{"id":617287,"date":"2026-05-16T06:14:02","date_gmt":"2026-05-16T04:14:02","guid":{"rendered":"https:\/\/www.dynseo.com\/le-role-des-therapies-complementaires-dans-laccompagnement-des-troubles-dys-dynseo-2\/"},"modified":"2026-05-16T06:17:05","modified_gmt":"2026-05-16T04:17:05","slug":"the-role-of-complementary-therapies-in-supporting-dys-disorders","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/the-role-of-complementary-therapies-in-supporting-dys-disorders\/","title":{"rendered":"The Role of Complementary Therapies in Supporting DYS Disorders"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; 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font-weight: 600; }\n.dbi-art-0b0ad8 .footer-links { display: flex; gap: 20px; justify-content: center; flex-wrap: wrap; margin-top: 15px; }\n.dbi-art-0b0ad8 .faq-item { background: white; border-radius: 15px; padding: 28px 32px; margin: 16px 0; box-shadow: 0 3px 15px rgba(94,94,215,0.08); border-left: 4px solid #a9e2e4; }\n.dbi-art-0b0ad8 .faq-item h4 { font-family: 'Montserrat', sans-serif; color: #5e5ed7; margin-bottom: 13px; font-size: 1.08rem; }\n.dbi-art-0b0ad8 .faq-item p { margin: 0; color: #555; }\n.dbi-art-0b0ad8 a { color: #5e5ed7; }\n@media (max-width: 768px) {\n.dbi-art-0b0ad8 .article-header h1 { font-size: 1.85rem; }\n.dbi-art-0b0ad8 .stats-grid { grid-template-columns: 1fr; }\n.dbi-art-0b0ad8 .article-header { padding: 45px 15px; }\n.dbi-art-0b0ad8 .container { padding: 15px; }\n.dbi-art-0b0ad8 h2 { font-size: 1.6rem; }\n}<\/p>\n<\/style>\n<div class=\"dbi-art-0b0ad8\">\n<article>\n<header class=\"article-header\">\n<div class=\"article-category\">\ud83d\udcda DYS disorders \u2014 Multidisciplinary support<\/div>\n<h1>The role of complementary therapies in supporting DYS disorders<\/h1>\n<pee class=\"subtitle\">Dyslexia, dyspraxia, dyscalculia, dysphasia \u2014 DYS disorders cannot be treated with a single key. Speech therapy, occupational therapy, psychomotricity, neurofeedback, sophrology: this guide covers all complementary approaches and their optimal coordination.<\/pee>\n<\/header>\n<div class=\"container\">\n<div class=\"intro-paragraph\">\nDYS disorders affect about 1 in 5 children in France \u2014 a figure that includes dyslexia, dysorthographia, dyscalculia, dyspraxia, dysphasia, and their multiple combinations. These disorders are neurodevelopmental: they do not heal in the medical sense, but they can be accompanied, compensated for, and managed with the right tools. Speech therapy is often the first entry point \u2014 but it is rarely sufficient on its own. Well-chosen and well-coordinated complementary therapies make the difference between a child who suffers from their difficulties and a child who overcomes them.\n<\/div>\n<div class=\"stats-grid\">\n<div class=\"stat-card\"><span class=\"stat-number\">1\/5<\/span><\/p>\n<div class=\"stat-label\">children have one or more learning disorders \u2014 that\u2019s 5-6 students per class<\/div>\n<\/div>\n<div class=\"stat-card\"><span class=\"stat-number\">40\u201360%<\/span><\/p>\n<div class=\"stat-label\">of dys children have comorbidity (ADHD, anxiety, motor disorders) requiring multiple approaches<\/div>\n<\/div>\n<div class=\"stat-card\"><span class=\"stat-number\">From 5 years<\/span><\/p>\n<div class=\"stat-label\">the early signs of DYS disorders are detectable and the first interventions can begin<\/div>\n<\/div>\n<\/div>\n<h2>Understanding DYS disorders: a plural reality<\/h2>\n<pee>The term &#8220;DYS disorders&#8221; encompasses a set of neurodevelopmental learning disorders that share a common characteristic: they affect children whose intelligence is normal or above normal, but whose brains process certain information (sounds, letters, numbers, gestures) atypically. These are not disorders of will or laziness \u2014 they are differences in neurological functioning that manifest in academic learning and, more broadly, in daily life.