Research & Science

The science behind what we do:
what the research shows, and what it doesn't.

When a child is stuck, whether it's meltdowns every evening, school saying "they can't focus", or mornings that feel like a battle, we keep coming back to one question: how is their nervous system coping under load? This page explains the tools we use, and gives you an honest summary of the evidence for each. Some have more research behind them than others, and none of them are a replacement for medical care.

Book a Free Call See the tools and the evidence

Honest about the evidenceWhat it shows, and what it doesn't

Melillo Method certified

Honest about the evidence

Drug free and non invasive tools

Parent training included

London clinic and remote support

Trained in posturology

Supporting families worldwide

Melillo Method certified

Honest about the evidence

Drug free and non invasive tools

Parent training included

London clinic and remote support

Trained in posturology

Supporting families worldwide

The short version

We use eight tools, alongside the Melillo Method, to support children with ADHD, autism, sensory differences and learning difficulties. Each is described below with an evidence label.
The evidence ranges from mixed to very limited. None of these tools is an established treatment for ADHD or autism, and none is part of standard NHS care.
The approaches with the most evidence, such as parent training, school support and, for some children, medication, are the ones to start with. What we do is designed to sit alongside them.
We can't promise results. If you're worried about your child, start with your GP.

Written by Adi and Dana Latter. Last updated 20 September 2026.

Why we look where we look

Why might a child have meltdowns, poor focus and learning difficulties?

There are many possible reasons, and every child is different. What we often see is that focus drops, transitions explode and sitting still feels impossible, not because a child doesn't care, but because they may be overwhelmed. Parents often notice this most after school, when a child who "held it together" all day falls apart at home.

In the model we work with, one possible contributor is retained primitive reflexes: early movement patterns that usually fade in infancy. We think that when they don't, they can interfere with attention, coordination, reading, handwriting and emotional steadiness. This is an idea, not an established explanation, and other causes, from sleep and anxiety to hearing, vision and learning differences, are far more common. That is why we always suggest starting with your GP.

We look at the nervous system as well as the behaviour
We support children with sensory overload and difficulty regulating
We work with children with autism, ADHD, dyslexia and dyspraxia, with or without a diagnosis
Simple daily movements that fit into real family life
Parents are trained, so you aren't left to figure it out alone

"Before we chase behaviour goals, we usually start by looking at coordination and regulation. What that looks like in real life is very practical."

Child doing movement exercises as part of a Melillo Method programme

In Plain Terms

The order we work in.

Regulation

Help the nervous system feel safe, so a child isn't stuck in fight, flight or shutdown.

Movement

Build balance, coordination and body awareness, the physical foundation the brain relies on.

Reflexes

Gently help early automatic reflexes finish switching off, so they stop getting in the way.

Learning & Communication

Focus, language and independence get a steadier base to build on.

This is our working model, not an established sequence. The tools below each relate to a different part of it.

How to read this page

What our evidence labels mean.

These labels are our own plain language summary, not a formal grading. Where we can, we link to the papers so you can read them yourself, and we encourage you to talk them through with your GP or paediatrician.

Mixed

Some studies report benefits, others find little or no effect, especially when the people rating outcomes don't know which treatment a child had.

Early

A small number of small or preliminary studies. Larger, well controlled trials are still needed.

Limited

Not much research in children, or most of it comes from people connected to the method.

Very limited or manufacturer only

Little or no independent research that we can point to.

Where research shows an effect in a group of children, it doesn't tell us what will happen for your child. The tools below are in addition to the approaches with the most evidence for ADHD and autism, such as parent training, school adjustments and, for some children, medication, not instead of them.

The tools we use

The tools we use, and what the research shows for each

We don't use these tools like a checklist. We match them to what we're seeing in your child, and then track what changes in ordinary life, at bedtime, at homework time, in transitions and in confidence, not just in test scores. The tools sit alongside medication, therapy and school support, not instead of them.

Dr Robert Melillo, creator of the Melillo Method

Our core frameworkEvidence: limited

01 · Melillo Method

The Melillo Method

Dr. Robert Melillo developed the Melillo Method as a framework for looking at why some children struggle with attention, behaviour and learning. It focuses on primitive reflexes, balance, coordination and the idea of "hemispheric imbalance", where the left and right sides of the brain are thought to develop at different rates.

