Vision, Learning, And

Developmental Delays

Presented by
Dr. Samuel A. Berne
January 6, 2010
 Dr. Berne’s Contact
Information
 Sam Berne, OD, FCOVD
 227 E. Palace Avenue SuiteG
 Santa Fe, New Mexico, 87501
 Phone: 505 984-2030
 Website: www. Holisticvision.org
 E-mail: sberneod@cybermesa.com
 “Learning takes place in a certain
sequence and order. When you skip
the sequence—true learning cannot
occur.
 It is more important for the child to
go through the developmental stage
without having to do it at an expected
age.”---Piaget
 Behavioral Optometry
Instead of treating symptoms, we
treat the causative factors.
Vision is a whole body experience
Treat the whole child not just the
eyes.
 What is Vision ?
 Vision is our dominant sense
 Vision is more than Sight
 Vision is the process of deriving meaning from
what is seen
 Vision is learned and developed starting in
utero
 Research estimates that eighty to eighty five
percent of our perception, learning, cognition
and activities are mediated through vision
Visual Acuity
 Sight Versus Vision
Clarity
Measured using the Snellen chart
20/20 definition
Visual acuity becomes blurred in
various refractive conditions
Visual Acuity lenses freeze the
visual-motor system from
developing and reduce its function
 Our Visual System
 Primitive Survival Reflexes
 Gross Motor Skills
 Balance and Vision
 Visual Motor Abilities
 Visual Perceptual Skills
 Visual Fields
 Visual-Cranial Rhythm
 Vision Measures
Neurodevelopment
Vision includes
Brain, vestibular, motor,
speech/language, auditory and tactile.
Visual Skills are learned and developed.
Vision problems are only adaptations that
we make when trying to complete a task
where demand is greater than skill level.
 Learning-Prenatally
 Ultra Sound Imaging Scanning Electronic
Microscope
18 days embryo 4mm
Eyes visible as a bulge on developing brain.
4 weeks-Optic vesicle fully invaginated and
cerebral hemispheres present. Retina
differentiates two weeks later
 Developmental Sequences
for Learning--Prenatally
 24 weeks-Vestibular system fully
myelinated. Rapid Eye Movements
(REM) begin
 28 weeks- eyelids open
 Development of the Primitive
Reflexes
 During the prenatal period, a set of
reflexes emerge which are called the
primitive reflexes. These primitive
reflexes are present at birth and
provide an indication of the
neurological development of the
newborn.
Neuro-Developmental Delays
 Sally Goddard defines a neuro-
developmental delay as a significant
immaturity in the performance of the
nervous system as validated by a
group of retained primitive and
postural reflexes in a child above three
and one-half years of age.
 According to Goddard, such a group of
aberrant reflexes is accompanied by
problems with control of body
orientation, gross and fine muscle
coordination, visual tracking skills and
visual-perceptual abilities.
 Sally Goddard has also reported that
oculo-motor and visual perceptual
problems can be associated with a
retained moro reflex. She has also
found that poor ocular pursuit
movements, especially at midline are
linked to a retained asymmetrical tonic
neck reflex.
 She has also determined that oculo-
motor dysfunctions, spatial problems
and visual –perceptual difficulties occur
with a retained labyrinthine reflex. And
finally, her work has determined that
struggles with hand-eye coordination
and poor near far focusing skills are
related to a retained symmetrical tonic
neck reflex.
 Purpose of the Primitive
Reflexes
 PR help the newborn to integrate the overwhelming
amount of stimuli they receive once they leave the
mother's womb.
 PR provide the newborn with learning experiences
which act as a foundation for more complex muscle
movements. PR integrate sequentially from 3-11
months.
 If PR linger past 6-12 months postnatally, this can
interfere with cortical processing and impede normal
development. The visual system is intimately
involved in the transition from primitive
reflexes to cortical control of movement
patterns.
 Primitive Survival Reflexes
 Help in birthing process
 Adjustment of newborn to its new
environment outside the womb—
neurological flexibility
 PR build foundation for many later motor
and cognitive skills.
 “Survival” in utero the reflexes protect fetus
also help new born with its learning and
development outside the safe confines of
the mother’s womb.
 The Birth Process
 The birth experience lays an initial
imprint on a person’s life experience.
If there has been birth trauma of any
kind, the trauma can interfere with
normal development.
 I have found a direct correlation
between birth traumas and the onset
of strabismus, amblyopia, binocular
vision instability, autism and AD/HD.
Risk Factors For Developmental
Delays
 An inactive mother
 Poor orientation/vestibular can lead to
developmental delays later on…..
 Poor diet
 Stress
 Alcohol and drug abuse
 History
 Birth process
 Stress at birth: forceps delivery,
chord around the neck, anoxia
 Head Trauma CST!!
 Ear infections: vestibular issues,
antibiotics
 Visual symptoms
 Menu log
 Obstetric Complications
 Cesarean section
 High Forceps delivery
 Induced labor
 Fetal distress in-utero
 Breech delivery
 Prolonged Labor
 Toxemia
 Sympathetic Response
 Optometric Evaluation