<\/pee>\n<pee><strong>Dyslexia<\/strong> affects reading \u2014 more precisely phonological decoding, which is the ability to transform sounds into letters and vice versa. <strong>Dysorthographia<\/strong> is often the written translation of this. <strong>Dyscalculia<\/strong> affects the understanding of numbers and arithmetic operations. <strong>Dyspraxia<\/strong> (or Developmental Coordination Disorder) disrupts the coordination and planning of gestures \u2014 including writing. <strong>Dysphasia<\/strong> affects the development of oral language.<\/pee>\n<div class=\"highlight-box\">\n<h4>\ud83e\udde0 Comorbidity: the rule rather than the exception<\/h4>\n<pee>A crucial point often underestimated: 40 to 60% of children with DYS disorders present at least one comorbidity. Dyslexia + ADHD, dyspraxia + dyslexia, dysphasia + pragmatic disorders \u2014 these combinations are common. It is precisely this reality that justifies a multidisciplinary approach: a single therapy cannot address disorders that intertwine in cognitive, motor, emotional, and social dimensions.<\/pee>\n<\/div>\n<h2>Speech therapy: the central pillar, but not the only answer<\/h2>\n<pee>Speech therapy is the reference treatment for dyslexia, dysorthographia, and dysphasia. The speech therapist conducts the initial assessment that objectively identifies the difficulties, formulates diagnostic hypotheses, and defines the rehabilitation goals. Speech therapy directly targets the deficient mechanisms: phonological awareness, decoding, encoding, fluency, comprehension, production of oral language.<\/pee>\n<pee>But speech therapy has its limits \u2014 not due to a lack of effectiveness, but by nature. It cannot, alone, address the motor difficulties of a dyspraxic child, the school anxiety of a dyslexic teenager exhausted by years of failures, the spatial coordination problems of a child with visuo-spatial difficulties, or the attention disorders that often accompany DYS disorders. This is where complementary therapies come into play.<\/pee>\n<h3>The coordination between speech therapist and family: a fundamental issue<\/h3>\n<pee>Before discussing complementary therapies, it is fundamental to mention the coordination between the speech therapist and the family. The exercises worked on in sessions only produce their effects if they are reinforced at home regularly and kindly. The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/liaison-booklet\/\" target=\"_blank\"><strong>Speech Therapist-Family Communication Notebook DYNSEO<\/strong><\/a> is a tool designed precisely to facilitate this communication \u2014 it allows the speech therapist to convey the week&#8217;s objectives, the family to note their observations, and everyone to share the tracking of progress.<\/pee>\n<h2>Occupational therapy: making daily tasks accessible<\/h2>\n<pee>Occupational therapy is the most essential complementary therapy in cases of dyspraxia \u2014 and valuable in many other DYS disorders. The occupational therapist works on the <strong>adaptation of daily activities<\/strong> to the motor and cognitive abilities of the child. Their domain covers writing, daily living activities (dressing, cooking, using transportation), spatial and temporal organization, and compensatory tools.<\/pee>\n<h3>Writing: the battlefield of the occupational therapist<\/h3>\n<pee>For dyspraxic children, handwriting is often an exhausting activity that mobilizes all available cognitive resources \u2014 to the detriment of reflection on content. The occupational therapist works on several axes simultaneously. First, <strong>graphomotricity<\/strong> \u2014 the mechanics of the writing gesture: pencil grip, posture, pressure, direction of movements. Then, <strong>compensatory strategies<\/strong> when handwriting remains too costly: learning the keyboard, using a computer or tablet, voice recognition software.<\/pee>\n<div class=\"method-card blue\">\n<div class=\"method-badge badge-blue\">\ud83d\udcbb Compensatory digital tools<\/div>\n<h4>When technology frees learning<\/h4>\n<pee>The occupational therapist often guides towards suitable digital tools. Advanced spell checkers (Antidote, Reverso), voice recognition software (Dragon Dictate), audio note-taking applications, and digital reminders are part of the compensatory toolkit. To enhance awareness of frequent confusions, the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/memory-aid-confusions-b-d-p-q\/\" target=\"_blank\"><strong>Confusions b\/d p\/q DYNSEO Reminder<\/strong><\/a> is a visual support accessible on tablet that the child can discreetly consult in class or during homework.