADHD) medication Document Type and Number:United States Patent 6520921 Link to this page:http://www.freepatentsonline.com/6520921.html Abstract:A method for determining the appropriate dosage of a medication to treat Attention Deficit Hyperactivity Disorder (ADHD) in an individual who has ADHD comprising: sampling the peripheral skin temperature of a human subject during a predetermined time interval when the subject is in an inactive state to provide sampled peripheral skin temperature data; analyzing the sampled peripheral skin temperature data for a pre-selected parameter to determine whether the pre-selected parameter has a value indicative of ADHD; and determining the proper dosage of a medication to treat ADHD based upon the determined value of the pre-selected parameter.

Anyone Can Improve Their Handwriting - Video

This video is in 3 parts. Please start at the first part below. It is mainly visual with very little sound.
Thanks Jason.

Anyone Can Improve Their Handwriting

Anyone Can Improve Their Handwriting Pt 3

Anyone Can Improve Their Handwriting Pt 2

Anyone Can Improve Their Handwriting pt 1

This is an excerpt from the CD ROM "Anyone Can Improve Their Handwriting " . The movie is a session with Jason Alster helping you improve your handwriting. Excellent for people with illegible handwriting , ADHD , Dyslexia , Dysgraphia, hyperactivity. Excellent resource for teachers who are teaching handwriting improvement. With Amazon.com.

GSR technology used to advance communication between computers and living things

Destin Naturopath Announces Addition of ZYTO Biotechnology to Improve Health Care Services (ZYTC.pk)
Published on: November 8th, 2007 07:53pm by: zytocorp
(0) Print This Release | Tell a Friend | Discuss This Press Release

(OPENPRESS) Nov. 8, 2007 -- Destin, FL – Dr. Leesa Haire ND, RPh. has announced the addition of ZYTO (tm) biotechnology to the alternative health care and naturopath services offered at Natural Health Consultants.

Natural Health Consultants is associated with Lifetree Health and Herb at 34904 Emerald Coast Pwy, Suite 140 in Destin, and can be contacted at 850-654-6055.

Haire has a doctorate of naturopathy and is a registered pharmacist. She provides natural therapies, health and wellness consulting, and has now added ZYTO technology to improve those services. The use of ZYTO technology reduces trial and error in the process of deciding on the best nutraceutical and nutritional supplements to get people on the road to better health.

“My goal is to help people discover and intergrate natural therapies into their health care and daily lives using whatever method their body dictates either natural or pharmaceutical. The recommendation I make is selected by the client's test results from the ZYTO technology,” explained Haire.

ZYTO Corp. is a biotechnology company specializing in bio-information and bio-communication. Using the principles of biology, quantum science, galvanic skin response (GSR), and the science of information, ZYTO technology can facilitate meaningful communication between computers and living things, according to ZYTO Corp. founder and C.E.O. Dr. Vaughn R. Cook, OMD.

“We are excited about the addition of ZYTO technology to the services we offer,” said Haire. “We are now able to perform a health scan and health assessment of the body and obtain the information we need to make the best recommendation to improve health. It is quick, easy to administer, and very effective.”

There are people who have traveled several hundred miles to be treated through the ZYTO technology, according to Haire.

“Using the ZYTO technology helps us to make a more accurate recommendation to our patients. This enables us to help them improve their health quickly, and do it in a way that keeps health care costs down,” said Haire .

The process is simple to administer with just one brief office visit. Clients simply place their hand on a sensor that is connected to a computer. In just a few minutes the results can be seen on a computer screen, and an assessment can be made, according to Haire.

ZYTO Corp. has a web site at http://www.ZYTO.com

Press Contact:
Leesa Haire
850-654-6055

###
Professional Free Press Release News Wire

Natural Fish Oils for ADHD

Story behind Integrative Biofeedbacl

http://jasonalster.googlepages.com/home
Being In Control: Natural Techniques For Increasing Your Potential and Creativity For Success in School. and CD kit BEING IN CONTROL: NATURAL SOLUTIONS FOR ADHD DYSLEXIA AND TEST ANXIETY