 Infant/ Toddler Testing
 Ocular health
 Tactual
 Motor
 Vestibular
 Audition
 Visual
 Attention/ Arousal/ Tone
 Spot Retinoscope
 Locomotion or Dynamic Posture
 Rolling
 Crawling
 Creeping
 Sitting
 Pull to Stand and Cruising
 Walking
 Treatment
 Reflex Integration
 Gross motor and Vestibular therapy
 Vision Therapy
 Lenses and Prisms
 Syntonics
 Cranial Sacral Therapy
 Biochemistry and Nutrition
Primitive Survival Reflexes—Our
Initial Movement Patterns For
Learning
 Moro
 Tonic Labyrinthine
 Spinal Galant
 Asymmetrical Tonic Neck
 Symmetrical Tonic Neck

Demonstration To Follow
 Mind Body Integration
 Balance-orientation
 Cross-patterning
 Rhythm and Timing
 Vestibular Ocular Reflex
 Gross motor leads to fine motor
 Vision Therapy
 Vision Therapy is a process of re-
education of the brain, eyes, and
body. Vision therapy can improve
functional visual-auditory-motor
problems caused by neurological
disabilities.
 Fixation, localization, teaming
 Visual Processing skills
 Lenses and Prisms
 Apply a lens and /or prism for
performance enhancing abilities
 Apply a lens and /or prism to disrupt
habitual pattern—binasal tapes.
 Streff Syndrome
 Lenses and Prisms
 Stress Retinoscopy for close work
(Light Gathering Properties)
 Applied Yoked Prism to improve
posture and movement (Toe Walkers)
 Improve Central Peripheral Balance
Case for BU for the Peripheral Child
Case for BD for the Central Child
 Syntonics
 A branch of Behavioral Optometry that
deals with the application of selected
visible light frequencies through the
eyes. The light therapy can help open
constricted visual fields, improve
depth perception, and help balance
the autonomic nervous system.
 Syntonics
 When a child is under stress the
sympathetic nervous system is
overworking. This stress causes the
adrenal glands to overwork with no
concern of future energy needs. One of
the effects of stress can be tunneled
vision. Syntonics can help reduce this
over-sympathetic response.
 Cranial Sacral Therapy
 This therapy is a light touch that
addresses restrictions in the cranial
sacral system—the membranes and
fluid that surround and protect the
brain and spinal cord. This system
also extends from the bones of the
skull, face, and mouth, which make up
the cranium, down to the sacrum
area.
 Cranial Sacral Therapy
 Since the cranial sacral system directly
impacts the brain and central nervous
system, many imbalances in the cranial
sacral system will contribute to any
number of neurological disabilities.
Research suggests that the birth
process can be responsible for many
developmental disabilities.
 Cranial Sacral Therapy is performed on a
fully clothed body. The touch is very light
(about the weight of a nickel) and the
practitioner monitors the rhythm of the
cranial sacral system to detect any
restrictions and imbalances. The therapist
uses a delicate touch to release the problem
areas and undue pressure on the brain and
spinal cord/ and the energy field.
 Cranial Sacral Therapy
 Conditions that I have improved include the
following:
 Seizures, hearing problems, strabismus
(crossed eyes), amblyopia (lazy eye), autism
and other developmental delays, cerebral
palsy dyslexia, and other learning disabilities,
macular degeneration, glaucoma as well as