In practice, we use it to decide what to look at and which home exercises to give: sensory and motor activities and reflex work. Some families notice small shifts, such as a child sitting a little longer, or writing becoming less effortful. It isn't immediate or linear, and we can't promise results.

Dr. Melillo has written several books, including Disconnected Kids and Reconnected Kids.

What the research shows

Research on the Melillo Method itself is limited, and much of it comes from people connected to the method. Hemispheric imbalance is a theory that isn't widely accepted in mainstream neuroscience or paediatrics, and the method isn't part of standard NHS care. The papers below relate to some of the ideas involved. They don't show that the method works. See our page on the Melillo Method in the UK.

Neurofeedback EEG device for brainwave training

Supporting toolEvidence: mixed

02 · Neurofeedback

Neurofeedback

Neurofeedback uses sensors to read brainwave activity in real time, and the child gets feedback through sound or visuals. The idea is that over time the brain learns more stable patterns. We use it with children who seem "on all the time", who find it hard to stay with a task, or who crash emotionally when things feel hard.

It's drug free and non invasive. Some families notice fewer chaotic days and better recovery after stress. Others notice little change.

What the research shows

Research on neurofeedback for ADHD is mixed. Some studies report benefits, but reviews that rely on blinded ratings have generally found smaller or no clear effects, and it isn't part of standard NHS care for ADHD. Evidence for autism is more limited. We can't promise results. See our page on neurofeedback for children.

Postural insoles designed by Bernard Bricot

Supporting toolEvidence: limited

03 · Posturology

Postural insoles

Much of posture is automatic, so telling a child to "sit properly" may work for two minutes and then fade. Postural insoles are designed to stimulate sensors in the feet that feed the brain's coordination pathways, with the idea that posture may then improve without constant reminders.

Some parents tell us they notice practical things first, such as less slumping at the table, fewer complaints of tired legs, or better tolerance for homework or meals. We can't promise this.

What the research shows

Research on postural insoles in children is limited, and posturology isn't part of standard NHS care. See our Posture Wellness page for what's involved, and for when to see your GP or a physiotherapist first.

Our Posture Wellness programmeOur own programme page, not a research paper

Supporting toolEvidence: early

04 · Light Therapy

Low level (cold) laser

Low level laser is a light based tool. It's thought to support cellular energy and may reduce inflammatory stress. Sessions are short and painless. We keep intensity conservative for children and use it as part of a wider plan, never on its own.

Some families notice less physical tension and calmer evenings. Others notice nothing.

What the research shows

Research on low level laser in children with neurodevelopmental differences is at an early stage, mostly small studies. It isn't an established treatment for ADHD or autism. Please tell us about epilepsy, seizures, photosensitivity or any medication before your child has any light based therapy.

Red light support

Red light (photobiomodulation) is thought to support energy production in cells, including in the brain. We use it carefully, at child appropriate settings, and always as part of the wider programme. Some parents tell us their child seems to get through the afternoon without the usual heavy dip.

This is a fast moving area, but it's still early.

What the research shows

The studies linked below are small or preliminary, and larger, well controlled trials are still needed. Red light isn't an established treatment for ADHD or autism, and we can't promise results.

NeuroSage software for visual and vestibular stimulation

Supporting toolEvidence: early

06 · Vestibular & Visual

NeuroSage: visual and vestibular work

The vestibular system, which helps with balance and spatial awareness, is often overlooked. In the model we work with, when it's underpowered, attention, balance and emotional steadiness can all get harder. This may show up when a child can't stay seated, skips lines while reading, or seems clumsy and disorganised.

NeuroSage works visual and vestibular pathways together with light and sound input. Some families notice smoother transitions and better body control. Many other things can also cause these difficulties.

What the research shows

Some small trials of vestibular stimulation in children with ADHD and autism report benefits for balance, motor planning and attention. The studies are small and vary in quality, and we can't promise results.

Supporting toolEvidence: very limited

07 · Vagus Nerve

Rezzimax

The Rezzimax is a handheld device that uses variable vibration to stimulate vagal and related pathways. Families use it during tough moments, before homework, before bed, or after school transitions, when a child is close to tipping over.

Some parents tell us this is the tool they were most sceptical about. Some children seem to shift towards a calmer state fairly quickly, though it isn't always straightforward.