I began treating children with ADD quite unexpectedly in 1991. I had been a biofeedback therapist as part of an anxiety clinic in a mental day care setting in Tel Aviv, Israel. I had absolutely no experience in treating children but was doing quite well with adults suffering from stress disorders and teenagers who had test anxiety and social phobias. The biofeedback clinic had just opened and each type of patient was a new experience. With my medical- technological training in neuro-electrodiagnostics and sleep/wake disorders, I was more into the neurological and psycho- physiological disorders while a child psychologist working with me wanted to try biofeedback on ADD. Then he had said that there was no treatment for this poorly understood syndrome and the only remedy was Ritalin although reports about EEG (electroencephalogram) biofeedback and Joel Lubar's research with Neurofeedback were just coming out.
After starting to treat a handful of children with biofeedback the psychologist had to leave the unit and I had to take over his patients. All I knew then about ADD was from a television program showing a hyperactive child literally jump off the walls and I worried about what this child would do to my biofeedback equipment. I had absolutely no knowledge of learning disorders either. I mention this lack of knowledge for a reason. I had to begin treating ADD without a prior predisposition to what was written in the literature. I had to see for myself what works, and fast.
On my very first ADD patient I performed a regular biofeedback stress baseline for anxiety. That is, I hooked the child up to galvanic skin resistance (GSR) sensors, muscle and peripheral temperature monitors, but not EEG. I had to start to treat ADD with what I knew and that is how to treat stress and anxiety. And I lucked out. My very first patient's baseline EMG (electromyogram or muscle activity potential good for measuring stress) showed that the more she sat quietly the EMG gained in amplitude. That is, sitting quietly was stressful for her. With relaxation training she had improved her baseline in just 6 sessions and began to do better at home and in school. This was not supposed to happen. Biofeedback in ADD was supposed to be a stubborn neurological problem that takes 60 sessions to treat.
ADD is not supposed to be a stress disorder - but is it?
One of the problems in dealing with ADD has to do with when the diagnosis was made. Could the ADD be superimposed by anxiety, stress, and emotional problems? How can one separate the ADD from an emotional picture? Am I treating the anxiety in the child or the ADD? I lucked out again. One of my next patients was also a pretty 12 year old young girl with ADD and a learning disorder as well as a behavioral problem to boot. She was being expelled from school 20 days a month. That is almost every day. Her mother approached me because she had wanted a behavioral treatment before trying medication for the ADD. I sat her down for a stress baseline too and this time she showed that the GSR skin response increased in intensity the longer she sat quietly. The same result in an ADD patient, with a different physiological measure.
This was not supposed to happen. ADD is not supposed to be a stress disorder. However, this patient had a diagnosis of ADD with hypersensitivity, by a respected neurologist, since age 1. That is, this was a true ADD patient. She also responded to relaxation treatment in just 8 sessions. She was no longer being expelled from school anymore. I was onto something here. I began to ask myself, why am I successful in treating ADD so quickly and others are not? Why is ADD supposed to be impossible to treat while there are successes for other more serious chronic medical disorders like cancer and hypertension?
I asked my patients what about the biofeedback worked, and they mentioned the relaxation effect. But ADD is an attention deficit disorder not a stress disorder- or is it? A closer look then at the histories of my patients began to show that up to 75% of the ADD children had other medical problems accompanying the ADD. These could be ear, nose, and throat problems, sleep problems, and respiratory problems, skin problems, and digestive problems as well as school anxiety issues. Could these associative medical problems exacerbate the ADD? If so, then relaxation assisted biofeedback would be a better treatment than medication. That is: ADD rarely stands alone.
Like in the story of the Hobbit, the quest was on and my life’s work had been sealed in fate. I felt that I had the magic bullet and a treasure map. What I had stumbled onto, without fully understanding at the time, was an objective physiological measure of concentration in ADD. The first ever. The other measure used in ADD to evaluate Ritalin was the TOVA (test of variance) and this is not a physiological measure and is open to subjective interpretation. With this physiological objective measure, the GSR, I could also determine what interventions worked for ADD. I could search every possible treatment used for relaxation and focusing and measure the usefulness of each. The race was on.
When I began to take a look at the literature I found that very few articles had been written at the time on the treatment of ADD with Biofeedback. The few written mentioned that EMG biofeedback was not successful in ADD and that just EEG biofeedback had shown some results but the protocol had to be 60 biofeedback sessions. The work suggested that ADD is a neurological disorder and therefore EEG biofeedback would work by regulating EEG brain waves. With this idea, sympathetic and peripheral biofeedback should be of no significance in treating ADD children.
In my readings at the time, a number of avenues were being pursued in the treatment of ADD. Some of these were nutrition, and sensory integration, guided imagery, art therapy, natural meditation, yoga, Bach flower remedies, homeopathy, chiropractor, and aromatic oils. In biofeedback, animated computer games were being introduced. I could use each method and observe its effectiveness. I could develop an integrated and holistic approach. I could match the method to each child individually.
One of the first things that I found that causes the GSR to become stable in ADD children and adults is holding a soft or smooth stone in your hand. Who would ever expect that this piece of nature could compete with Ritalin. But it does. I got this idea from the worry stones and beads of the Middle East.