many other conditions.
3 Main Causes of Cranial Sacral
System Impairment
 The first is birth trauma.
 The second common reason is
physical trauma, especially in early
life.
 The third reason that causes an
interruption in this system is
psychological trauma, especially in
early life.
 Biochemistry and Learning
 Stool Analysis
 Urine Analysis
 Blood Analysis
 Hair Analysis
 Mercury and Vaccinations
 Mercury poisoning is wreaking havoc
on the body.
 We need to improve the detoxification
process
 Do we need to give all these
vaccinations
 Dr. Hazel Parcells
 Elemental Hair Analysis
 It is a soft tissue mineral biopsy. A
biopsy is an analysis of a body tissue,
in THIS CASE TO DETECT MINERAL
LEVELS. Hair is classified as soft tissue
of the body. Hair analysis provides a
reading of the mineral deposition in the
cells and interstitial spaces of the hair
over a 2-3 month period.
 A Balancing Act
 Each mineral on the hair chart adapts or
compensates for every other mineral to some
degree to maintain homeostasis. The body
engages in a continuous ‘balancing act’,
adjusting mineral levels to cope with internal
stress and external stress as best as it can.
Each adaptation to stress reduces energy levels.
The goal is nutritional balancing is to reduce the
adaptations the body must make, which fress
energy for healing.
 Our Immune System
 Many children with developmental
delays and adults with TBI have
weakened immune systems because
their bodies must work harder to
compensate for their deficiencies.
Environmental toxins form the air,
water, and food can accumulate in the
body if the immune system cannot help
release these toxins.
 Research on Omega 3
 A study done in The Lancet (1994)
reported:
Breast milk containing EFA’s showed
higher IQ’s, better visual acuity, and
higher protection against brain
disorders in later life than formula fed
babies because they absorbed more
EFA’s while nursing
 Summary
 1. Work with a health professional to
help improve the absorption of the
nutrients.
 2. Use an elimination diet to assess food
sensitivities. Two main allergies are
dairy and wheat.
 3. Use antibiotics sparingly. If
antibiotics are prescribed frequently, ask
the doctor for other treatment options.
 Summary
 4. Give more protein at breakfast
instead of cereal and pancakes.
 5. Supplement with essential fatty
acids, especially Omega 3, to help
brain and nervous system
development.
 6. Sea Salt in the Diet
 Summary
 7.Give Probiotics if antibiotics have been
used
 8. Reduce sugars.
 9. Reduce TV viewing.
 10. Encourage movement activities that
involve balancing, cross patterning, and
rhythm and timing. Some activities include
martial arts, dance, swimming,
rollerblading and jump rope.
 Santa Fe Workshop: Vision, Learning And
Development with Dr. Sam Berne

 July 13th-15th
 Vision and Learning Level 1- Topics include: Primitive
Reflex Therapy, Motor Development
 Activities, Color/Light Therapy, Vision Therapy, Cranial
Sacral Therapy, and Nutritional Support.
Dr. Berne’s Healing Retreat
Vision Quest: Healing From The
Inside Out with Dr. Berne

 Six day retreat swimming with wild

dolphins
 Finding Your Vision
 Learning About Health and Wellness
 Healing old traumas
 Vegetarian, organic food
 May 14th-19th, 2007