<\/pee>\n<\/div>\n<h3>Adapting the school workstation<\/h3>\n<pee>The occupational therapist also plays a key role in recommending school adjustments. She may suggest a height-adjustable desk, an ergonomic chair, an easel to tilt sheets, a double-ended highlighter for children who struggle to follow lines. For middle and high school students, she supports the implementation of extra time and computer tools as part of the PAP (Personalized Support Plan). These concrete recommendations transform the school experience \u2014 by reducing motor load, they free cognitive resources for learning.<\/pee>\n<h2>Psychomotricity: body, space, and learning<\/h2>\n<pee>Psychomotricity holds a special place in supporting DYS disorders because it works at the interface between the body, space, time, and cognition. This link, which may seem abstract, is fundamental: learning to read also means learning that letters have a direction (b \u2260 d), that words are read from left to right, and that syllables follow a temporal order. These spatiotemporal skills are precisely what psychomotricity reinforces.<\/pee>\n<h3>Lateralization and body schema<\/h3>\n<pee><strong>Lateralization<\/strong> \u2014 the preference and mastery of using one side of the body \u2014 is often disrupted or delayed in DYS disorders. A child whose lateralization is not well established at 6-7 years old will have difficulties distinguishing left from right, orienting in the space of a page, and following conventional reading direction. The psychomotrician works on establishing this lateralization through body games, movement dissociation exercises, and spatial orientation activities.<\/pee>\n<pee>The <strong>body schema<\/strong> \u2014 the mental representation a child has of their own body \u2014 is also a substrate for learning. A child who does not have a clear representation of their body (where their hand is in relation to their arm, how their body is oriented in space) will struggle to internalize the direction and orientation of letters and numbers. Psychomotricity, through body play and body awareness activities, builds these foundations.<\/pee>\n<h3>Graphomotricity and the development of praxies<\/h3>\n<pee><strong>Graphomotricity<\/strong> \u2014 the motor skills specific to writing \u2014 is a shared focus between occupational therapy and psychomotricity depending on the countries and professional training. In France, the psychomotrician often works on graphic praxies: the trajectory of strokes, the formation of letters in space, the fluidity of sequences. Preparation exercises for writing (free drawing, guided strokes, modeling) strengthen the fine motor skills that underlie writing.<\/pee>\n<pee>To track these progressions in a structured way, the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-competences\/\" target=\"_blank\"><strong>DYNSEO Skills Tracking Table<\/strong><\/a> allows the psychomotrician to document the child&#8217;s evolution in various areas (coordination, body schema, spatial organization) \u2014 valuable for coordination with the multidisciplinary team and for showing the child and their family the progress made.<\/pee>\n<h2>Orthoptics: when the eyes complicate reading<\/h2>\n<pee>Orthoptics is often the great forgotten aspect in the reflection on DYS disorders \u2014 yet it deserves a rightful place in certain cases. Oculomotor visual disorders (and not refractive) can significantly complicate reading for a child who already presents with dyslexia. <strong>Convergence<\/strong> \u2014 the ability of both eyes to point together at the same nearby point \u2014 is often deficient in dyslexic children. When the eyes do not converge well, words &#8220;move,&#8221; double, or shift during reading, generating intense visual fatigue and difficulties in fixation.