What the research shows

Research on this specific device is very limited, and it may not be independent of the manufacturer. Please tell us about any medical conditions, heart conditions or implanted medical devices before your child uses it.

BrainTap

Sleep is often the first pressure point families talk about: bedtime battles, long settling times and night wakings. BrainTap uses audio and light patterns to help the brain shift state more deliberately. We use it with children and teens who struggle to wind down or who stay on high alert all day.

Progress can be uneven. Some families notice small wins with sleep that then spread into the day.

What the research shows

The only research we can point to is the manufacturer's own summary, which isn't independent, peer reviewed research. We think of BrainTap as a relaxation and sleep support tool, not a treatment for any condition. Please tell us about epilepsy, seizures or photosensitivity first.

BrainTap's own research summaryManufacturer source, not independent peer reviewed research

What Parents Tell Us

What some families notice after working with us

These are patterns some parents tell us about, usually in ordinary moments first. They aren't promises. Every child is different, some children respond more than others, and some don't respond as we'd hope.

Focus that holds a little longer

Some parents notice needing fewer reminders to finish simple tasks, or getting through reading time more easily.

Calmer mornings and transitions

Some families notice getting dressed, leaving the house and switching activities feel less explosive.

More words, more connection

Some parents notice communication feeling easier and more spontaneous, with more back and forth.

Better coordination and movement

This might show up as neater writing, fewer bumps and falls, or less fatigue during the school day.

School feeling less exhausting

Some children come home with a bit more energy left, and confidence slowly begins to return.

Sleep

Some families tell us sleep is one of the first things to change: settling faster, fewer wakeups and waking less dysregulated.

Questions parents ask

Questions parents ask when they are worried.

If yours isn't here, ask us directly. No jargon, no pressure, and no pretending things are simpler than they are.

These answers describe common patterns, not a diagnosis. We're not doctors, and only a qualified professional can formally diagnose ADHD, autism, dyslexia or dyspraxia. If any of this sounds familiar, it's worth raising with your GP or paediatrician alongside talking to us.

Book a Free Call

Does my child have ADHD? What are the signs?

We can't diagnose ADHD. Only a doctor or a specialist clinical team can. What families often describe in children with ADHD like patterns is a mix: focus drops quickly, impulse control is hard, the body stays restless, and emotions can escalate fast. Parents often tell us their child is clearly bright but can't hold it together long enough to show what they know. These signs can overlap with sensory processing difficulties, sleep problems, anxiety, hearing or vision differences, and, in the model we work with, retained primitive reflexes. A formal diagnostic process can be very helpful, and we'd encourage you to start with your GP or your child's school.

Is my child autistic? Signs I might be missing

We can't diagnose autism. That needs a formal diagnostic process through a specialist team. Families often start noticing patterns like strong reliance on routines, distress with changes, sensory overload, unusual speech development, or difficulty reading social cues. You may also see repetitive movements or very intense special interests. In girls especially, these signs can be easier to miss because masking is common. Families are often left waiting a long time for a formal diagnosis, and supporting regulation and sensory needs during that wait can still make daily life easier.

Why does my child have so many meltdowns? Is it bad parenting?

No, it isn't bad parenting. We meet deeply caring families doing everything they can. Frequent meltdowns are often a sign that a child is overwhelmed, not that they are choosing to behave badly. In the model we work with, regulation pathways can be overloaded, and primitive reflexes or sensory differences may play a part. It can be frustrating when nothing works consistently. If meltdowns are severe or you feel unsafe, please speak to your GP, and in an emergency call 999.

What can help my child focus, alongside other support?

The approaches with the most evidence for ADHD include parent training, adjustments at school and, for some children, medication, and these are what NHS guidance focuses on. Some families also explore approaches like the ones on this page, including reflex work, neurofeedback and vestibular work, alongside those. The evidence for these is more limited, which is why we describe it openly above. We can't promise that any of them will improve focus for your child.

What are retained primitive reflexes and could they be causing my child's problems?

Primitive reflexes are early automatic movement patterns that usually fade as a baby's nervous system matures. In the model we work with, when they stay active, they can interfere with attention, sensory processing, coordination, handwriting, reading and sleep. This idea is debated, and other explanations for these difficulties are far more common. You can read more in our guide to primitive reflexes.

