The Evaluation

The evaluation process has three main components:

Some Examples from an Intelligence Integration™ Evaluation
image Eye-Muscle Control

The person in this photograph cannot focus his eyes on one point because he has difficulty with coordination and conscious control of his eyeball muscles. Because reading requires smooth, effortless functioning of these muscles, this problem could lead to reading difficulties. The student might struggle to keep his eyes on the right place on the paper, he could tire easily, lose concentration and probably won't enjoy the act of reading. He could also have faulty depth perception which would inhibit his participation in the sports and playground games that are important in building coordination, balance, and a sense of social competence. He could constantly bump into things and might be considered clumsy.
image Bilateral Coordination of the Limbs

Gross motor activities are directly connected to integrated communication between the right and left hemispheres of the brain. To examine the degree to which the two hemispheres are able to interact, this child has been asked to perform cross jumps while alternating limbs. Even though he understood intellectually what he was supposed to do, he was unable to perform the movements. The attempt generated great tension and frustration. Such a response might lead to difficulty in modulating his emotions and could turn into resistance to and avoidance of sports and outdoor activities resulting in social isolation and low self-esteem.
image Fine Motor Abilities

This child cannot separate the actions of his hands. Instead of being relaxed and inactive while the right hand is performing finger movement, the fingers of the left hand accumulate enormous muscular tension. This tension could turn into resistance to, or total avoidance of, any fine motor activity such as drawing, writing or cutting.

As a result the child might not develop the fine motor control needed to perform a variety of everyday tasks, including writing.
image Writing Competence

The position of this girl's fingers on the pencil is incorrect and her grip is stiff. This compromises her graphic ability and creates a great deal of tension during writing. Because the tip of the thumb is not on the writing implement, the work of controlling the pencil is performed by the arm instead of the fingers. This demands far more effort than is needed for the task and could reduce the energy available for other tasks, lead the student to tire earlier than her peers, and lose motivation.

The Motor Skills Evaluation

This part of the evaluation measures the body's ability to perform several different activities while breathing consciously and answering either cognitive or emotional questions simultaneously. In combination, these outcomes give sufficient measure of the body's current capacity and maximum potential.

Since every action a person performs combines the work of a number of systems simultaneously, the search for the root cause of the person's difficulty will focus on how those systems coordinate with one another without causing tension or distress in any given system. Tension or distress is a sign of lack of integration between two (or more) systems and/or intelligences.

Motor Skills Coordination Assessment

Within the context of the evaluation, every stop in the continuity of one's breathing shows that the person has difficulty in the integration between the motor and sensory systems involved.

The Senses