Did you know that attention and behavior symptoms can be treated successfully, without drugs? If your child has been prescribed drugs for these symptoms without a thorough medical and educational evaluation, and you want him/her to be able to sit still, focus, concentrate, behave, go to college and have the future s/he deserves without drugs, Save Program might be right for you.

Problems with any sensory system can lead to problems with focus, behavior and listening. When the sensory systems are intact, learning is effortless and easy. Immature sensory systems make paying attention and learning difficult and frustrating.

“Learning and paying attention depends on the ability to integrate and organize information from our senses. Unorganized sensory input creates a traffic jam in our brain making it difficult to pay attention and learn.” To be successful learners, our senses must work together in an organized manner. A person with difficulty paying attention, may have an immature nervous system causing dysfunction and making it difficult to filter out nonessential information, background noises or visual distraction and focus on what is essential.

A high percentage of children with attention disorders also have sensory processing problems. These children may not perceive and process sensory information properly and they have difficulty producing appropriate responses at school, at home and in the community.

Children with focus problems showed abnormal functional activity in several regions of the brain involved in the processing of visual attention information. Communication among the brain regions within this visual attention-processing pathway was disrupted in the children with focus problems.


Tactile (Touch)

Body Awareness
Fine Motor Skills
Motor Planning

  • Problems
  • Trouble in Crowds
  • Bothered by Seams in Clothes
  • Pulls away from Hugs
  • Bothered by Food Textures
  • Has to Touch Everything

Auditory (Listening)

Speech, Language Development, Memory, Comparing Sounds, Associating sounds with Letters, Numbers, Musical Notes, Attention.

  • Problems
  • Lack of Speech
  • Poor Listening Skills Remembering
  • Reading
  • Inattention


Development of Balance, Coordination, Eye Control, Attention, Feeling Secure, Emotional Security, Language

  • Problems
  • Inattention
  • Coordination
  • Following Directions
  • Reading
  • Eye-hand Coordination
  • Immature
  • Language Skills

Visual (Seeing)

Academic Achievement, Reading, Proficiency at Work, Athletic Performance

  • Problems
  • Loss of Place while Reading
  • Skipping Words or Lines on a Page Poor Athletic Performance Words Move Around on Page
  • Reduced Comprehension
  • Reduced Perceptual Fields


Knowing Where Muscles & Joints Are in Space and How They Are Moving, Required Input from Tactile & Vestibular Systems

  • Problems
  • Clumsy
  • Falls
  • Stumbles
  • Is Aggressive Walks on Toes
  • Constantly Chewing
  • Difficulty with Motor Planning
  • Messy at Mealtime


In the past, many therapies have used single sensory inputs. It has now been shown that multi-sensory input yielded responses that were significantly greater than those evoked by the best single component stimulus.

An intervention involving sensory- motor integration with an emphasis on proprioceptive and vestibular senses significantly improved attention deficits, hyperactivity and impulsivity in the studied population.

We do not perceive sensory events as singular events. Sound, touch, sight, taste, smell, proprioception, and vestibular information, all interact to form the learning experience. Behavior and cognition develop through the integration of sensory information.

When sound and touch were activated simultaneously, the activation of the auditory cortex was strongest. Tactile and auditory stimulation simultaneously may positively impact neuroplastic changes in individuals with neurological deficits or impairments.


Listening is different from hearing. Hearing is perceived sound. Listening is what the brain does with that sound, or how the brain understands the sound it hears.

The brain’s left hemisphere is more involved in language processing. Listening with the right ear allows the information to go directly to the left hemisphere. Therefore, if you are listening with the left ear, the signal has to travel from the right auditory cortex to the language-dominant left temporal region. This takes an extra step in the listening process and can make listening more difficult than using the right ear.

Most people, who can be tested at The Block Center, and have been diagnosed with focus, listening, behavior or other learning and processing problems, are left ear dominant, which means they are listening mostly with the left ear. This is consistent with many studies.

37children presented at The Block Center with problems with focus, listening and/or behavior. 95% (35) were found to be “Left Ear Dominant” using hearing test. Using Save Program, 91% (32) became “Right Ear Dominant” in only 5 days with Improved focus, concentration & behaviors.

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