Service Description

This service is available for weekly, fortnightly or monthly reviews depending on the need of the patient.

We use three different modalities, each with its own set of unique characteristics and method to develop an individual’s ability to use both sides of the body simultaneously, in a coordinated and sequenced way. Good bilateral coordination aids in good motor control when performing physical and daily living activities, helping to create hemispheric brain balance.

Bilateral coordination is important and is developed in sequences throughout the first years of a child’s life. We will be retracing those sequences and rebuilding the necessary building blocks to help with laterality and coordination.

We will be working on the following areas:

1. Symmetrical bilateral integration: This is when both sides of the body, left and right, work as a mirror by moving together. This is seen when you learn to clap, where arms and hands move together, simultaneously performing the same movement.

2. Reciprocal bilateral integration: This occurs when both sides of the body move simultaneously, but in alternating patterns. As children consciously perform this action, it teaches the brain and body to separate movements of each side. For instance, when a child begins to crawl or walk, one side of the body initiates a movement, followed by the other side in a coordinated sequence.

3. Asymmetrical bilateral integration: This happens when both sides of the body do different things to accomplish one task. For instance, when a child kicks a ball, one leg balances while the other kicks. Similarly, when writing, one hand holds the paper steady while the other writes.

4. Crossing midline: The "midline" is like an invisible line dividing the body in half, from head to toe. Crossing it means a child moves a limb from one side of the body to the other to finish a task.

5. Sequencing movements: Sequencing involves planning movements for a task, which is essential for effective bilateral integration. For example, catching a ball requires the child to predict where it will land and coordinate arm movements accordingly.