<\/pee>\n<pee>The orthoptist conducts an assessment of oculomotor abilities (convergence, saccades, tracking) and proposes rehabilitation exercises. In some cases, prism glasses may be prescribed to correct binocular issues. These interventions do not treat dyslexia itself \u2014 but they can remove an additional visual obstacle that complicated reading beyond the underlying phonological disorder.<\/pee>\n<h2>Sophrology and mindfulness meditation: treating school anxiety<\/h2>\n<pee>An often underestimated aspect of DYS disorders is their emotional impact. A dyslexic child who fails to decipher a page while their peers seem to do so effortlessly, who hears &#8220;you could do better if you tried harder&#8221; dozens of times, who sees their school results reflecting something other than their actual intelligence \u2014 this child often develops school anxiety, a depression of self-esteem, and a painful relationship with learning.<\/pee>\n<h3>Sophrology<\/h3>\n<pee>Sophrology offers muscle relaxation and positive visualization techniques suitable for children from 6-7 years old. <strong>Dynamic relaxation<\/strong> reduces physical tension related to school stress. <strong>Positive visualization<\/strong> \u2014 seeing oneself successfully completing a reading, an exam, a paper \u2014 activates the same neural circuits as actual activity and boosts confidence. Sophrology exercises of 10 minutes before assessments can significantly reduce performance anxiety.<\/pee>\n<h3>Mindfulness<\/h3>\n<pee>Mindfulness meditation adapted for children (programs like Eline Snel&#8217;s &#8220;Calm and Attentive like a Frog&#8221;) is validated by studies to reduce anxiety, improve attention, and enhance emotional regulation \u2014 three benefits directly useful for dyslexic children. Practicing 10 to 15 minutes a day of adapted meditation improves the ability to refocus after a distraction, to tolerate the frustration of a difficult task, and to observe negative thoughts without amplifying them.<\/pee>\n<pee>The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/emotion-thermometer\/\" target=\"_blank\"><strong>DYNSEO Emotions Thermometer<\/strong><\/a> can be used with dyslexic children to help them identify and name their level of anxiety or frustration \u2014 a first step towards emotional regulation. The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/choice-wheel-outils-formation-dynseo\/\" target=\"_blank\"><strong>Choices Wheel<\/strong><\/a> helps the child select a regulation strategy from those they have learned (breathing, temporary withdrawal, drawing&#8230;) when anxiety rises.<\/pee>\n<h2>Neurofeedback and neurophysiological approaches<\/h2>\n<pee>Neurofeedback is a biofeedback technique that teaches the individual to modulate their brain activity in real time. Electrodes on the scalp measure EEG activity, and a visual or auditory signal informs the child in real time of their brain state \u2014 gradually allowing them to learn to self-regulate their brain waves. Pilot studies show positive effects on attention (ADHD) and on certain components of reading (dyslexia), but the evidence remains less solid than for other approaches.<\/pee>\n<pee>Neurofeedback remains a complementary approach to be used with caution and discernment \u2014 ensuring that the practitioner is rigorously trained and that the family understands the limitations of the available evidence. It can be particularly useful in cases where ADHD is comorbid with dyslexia and resists other approaches.<\/pee>\n<h2>The Davis method: an alternative approach through creativity<\/h2>\n<pee>The Davis method (created by Ron Davis, who is dyslexic himself) offers a fundamentally different approach from conventional rehabilitation. Instead of working directly on phonological decoding, it starts from visual and spatial thinking \u2014 often highly developed in dyslexic individuals \u2014 to create associations between trigger words (articles, prepositions, and small non-visual words that pose problems) and three-dimensional representations in clay.<\/pee>\n<pee>The Davis method is not recognized by the speech therapy community as a first-line treatment, and its scientific evidence is limited. But some parents and children report real benefits, particularly in managing &#8220;disorientation&#8221; \u2014 this spatial and temporal confusion characteristic of dyslexic thinking. It can serve as a complement for certain profiles but should never replace speech therapy rehabilitation.