Attention and Memory Training: an Introduction to Stress-Point Vision Therapy on the Trampoline

Attention and Memory Training: an Introduction to Stress-Point Vision Therapy on the Trampoline This approach is fun and highly successful for patients of all ages and skill levels. It is highly successful including children with developmental delays and learning disabilities, head injury victims, high performing athletes, musicians, and other achievers as well as older adults seeking to preserve cognitive and motor skills. Vision is much more then eye movements, optical focus, and binocular eye teaming. Vision allows us to predict, prepare, perform and proceed through time and space as we adapt an ever-changing environment to our continually evolving needs and goals. Ocular pathology, refractive distortions and muscular imbalance occur when we are forced to meet challenges beyond visual capacity, or we undergo physical strain to survive consequences of an injured, malfunctioning or deficient visual brain.

The Stress-Point Training vision therapy approach was developed by behavioral optometrist, Dr. Robert Pepper. Stress-point training principles and specific exercises will be demonstrated using a small trampoline. The trampoline introduces timing to help organize higher cognitive skills necessary for successful goal-directed action and present-time attention. As attention builds, so do visual memory, visual information processing and the speed, accuracy and ease of eye movements. Stress-point training integrates attention and learning behaviors with motor intelligence to increase self- confidence and overcome self-defeating learning blocks such as: anxiety, frustration, impulsivity, distractibility, and avoidance behaviors that stress visual processing and lead to behavioral vision problems. It unifies the past, present and future into meaning, motion and motivation.Bio for Ray Gottlieb:

Ray Gottlieb, O.D., Ph.D., FCOVD, FCSO, graduated from the U.C. Berkeley School of Optometry (1964) (highest honors), has worked in the eye clinics of two universities (U C Berkeley and U. Rochester Medical School) and served on the academic teaching faculty of the U. Houston, College of Optometry. Dr. Gottlieb practiced optometry for many years, specializing in behavioral optometry - vision training/therapy, syntonic phototherapy and low vision. He is the Dean of the College of Syntonic Optometry (CSO). He cured his mild myopia using the Bates System of natural eye improvement and has delayed the onset of presbyopia for more than 30 years. Now retired from optometric practice, he lives in Florida where he writes and teaches about natural vision improvement. In summers he is on the piano faculty of the Rebecca Penneys Piano Festival at the U. South Florida, where he applies Stress-Point trampoline training to improve attention, coordination and learning skills of piano students. His writings include: Attention and Memory Training: Stress-Point learning on the Trampoline (OEP 2005) and The Neurophsychology of Nearsightedness (PhD dissertation 1977) and many articles and chapters. His presbyopia reduction exercise has been translated into many languages and is available as a DVD package called The Read Without Glasses Method. Dr. Gottlieb lectures about vision to educators, health professionals and the general public throughout the United States and abroad. He is a Clinical Regional Seminar presenter for the OEP. He is a recipient of the “Spitler Award” (College of Syntonic Optometry) and the “Advancement of Science Award” (Neuro-Optometric Rehabilitation Association). RAY GOTTLIEB, O.D., Ph.D., FCOVD, FCSO 7100 Sunset Way #808, St. Pete Beach, FL 33706 Ph: 1(585) 721-3478, [email protected] DOB June 22, 1940, Los Angeles, CA LICENSE: NY Lic: T U V 005385, (Therapeutic & Glaucoma 2003); CA LIc: 4714 (1964) EDUCATION Optometry Degrees from the U of California, Berkeley, Sch. of Optometry(1964). (Highest Honors) Masters of Optometry, University of California, Berkeley (1964) Ph.D. (Human Sciences) Saybrook Graduate School and Research Center San Francisco (1978) TEACHING EXPERIENCE University of California, Berkeley, School of Optometry Clinical faculty (1964-65) University of Houston, College of Optometry (1965-68) Free University of Berkeley, Berkeley CA (1970-1972) California State University, Sonoma, Humanistic Masters Program (1974-78) California State Mental Hospital at Sonoma, California — Worked with patients and trained hospital staff in Stress-Point Therapy (1975-77) Dean of the College of Syntonic Optometry (1984-present) Eastman School of Music — courses for music students to improve visual attention (1994-1998) Chautauqua Institution, Chautauqua, NY; Music Department Piano Faculty (1993-2012) Lectures at optometry conventions: OEP, COVD, ICBO, NORA, CSO, Gesell Institute and at education, health and psychology conferences Regional Clinical Seminar Presenter, OEPF 2010- Rochester City School System, In-Service Training for OT, PT & special ed. Faculty Holley School District, Holley, NY Training classes for Special Ed and OT/PT faculty Rebecca Penneys Piano Festival, U. South Florida; 2013– OPTOMETRY PRACTICE Private Optometry Vision Training Practice in Santa Rosa, CA — (1972-80) Created the Eye Gym in Santa Monica, CA — visual fitness club (1980-83) DeMille Center for Psychotherapy, NYC, NY – Stress-point Therapy for Psychotherapy Patients (1991-1993) YMCA, Madison, NJ: Applied vision training girls gymnastic team. (1993) Private Practice in Rochester, NY — specializing in vision training (1993-2011) Optometrist Employed at Cohen's Fashion Optical, Rochester, NY (1998-2002) Optometrist Employed Genesee Valley Eye Institute, Rochester, NY (2002-2004) Senior Clinical Associate, U Rochester Sch. of Med, Ophthalmology Dept, (2004-2005) Resident optometrist Rochester Psychiatric Center, (2004-2011) Hospital privileges ABVI (Assoc. for Blind and Visually Impaired) Low Vision Specialist (2005-2011) OTHER WORK EXPERIENCE Research ed. Brain/Mind Bulletin researching & writing articles about brain and society (1983-91) ARTICLES, CHAPTERS AND BOOKS (incomplete) The Neuropsychology of Nearsightedness, Ph.D. dissertation, Saybrook University, 1978 "The Neuropsychology of Myopia," J. Optometric Vision Development, 1982 "Teaching for Mastery; Education for Mystery," Assoc. Humanistic Psych Newsletter 1977 Attention & Memory Training: Stress-point Learning on the trampoline (OEP), 2005 The Fundamentals of Flow in Learning Music with R. Penneys (self-published)1994 "Vergence Training in Real Space," in: Nonstrabismic Vergence Probs, OEP,1997 “Relieving Stress in Myopia,” Chapter in Vision Therapy: Myopia Control, OEP, 1998 "Syntonic Phototherapy" (with Larry Wallace, OD) J Behavioral Optometry 2001 "Introduction to Syntonics as Energy Medicince," J Optometric Phototherapy 2002 “Mild Traumatic Brain Injury, Visual Fields And Light Therapy, ” J. Opt Phototherapy 2004 "Syntonic Phototherapy,” Mechanisms for Low Light Therapy V, Prog in Biomedical Optics and Imaging; Vol. 11, No. 5 SPIE #7552 “Syntonic Phototherapy,” 2010 Photomedicine and Laser Surgery, V. 28, (4) 1-4 Radient Minds, Scientist explore the Dimensions of Consciousness. Authored several chapters. Jean Millay, Ed. (Millay, Doyle, CA) 2010 PRODUCT Read Without Glasses Method for presbyopia reduction DVD, Cambridge Inst. for Better Vision 2005 AWARDS and HONORS College of Syntonic Optometry: H Riley Spitler Award for contributions to the science of phototherapy, 1998 Neuro-Optometric Rehabilitation Association: The Advancement of Science Award 2008 A 2-Day Workshop Day 1 - Morning ATTENTION AND MEMORY TRAINING STRESS-POINT LEARNING ON THE TRAMPOLINE