My child struggles at school. Could it be dyslexia or dyspraxia?

It could be. Dyslexia and dyspraxia are real and important, and they're diagnosed by educational psychologists, occupational therapists and other specialists. They describe how difficulties show up, not always why. In the model we work with, retained reflexes and immature sensory or vestibular systems may play a part for some children, which is an idea rather than an established explanation. See our page on SEN support for how we work alongside school.

Is this different from OT, speech therapy, or ABA? We are already doing those.

We work alongside them, and we usually encourage families to continue. Those therapies target specific skills and behaviours. We look at the nervous system underneath, including reflexes, coordination and regulation, which we think can make those skills harder to access. That is our view, and it isn't established. You can keep any therapy your child already has.

Can this work alongside ADHD or autism medication?

Yes. Many families we support are also using medication, and our programme is designed to run alongside it. We don't advise on medication, and that decision always stays with your prescriber. Please don't stop or change medication without talking to them first.

How long does it take to see results?

It varies a lot. Some families report early shifts in sleep or calmness within a few weeks, and others notice little. Changes in learning, confidence and behaviour, where they happen, usually build over months of consistent home practice. It isn't a straight line, and some children don't respond as we'd hope. We run intensives in Mill Hill, London, and support families remotely worldwide, and the daily work happens at home either way.

Is there good evidence for these tools?

It depends on the tool, and it's fairly limited overall. The approaches with the strongest evidence for ADHD and autism are things like parent training, communication and behavioural support, school adjustments and, for some children, medication. The tools on this page have less evidence behind them, and it ranges from mixed to very limited. That's why each one has an evidence label and a short summary of what the research does and doesn't show. We can't promise results, and we'd rather you knew that before you start.

Are the devices and light based tools safe for children?

We keep settings conservative, introduce each tool gently and explain it to you first, and you can stop or skip anything at any point. They aren't suitable for every child. Please tell us in advance about epilepsy or a history of seizures, photosensitivity, any medical conditions, medication, and any implanted medical devices, so we can plan around them. If you have concerns, check with your child's doctor first.

Should we see our GP first?

If you're worried about your child's development, behaviour, sleep or wellbeing, yes. Your GP or health visitor can look at the whole picture, check for other causes and refer you where needed. What we do is designed to sit alongside medical care, not replace it.

This page is general information for parents. It is not medical advice, and it does not replace advice from your GP, health visitor, paediatrician or other health professional.

A note from Adi and Dana

If you have been searching for a while, we want you to know something.

Most parents who find us have already done a lot. Appointments. Reports. Strategies. School meetings. And still that feeling that something important is being missed. This is often the point where people feel worn down, not because they haven't tried, but because nothing has fully held.

What we look at, including reflexes, coordination and regulation, isn't usually part of standard NHS routes. We think it deserves a look, and we've tried to be open on this page about how much evidence there is, and how much there isn't.

We work with children with ADHD, autism, dyslexia, dyspraxia and sensory processing differences, and with children still waiting for formal answers. Many are bright, hard working children who are finding things harder than they should.

We're based in Mill Hill, London, and work with families in person and remotely worldwide. If you'd like to talk through what you're seeing, we'll give you a clear, honest conversation about what may help next, including when the answer is something other than us.

Book a free call See the Intensive Programme

The science behind what we do:what the research shows, and what it doesn't.

Why might a child have meltdowns, poor focus and learning difficulties?

The order we work in.

Regulation

Movement

Reflexes

Learning & Communication

What our evidence labels mean.

Mixed

Early

Limited

Very limited or manufacturer only

The tools we use, and what the research shows for each

The Melillo Method

What the research shows

Neurofeedback

What the research shows

Postural insoles

What the research shows

Low level (cold) laser

What the research shows

Red light support

What the research shows

NeuroSage: visual and vestibular work

What the research shows

Rezzimax

What the research shows

BrainTap

What the research shows

What some families notice after working with us

Focus that holds a little longer

Calmer mornings and transitions

More words, more connection

Better coordination and movement

School feeling less exhausting

Sleep

Questions parents ask when they are worried.

If you have been searching for a while, we want you to know something.

Still reading? That probably meanssomething on this page rang true.

The science behind what we do:
what the research shows, and what it doesn't.

Still reading? That probably means
something on this page rang true.