JOURNAL OF THE NATIONAL ACADEMY FOR CHILD DEVELOPMENT
1996, Volume 10, No. 5
Philosphy and Rationale
Robert J. Doman, Jr.
NACD's developmental and educational
programs are designed to lead each child toward developing
his/her fullest potential. These programs are designed through
the expertise of Robert J. Doman, Jr., and represent an eclectic
approach to child development. These programs are implemented
by the parents and other family members under the training
and auspices of the National Academy for Child Development.
The philosophy behind these programs
is based upon the acceptance of the concepts of the plasticity
and redundancy of the Central Nervous System, as well as the
branching effect of the system which can be produced through
specific stimulation. It is further believed that:
- Function provides a mirror from which the level of development
may be evaluated, and
- The development of the system follows an orderly sequence.
It is possible to determine the individual's
level of function as it relates to his/her overall development.
An individual's function is measured in the receptive areas
of visual, auditory, and tactile competence, and in the expressive
areas of mobility, language, and manual competence. With this
information it is then possible to design a treatment and/or
acceleration program which provides specific stimulation to
those levels which require further organization.
The goal of such a program is to permit
the individual to progress towards organized function and
to lessen any degree of dysfunction so that his highest functional
potential may be realized. Development of and movement through
dysfunctional and neurologically dysorganized levels of the
Central Nervous System is achieved through the application
of appropriate stimuli which is delivered with sufficient
frequency, intensity, and duration.
The evaluation and consequent programming
consist of the following:
PHASE ONE
- Review of developmental, medical, educational, and social
history.
- Functional developmental evaluation in the receptive areas
of visual, auditory and tactile competence, and in the expressive
areas of language, mobility, and manual competence.
- Assessment of educational function, utilizing standardized
individualized achievement tests where indicated.
- Evaluation of social-behavioral function.
PHASE TWO
Design of an individual program which
includes:
- Neurological development
- Perceptual training
- Educational training and development
- Social development
- Behavioral management
PHASE THREE
- Training of the parents in the implementation of the individual
program.
Children with special problems have
special needs. These needs are rarely met, and these children
are almost universally denied the opportunity to reach their
potentials. Traditional approaches to these problems lack
the necessary direction, specificity, and intensity that are
needed for these children with special problems. NACD's philosophy
implies a continuum of function ranging from a low of coma,
to a high of genius. All children are on this continuum. Most,
given the opportunity, have the potential to improve. Children
included within these programs come to us with a variety of
labels, including brain injury, cerebral palsy, mental retardation,
Down Syndrome, autism, learning disorder, hyperactivity, etc.
Neither Robert J. Doman, Jr., nor his
associates are licensed to practice medicine. The design of
individual developmental programs is based upon experience
and represent suggestions to the family. Each family is encouraged
to make its own decisions regarding which specific program
techniques and methodologies it wishes to utilize for the
children. If medical or other licensed professional advice
is needed, please consult a licensed physician or other licensed
professional.
Reprinted from the Journal
of the National
Academy for Child Development
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