“We have added a new group using Computer Games for Cognitive Rehab -- and we list Bal-A-Vis-X® as Brain Games, and the new group (NEAR = Neuropsychological Approach to Educational Rehabilitation) as Computer Brain Games. These groups happen at the same time and both in our education center. The difference now in our BAVX group is that we POST the direct benefits for Cognitive Rehab on the wall -- and review them with the students. (e.g., Sustained/Selective/Focused Attention, Peripheral and Near-Point Vision, Balance, Listening Skills: Discrimination and Auditory Recall, Motor/Sensory activities, and Frontal Lobe activities such as self-monitoring/Planning/Evaluating Actions, etc.).

We also review individuals’ treatment goals with them (the goals set by their Dr. and Treatment Teams). We de-brief with them periodically to see what they’re noticing, and to ask how it might be helpful to them in other contexts. We make sure they know what their priorities/issues are from the Tx. Team’s point of view, and then we ask them how THIS group (BAVX) is helping them (or could be used to help them) reach those goals.

You would be amazed at some of the responses. I’ve already shared with you about the positive impact we’ve seen with Auditory or Visual Hallucination -- it just doesn’t seem to happen while the individuals are engaged in BAVX .. and we’re told that these troubling symptoms seem to be eased after the sessions too. I’ve also told you of the gentleman who used our de-briefing to share his ‘feelings’ about an achievement, struggle, or fun that he had with BAVX challenges -- to reach the Treatment Goal of being able to express emotions. Those were powerful sessions for him and for us. BAVX activities provided the very real emotional and intellectual stimulus, in a safe and non-threatening environment and so it was ideal for his practice.

In our current group, we have two individuals working on issues related to ‘impulsivity’. They have discovered that BAVX hits that nail right on the head! They had to think about it a bit -- but decided that it did help them stay focused, and when asked “What would happen if you got an idea to suddenly change partners or add something new to a group exercise like the Web” ... they laughed and immediately recognized that it would create havoc. Then came the beautiful ‘light-bulb’ moment when they realized that they truly had been controlling their impulses and sustaining focused attention to match the group’s rhythm, and keep the web working. This offered very specific evidence for them that they were capable of monitoring and controlling impulsive behaviors. Aahhh, it’s good stuff, Bill -- and we THANK YOU. We may not have controlled research -- but the evidence of efficacy stands before us in our students every week.”

— M. Lalich