Why ‘Dance of the Broken Brain’?

I am using this title for this Blog (and my work) for several reasons:

1. It is easy to remember. I suppose I could have called it Addressing Variations on the Ontogeny of Genetic Dysmorphisms. But, that title makes my hair hurt.

2. It emphasises the dynamic interaction of the many components of the brain.

3. As in a dance, the interaction changes as the music of the environment, the person’s needs, and the person’s history changes.

4. The dance does not stop when the brain is compromised, it continues but in a different manner.

5. As we begin to identify the various forms of the Dance of the Broken Brain, we can begin to better focus the emphasis of rehabilitation.

6. Because I work primarily in the field of developmental disabilities, I want to emphasize that the brain is compromised (broken) by way of the disability and not just slowed down, “retarded,” or delayed. (Of course, the results of the break will ’slow’ down processing and output but you are not going to fix the problem by addressing the effect of the disability as opposed to its cause.)

7. I use the word ‘Broken” because of the implication inherent in the word that broken things can be fixed!

8. Finally, by emphasizing the fact that the brain is broken, I hope to prod state regulators into making accommodations for including time to teach cognitive processes in day programs. At present, it appears that the emphasis has to be on teaching only functional skills, e.g., setting the table, using public transportation, getting dressed, etc. Hmm, While we could provide cognitive rehab as a clinical service, it is important that it be provided on a daily basis. Any comments from New Yorkers or others with more progressive regulations?

Thanks for your patience: I have a tendency to soap-box and rant!

As will be my continuing encouragement, comments are welcome.

Bob