Ray Gottlieb, O.D., Ph.D. [email protected]

Introduction to Stress-Point Principles This workshop will introduce stress-point techniques and principles developed by optometrist Dr. Robert Pepper for training the capacity to exert voluntary attention to master stress-point challenges. Stress-point tasks will be demonstrated using a small trampoline. Specific exercises for evaluating balance, timing, gross motor skills, motor planning, attention control, working memory capacity, directionality, orientation, decision making, goal maintenance, self-direction, impulsivity, and the efficiency and accuracy of saccadic eye movements and visual information processing. Learn to optimize the perceptual, motivational and cognitive components of patients’ executive performance skills. Each individual presents a unique set of strengths, weak areas and stress-point behaviors that are revealed in the process of the training. As these are exposed, they become the focus of the therapy

Outline I. Stress-point principles

A. The principle of success – motivation through success B. The principle of Mastery - The five questions: 1. Can I do it? 2. Can I do it well? 3. Can I do it well any time I want to for as long as I want to? 4. Can I accept change? 5. Can I do it automatically with energy and creative problem solving? C. The “Stress-Point” principle - when the system is stressed the problems are revealed 1.1. Testing below the stress-point misses the important information 1.2. How to identify the stress-point 1.3. How to avoid detrimental challenge – reversal of performance D. The principle of Recovery – the importance of expressive learning E. The principle of Reflex vs. Self-Directed learning F. Other tools Assessing and classifying stress-point behaviors Demonstration of evaluation procedures using small trampoline

