An individual's proficiency to attend to a task depends on his/her ability to regulate sensory input and sensory activity levels. Often children who have difficulty with sensory skills exhibit behaviors that earn them these labels. Many sensory messages process and integrate initially in the brainstem area. This area must be functioning in an organized way to arouse the individual to attend adeptly.

"Our son can now tell a whole long story with a lot of detailed, complex speech. He is calmer and has easier transitions. His focus is better, too! At one point after the first 12 days, I gave him a worksheet and he filled it out. He just filled it out!" --A.D., CO