In sensory integration one is supposed to work on all the senses - sight, sound, smell, taste, and touch. Listening to the sound of the waves within a seashell is relaxing for a sense of sound. As is the sound of the metronome and so are the relaxing sounds of nature. For touch, I use the soft stones especially egg shaped ones or stones from a stream or the ocean. The best are the soap stones and marble ones. A four-legged wooden massager is also good. For sight - staring at a fish tank, a scenic view, a water wheel. The water wheels and colorful sand clocks are great because they can time a relaxation period to two to three minutes. It turns out that the secret to training in ADD is short relaxation exercises of about two to four minutes each day for a period of about 2 months. For smell and taste, the aromatic oils turned out to be great. I let the child choose up to three oils that he can combine into one. The combined oil has a better aroma to the client than the 3 oils separately. Children like mainly citrus oils and these are relaxing, uplifting, and also help concentration. It turns out that all the relaxation and focusing exercises have the ability to cause the GSR to be stable.
Body Armor
To work on the body armor and let the child relax his muscles even in the classroom where he cannot do a relaxation exercise or meditation, the seated yoga exercises work well. Some I picked and chose from different sources like Tai chi, seated yoga, airline stretching exercises, Jacobson progressive muscle relaxation, and even Reiki. In the class, the child will often show the teacher the book BEING IN CONTROL and arrange that when needed, the teacher will help the child choose an exercise to do instead of just saying "be quiet" which doesn’t work with ADD children.
The relaxation and concentration exercises in children were really helping and their physiological measures of concentration were improved as well as their associated medical problems. These could be a reduction in sleep problems, improved breathing, more strength for sports and activities. The self, home, social, and behavioral situation really improved.
Accelerated Learning Techniques
But - what about grades in school? Some children still did not succeed after biofeedback. What could be expected, if a child had poor learning skills developed over the years due to the ADD? I concluded that if I was to help these children succeed I would literally have to go back to school myself to find out how to teach these children. What I discovered was that to empower children behind in their learning, I could teach them accelerated learning techniques. These included associative memory techniques for instance. Using associations between ideas and pictures to help memory, I found that even people with poor memory could compensate. If a child remembered only 6 out of 8 items he could increase this to 15 out of 15 with associative memory. Then I used speed-reading techniques. Children who read 60 words a minute, and barely remembered what they read the minute before, could now read up to 250 words per minute. And remember. To help children organize their thoughts and copy the material during lectures I taught mind mapping. To improve their cursive handwriting they were taught the rules of handwriting. This was important to let the child’s work look more organized.
Children were asked to keep exams with marks that were determined to be non-passing so that their performance could be evaluated. It turns out that many children do not keep their exams and thus never know what the right answer is so that they can make the same mistakes over again. The other main problem that in many instances the child knew the answer but did directly answer the question being asked, this especially when a question was made up of a couple of parts. Children were told to circle the main ideas of the question to help them better SEE the actual parts of the question. What turned out was that each issue could be taught during an hour session combined with a period of biofeedback practice and relaxation mixed in. Problems that were there for years were being given a solution within a short time. Parents were also involved in each session to then also help at home if needed or at least to recognize the problems and be supportive.
Visual Learners
With all the talk about learning having to be fun and that many children with ADD are visual learners, add the increased role of graphics in our cyber world, and I came to having each one of the exercises shown in a graphic format. I had fun with this as I like painting and photography myself and had an opportunity to add all my resources into it. Furthermore, the graphic artists were great, one had dyslexia herself, and really understood the idea. As I had problems in cursive handwriting and math (I probably have some math phobia myself) it was a real challenge to discover the roots of correcting these two problems and condense these skills into one graphic page, one least common denominator.
Handwriting
It turns out that either you know the rules or you don’t. Follow the rules and the handwriting will improve. For instance, keep all letters on the bottom line. Simple, but not always done. In math, imagery skills, breaking problems down to their smaller parts, attacking problems from different angles, and estimation skills are needed to help succeed in all math.
Creativity
Finally, if I was asked my opinion about what is the major difference between the new millennium and the previous one, I would say it is a higher level of thinking. That is, increases in creativity and thinking skills are here even for the youngsters. Therefore, I added a page dedicated to creativity. The bottom line there is don’t be afraid to ask questions (be curious), be spontaneous, appreciate diversity, let yourself be inspired, and knowing that today, everyone has the ability to create. The book CD kit is a step in the right direction.
So to conclude, the best response I have received about the book is from the children, they just love it. It speaks to them. From the parents, it lets them be a part of the picture too, and from the professionals – "these exercises are what I have been practicing and preaching for years."

GSR Diagnostic study.

Attention Deficit Hyperactivity Disorder (ADHD) Diagnosis Validation Study:
Attention Testing Combined with Skin Conductance Response


http://www.svsu.edu/~smnagel/research/PsychDiagnosticStudy.html

Stress reduction

GSR biofeedback and raw signal

Custom Search

New research on GSR is hopping

In this BLOG I would like to bring to the readers attention the latest in GSR- galvanic skin response or EDR electro dermal activity research. It's relation to ADHD as a proposed physiological objective measure of relaxed concentration will be strengthened as new findings are showing the importance the GSR has in behavioral medicine.

The GSR in mapping emotions

http://theothermother.typepad.com/bigwindow/2007/10/mapping-emotion.html

GSR biofeedback helps ADHD

http://www.smarterway.com/Pages/21st_century.htm

Galvanic Skin Response Theory made simple

http://bio-medical.com/news_display.cfm?mode=GSR&newsid=6

GSR is used in a recent research on ADHD as an objective physiological measure of calm.

http://www.rehab.queensu.ca/cats/PDFs/14.pdf

GSR found abnormal in ADHD

http://www.truehope.com/research/adhd/adhd_1_03.asp