The history of Basic Therapy originated from our aim to help children who are struggling with problems related to their native language. We wanted to assist children who had delayed speech- language development or, had developmental speech-language disability related problems, such as dysgraphia and/or dyslexia, (have weak spelling or formal dysgraphia). In the early period we utilized speech therapy and developmental education methods, observed and described the different symptoms, and attempted to correct these symptoms with a broad range of methods from various approaches.
Our experience was that even though we achieved slow progress in improving speech and reading, this improvement often did not last. The weakness was in making the improvement automatic; the children were able to move past their original level, but the new skills did not reach the level of becoming automatic. It was very common that when they paid attention exclusively to the language task the new skill was apparent, but for example in conversation they paid attention to the topic and the several months of work seemed to be for naught.
However a new skill can only be taught with assurance if the previous one has proceeded down the road to becoming automatic.
The anatomic/neurobiological basis for the above mentioned problem may be that the “subject to be learned” requires more mosaics and longer connective paths in the cerebral cortex for every “new” skill. For the “skill” to become automatic the basal ganglia and their connections are utilized, and the cerebral cortex, being partially freed up, can prepare for a new task.
We were not satisfied with our results, and so we sought out methods that would allow us to “reach into the brain” and delve into the formation of language through developmental science, aided by the nearly unbelievable, but well-documented plasticity of children’s brains.
In the professional literature numerous authors – Piaget, Ayres, Tobis-Loewenthal, Schilling and Hot