Brain Balance Achievement Center

Specialties

Our unique Brain Balance Program® helps children and adolescents ages 4 to 19 with social, academic, and behavioral concerns, which often coincides with special needs. We address the whole child by integrating sensory motor training and stimulation and cognitive activities with nutritional and dietary guidelines. This unique integrated approach is key to what makes Brain Balance different and so effective.

History

Established in 2014.

In the early 1990’s Dr. Robert Melillo began seeing a marked increase in children with learning and behavioral issues visiting his practice. Parents were concerned and desperate to help their children. This was the beginning of a long and passionate journey for Dr. Melillo as he developed the Brain Balance Program.

Dr. Melillo’s research and extensive clinical experience led him to understand disorders like ADHD, Dyslexia, processing disorders, and autism spectrum disorders as manifestations of an underlying problem in the brain called Functional Disconnection Syndrome. This imbalance in brain development was the common thread between all these learning and behavioral issues. He knew, based on the science of neuroplasticity, that if he designed a program that could effectively stimulate the weaker hemisphere of the brain, it could, in fact, grow and develop new and stronger neural connections. In turn, this would remediate the many symptoms associated with these concerns.

Meet the Business Owner

Michelle C.

Business Owner

Michelle comes to the Brain Balance family with over 12 years of experience in working with children with special needs. She graduated with her Bachelor degree in Elementary Education from the State University of New York College at Cortland and received her Masters in Special Education from Mount Saint Mary College in Newburgh, New York. As a special education teacher, she has worked with children in Early Intervention, in preschool and with middle school aged students. She began her career working as a one-​on-​one aide to a student in 8^th grade. The experience was rewarding and as the child graduated to high school, she was no longer in need of any services. Michelle then moved on to having her own classroom for two years in a Special Education preschool. She then decided to become an itinerant teacher which allowed her the flexibility to work with, not only preschool aged children but also with children in early intervention.