A. Stress-Point Deficit Behaviors When people are confronted by challenges that are beyond their present skills they may be able to rise to the occasion, become positive, motivated, alert and energized, and succeed by self-directed efforts. Or they may fall apart, lose energy and motivation, become distracted, lost, and fail to succeed. Negative stress-point behaviors include: A.1. Decreased gross motor coordination A.2. Decreased attention span A.3. Decreased attention recovery A.4. Avoidance behavior A.5. Frustration behavior A.6. Anxiety A.7. Loss of timing A.8. Communication (loss of ability to listen to instructions) A.9. Loss of consistency A.10.Loss of flexibility A.11.Increased distractibility A.12.Fatigue and loss of stamina A.13.Loss of error recognition A.14.Decreased self-direction A.15.Preservation A.16. Decreased working memory capacity

III. Counseling parents and patients A. Describing stress-point behaviors 1.i.1. Emphasize strengths and describe weakness 1.i.2. Describe in everyday context such as school, work or sports 1.i.3. Make it practical B. Estimating prognosis and time necessary for improvement 1. Learning curve 2. Retention 3. Goals of therapy C. Advising parents and patients about how their behaviors at home can aid or hinder the development of effortful attention 1.i.1.IV. Group and individual demonstration and activities A. Individual demonstrations using audience volunteers B. Group demonstration of effortful attention dynamics C. How to demonstrate to an audience ATTENTION AND MEMORY TRAINING: STRESS-POINT LEARNING ON THE TRAMPOLINE (Continued) Ray Gottlieb, O.D., Ph.D.

Movement Training Demonstration of procedures for improving gross motor, timing, centering, balance, visual attention, eye movement skills, visual memory, working memory, recovery from fatigue and frustration I. Developing motor as a foundation for visual and cognitive performance

A. Gross motor coordination simple and complex movement patterns from self- directed to automatic reflex to complex multi-tasking B. Arm/hand movements: circles mirror and parallel, figure 8’s, hand/arm twist C. Leg/foot movements: side together/apart, front /back, cross step, foot/leg twist D. Multi-tasking: arm and leg combined movements: various combinations of above. B. Additional gross motor trampoline training: cross crawl, double side step (right-left hemisphere self-regulation ) and seat and knee drops in time. Motor planning and working memory capacity Balance Centering for developing a sense of position in space Orientation – laterality, directionality, internal and external maps

Day 2 II. SEQUENCE ATTENTION AND MEMORY TRAINING CHARTS (these will be passed out to the audience) Numbers, Letters, Words, Sentences, Paragraphs, Pictures, Arrows, Shape, Color III. Simple exercises using the charts or chalkboard targets

I.A.II.A. Read forwards (left to right) I.A.II.B. Read in reverse (right to left) I.A.II.C. Read columns (up to down, down to up and alternating) I.A.II.D. Skip every other item or every third one I.A.II.E. Substitute hand clap for designated item of reading sequence I.A.II.E.1.G. Loud and soft: alternate between saying items in a loud and soft voice I.A.II.E.1.H. Loud on a particular category of symbol (e.g., loud on vowels only) I.A.II.E.1.I. Read simultaneous with gross motor movement patterns described before I.A.II.E.1.J. Read sequence alternately forward from one end and backwards from the other end I.A.II.E.1.K. Read alternately from two charts (e.g., number and letter charts) or two sentences I.A.II.E.1.L. Do above without seeing the chart to build attention, memory and visualization skills

IV. Advanced techniques using the sequence charts or chalkboard targets

I.A.II.E.1.L.III.A. Substituting for designated items 1. Silence on designated items (vowels, odd numbers, fives, red color, etx. 2. Clapping, or doing a knee or seat drop on designated items while keeping silent 3. Substituting a word on designated items (e.g., girls names, colors, animals, etc.) 4. Substituting a sequence on designated item (e.g., count by two’s on each subsequent vowel or spell a word or the letters of the alphabet in sequence when you come to an odd number.). 5. Doing knee or seat drops on designated numbers

B. Substituting for more than one item (e.g., silence on vowels but clap on A’s)

C. Combine substitution with exercises listed in II (reading a sentence backwards, clapping on every other bounce

D. Doing the above exercises without looking at the chart.

E. Clap reverse exercise (when the therapist (or the patient) claps the item is repeated and then the direction is of reading the sequence is reversed. This is repeated until ten successful reversals. This heightens attention and flexibility.

F. Jump-turn on the vowels (or other designated item). First comes a silent jump, followed by a right or left turn and the next item is said on the immediate bounce following the turn. The point is to develop self-direction and to not impulsively execute the turn before the target item instead of taking the silent jump for the vowel and then turning after.

V. Working with special populations: stroke, TBI, low vision, and older patients.