<\/pee>\n<h2>Sensory approaches: sensory integration and the DORE method<\/h2>\n<h3>Jean Ayres&#8217; sensory integration<\/h3>\n<pee>Sensory integration is an approach developed by A. Jean Ayres, an occupational therapist and neuropsychologist, which posits that the way the brain processes and integrates sensory information (proprioception, vestibular, tactile, visual, auditory) underlies all learning. When this integration is disrupted \u2014 as is often the case in dyspraxia and certain DYS profiles \u2014 learning difficulties may result.<\/pee>\n<pee>Sensory integration therapy typically takes place in a &#8220;sensory room&#8221; equipped with swings, trampolines, tunnels, and materials of various textures. The exercises engage the vestibular and proprioceptive systems to improve the brain&#8217;s integration of sensory information. Studies show benefits on coordination, attention, and certain components of learning, especially in comorbidities with dyspraxia.<\/pee>\n<h3>Auditory therapies<\/h3>\n<pee>Several methods of auditory stimulation have been proposed for DYS disorders with a phonological component: the Tomatis method (stimulation through filtered sounds), the Auditory Training Program (PEA), and the Fast ForWord method (computerized auditory discrimination program). Their common principle is to strengthen sound discrimination through intensive training, based on the hypothesis that deficient auditory processing is at the root of phonological dyslexia.<\/pee>\n<pee>The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/imagier-of-complex-sounds\/\" target=\"_blank\"><strong>DYNSEO Complex Sounds Imagery<\/strong><\/a> is a visual educational tool that enhances phonological awareness through image-sound association \u2014 usable in sessions or at home to consolidate the gains from auditory therapies or speech therapy.<\/pee>\n<h2>Educational kinesiology (Brain Gym)<\/h2>\n<pee>Brain Gym is a program of simple physical exercises designed to &#8220;activate&#8221; certain brain functions and facilitate learning. The exercises specifically target the integration of both cerebral hemispheres, lateralization, and coordination. Although its theoretical foundations are contested by the neuroscience community (the concept of &#8220;specific activation&#8221; of brain areas through these exercises is scientifically debatable), some teachers and rehabilitators report benefits on attentional mobilization and readiness for learning \u2014 likely via the overall effect of physical activity on the brain.<\/pee>\n<pee>Brain Gym can be used as a warm-up routine before work sessions \u2014 a few minutes of body exercises to prepare the brain for learning. Without expecting miracles on dyslexia itself, its effects on attentional availability and stress reduction are positive.<\/pee>\n<h2>Digital applications: therapies of tomorrow?<\/h2>\n<pee>Digital cognitive rehabilitation applications represent a new generation of complementary tools. Unlike weekly 45-minute sessions with a professional, they allow for daily, progressive, and engaging training. The <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" target=\"_blank\"><strong>COCO<\/strong><\/a> application from DYNSEO \u2014 designed for children aged 5 to 10 \u2014 offers progressive cognitive activities addressing memory, attention, and language in a playful and non-threatening environment.<\/pee>\n<pee>These applications do not replace therapists \u2014 but they extend their action between sessions, which is fundamental: brain plasticity responds to repetition. 15 minutes of daily training on a well-designed application can effectively complement a weekly speech therapy session.<\/pee>\n<div class=\"app-card\">\n<h4>\ud83d\udcf1 DYNSEO apps to support children with DYS disorders<\/h4>\n<pee>\u2022 <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" target=\"_blank\"><strong>COCO<\/strong><\/a> \u2014 5-10 years: progressive cognitive stimulation, memory, attention, oral language. Non-threatening interface, positive feedback.<!\u2013- [et_pb_br_holder] -\u2013><br \/>\n\u2022 <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\" target=\"_blank\"><strong>CLINT<\/strong><\/a> \u2014 adolescents and adults with DYS disorders: maintenance and training of cognitive functions.<!\u2013- [et_pb_br_holder] -\u2013><br \/>\n\u2022 <a href=\"https:\/\/www.dynseo.com\/en\/coach-ia-english\/\" target=\"_blank\"><strong>DYNSEO AI Coach<\/strong><\/a> \u2014 personalized support to guide parents and children in their exercises.<\/pee>\n<a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" target=\"_blank\" class=\"cta-button\">Discover COCO for children with DYS disorders \u2192<\/a>\n<\/div>\n<h2>How to choose and combine therapies: a practical guide<\/h2>\n<h3>Start with the multidisciplinary assessment<\/h3>\n<pee>The first step before any therapeutic decision is the multidisciplinary assessment. This assessment \u2014 which may involve a speech therapist, a neuropsychologist, a pediatrician or child psychiatrist, and depending on the case, an occupational therapist or psychomotor therapist \u2014 precisely identifies the deficient and preserved cognitive functions, any comorbidities, and priority needs. It is on this basis that complementary therapies are chosen \u2014 not on the basis of &#8220;let&#8217;s try everything&#8221;.<\/pee>\n<h3>The issue of therapeutic overload<\/h3>\n<div class=\"warning-box\">\n<h4>\u26a0\ufe0f Do not exhaust the child with too many simultaneous therapies<\/h4>\n<pee>A common mistake among aware and engaged parents is to multiply therapies simultaneously: speech therapy on Monday, occupational therapy on Wednesday, psychomotor therapy on Thursday, Brain Gym session on Friday. The child ends up in &#8220;full-time therapy&#8221; and no longer has time to be a child. This therapeutic overload often generates fatigue, demotivation, and, paradoxically, lower results. It is better to have two well-coordinated and intensely practiced therapies than a galaxy of disconnected therapies.<\/pee>\n<\/div>\n<h3>The organization of therapies over time<\/h3>\n<pee>A sequential approach is often more effective than an unlimited simultaneous approach. For example: initially, intensive speech therapy + occupational therapy for writing. Once the basics are consolidated, psychomotor therapy is integrated for body schema. Emotional support (sophrology or brief therapy) is added if school anxiety is significant. This organization avoids overload, allows for the evaluation of the effectiveness of each intervention, and adapts to the child&#8217;s evolution.<\/pee>\n<div class=\"tip-box\">\n<h4>\ud83d\udca1 5 principles for choosing complementary therapies<\/h4>\n<pee><strong>1. Start from the assessment:<\/strong> the chosen therapies must meet the identified needs, not the trends of the moment.<!\u2013- [et_pb_br_holder] -\u2013><br \/>\n<strong>2. Coordinate the professionals:<\/strong> they must communicate, share their observations, and avoid redundancies or contradictions.<!\u2013- [et_pb_br_holder] -\u2013><br \/>\n<strong>3. Limit the number simultaneously:<\/strong> 2 to 3 therapies maximum in parallel \u2014 the child needs time to play and rest.<!\u2013- [et_pb_br_holder] -\u2013><br \/>\n<strong>4. Evaluate regularly:<\/strong> a therapy that does not produce measurable effects after 6 months deserves to be questioned.<!\u2013- [et_pb_br_holder] -\u2013><br \/>\n<strong>5. Take into account the child&#8217;s preferences:<\/strong> a therapy in which the child actively engages will always be more effective than a therapy that is endured.<\/pee>\n<\/div>\n<h2>The coordination table: who does what in the multidisciplinary team<\/h2>\n<table class=\"comparison-table\">\n<thead>\n<tr>\n<th>Professional<\/th>\n<th>Priority intervention areas<\/th>\n<th>Complementary tools<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Speech therapist<\/strong><\/td>\n<td>Decoding, encoding, phonological awareness, oral language, comprehension, fluency<\/td>\n<td>Complex sound image, Memory aid for b\/d p\/q confusions, Proofreading grid<\/td>\n<\/tr>\n<tr>\n<td><strong>Occupational therapist<\/strong><\/td>\n<td>Writing, compensatory tools, organization, school workstation setup<\/td>\n<td>Computer, adapted software, ergonomic materials<\/td>\n<\/tr>\n<tr>\n<td><strong>Psychomotor therapist<\/strong><\/td>\n<td>Lateralization, body schema, spatiotemporal organization, graphomotricity<\/td>\n<td>Physical activities, locating games, drawing<\/td>\n<\/tr>\n<tr>\n<td><strong>Orthoptist<\/strong><\/td>\n<td>Convergence, saccades, binocularity, visual fatigue when reading<\/td>\n<td>Prismatic glasses, oculomotor exercises<\/td>\n<\/tr>\n<tr>\n<td><strong>Sophrologist<\/strong><\/td>\n<td>School anxiety, self-confidence, performance stress management<\/td>\n<td>Relaxation techniques, positive visualization<\/td>\n<\/tr>\n<tr>\n<td><strong>Neuropsychologist<\/strong><\/td>\n<td>Global cognitive assessment, monitoring executive functions, team coordination<\/td>\n<td>Standardized tests, recommendations<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>The role of parents: first therapists in daily life<\/h2>\n<pee>Therapies are weekly \u2014 life is daily. What happens at home between sessions is often more determining than the sessions themselves in the long term. Parents play an irreplaceable role in reinforcing acquisitions, adapting the home environment, and maintaining the child&#8217;s motivation.<\/pee>\n<pee>This role is demanding, and it is important that parents are trained and supported in this accompaniment. Resources like <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\" target=\"_blank\"><strong>DYNSEO training<\/strong><\/a> allow families to understand the mechanisms of DYS disorders and adapt their daily practices. To organize and track homework, the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-suivi-seance\/\" target=\"_blank\"><strong>DYNSEO session tracking sheet<\/strong><\/a> enables parents to note the activities completed, observations, and questions for the next appointment with the therapist.<\/pee>\n<h3>Tools to reinforce at home<\/h3>\n<pee>The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/spell-check-grid\/\" target=\"_blank\"><strong>DYNSEO spelling proofreading grid<\/strong><\/a> structures the proofreading of written texts according to a systematic protocol \u2014 ideal for dysorthographic children who struggle to proofread methodically. It can be used during evening homework, under the parent&#8217;s supervision, before submitting work. It gradually teaches a proofreading strategy that the child will internalize over time.<\/pee>\n<pee>The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/articulatory-tracking-chart\/\" target=\"_blank\"><strong>DYNSEO articulatory tracking table<\/strong><\/a> is useful for families of children with dysphasia or oral language disorders \u2014 it allows tracking progress on sounds worked on in speech therapy and identifying sounds that require more practice at home.<\/pee>\n<h2>School accommodations: essential complements to therapies<\/h2>\n<pee>Therapies, no matter how effective, can only produce their effects if the school environment is adapted. School accommodations \u2014 PAP, extra time, right to use a computer, adapted font, simplified instructions \u2014 are not &#8220;unfair advantages&#8221;: they are necessary compensations that allow the dys child to demonstrate what they can do without being hindered by their specific difficulties.<\/pee>\n<pee>The school doctor, the national education psychologist, and private professionals can collaborate to define relevant accommodations. DYNSEO cognitive tests \u2014 <a href=\"https:\/\/www.dynseo.com\/en\/concentration-and-attention-test\/\" target=\"_blank\"><strong>concentration test<\/strong><\/a>, <a href=\"https:\/\/www.dynseo.com\/en\/executive-function-testing\/\" target=\"_blank\"><strong>executive functions test<\/strong><\/a> \u2014 can objectify certain difficulties and support requests for accommodations.<\/pee>\n<div class=\"conclusion\">\n<h2>Conclusion: supporting DYS, a team effort<\/h2>\n<pee>DYS disorders are complex, multidimensional, and persist into adulthood in advanced forms. Their support cannot rely on a single therapy or a single person. It is a team effort \u2014 speech therapist, occupational therapist, psychomotor therapist, family, teachers \u2014 coordinated around the child, with their preferences and pace as a compass. Complementary therapies are only effective in this collaborative and progressive dynamic. DYNSEO supports this approach with practical tools for professionals, families, and the children themselves.<\/pee>\n<a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\" target=\"_blank\" class=\"cta-button\">Discover all DYNSEO tools for DYS disorders \u2192<\/a>\n<\/div>\n<h2>FAQ<\/h2>\n<div class=\"faq-item\">\n<h4>What complementary therapies for a dyslexic child?<\/h4>\n<pee>Orthoptics (if convergence is deficient), occupational therapy (compensatory tools, keyboard), psychomotricity (lateralization, spatial organization), sophrology (school anxiety). Speech therapy remains the central pillar.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>Does occupational therapy help dyspraxic children?<\/h4>\n<pee>Yes \u2014 it is the reference treatment. The occupational therapist works on writing, compensatory tools, organization of the school setting, and daily living activities.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>Is psychomotricity useful for DYS disorders?<\/h4>\n<pee>Particularly indicated in cases of lateralization difficulties, body schema, coordination, or spatiotemporal organization \u2014 frequent comorbidities in DYS.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>How many therapies can be combined?<\/h4>\n<pee>2 to 3 maximum in parallel to avoid overload. It is better to have well-coordinated therapies than multiple disconnected approaches.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>Can digital applications help?<\/h4>\n<pee>Yes \u2014 they complement professional sessions with daily training. COCO for 5-10 year olds, CLINT for teenagers and adults. 15 min\/day produce measurable effects.<\/pee><\/div>\n<\/div>\n<footer class=\"article-footer\">\n<h3>DYNSEO Resources \u2014 DYS Disorders<\/h3>\n<div class=\"footer-links\">\n<a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" target=\"_blank\">COCO Application<\/a><br \/>\n<a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\" target=\"_blank\">All tools<\/a><br \/>\n<a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\" target=\"_blank\">Cognitive tests<\/a><br \/>\n<a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\" target=\"_blank\">Training<\/a>\n<\/div>\n<\/footer>\n<\/article>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n<p>[et_pb_code]<script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"FAQPage\",\"mainEntity\":[{\"@type\":\"Question\",\"name\":\"Quelle proportion d'enfants est touch\u00e9e par les troubles dys en France ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Les troubles dys touchent environ 1 enfant sur 5 en France, soit 5 \u00e0 6 \u00e9l\u00e8ves par classe. Ce chiffre inclut la dyslexie, la dysorthographie, la dyscalculie, la dyspraxie, la dysphasie et leurs multiples combinaisons.\"}},{\"@type\":\"Question\",\"name\":\"Les troubles dys peuvent-ils \u00eatre gu\u00e9ris ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Les troubles dys sont neurod\u00e9veloppementaux et ne gu\u00e9rissent pas au sens m\u00e9dical du terme. Cependant, ils s'accompagnent, se compensent et se g\u00e8rent efficacement avec les bons outils et approches th\u00e9rapeutiques.\"}},{\"@type\":\"Question\",\"name\":\"Pourquoi l'orthophonie seule n'est-elle pas suffisante pour traiter les troubles dys ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Bien que l'orthophonie soit souvent la premi\u00e8re porte d'entr\u00e9e, elle est rarement suffisante \u00e0 elle seule car les troubles dys n\u00e9cessitent une approche multidisciplinaire. Les th\u00e9rapies compl\u00e9mentaires, bien choisies et coordonn\u00e9es, font la diff\u00e9rence entre un enfant qui subit ses difficult\u00e9s et un enfant qui les surmonte.\"}},{\"@type\":\"Question\",\"name\":\"Qu'est-ce qu'une comorbidit\u00e9 dans le contexte des troubles dys ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Une comorbidit\u00e9 signifie la pr\u00e9sence simultan\u00e9e de plusieurs troubles. 40 \u00e0 60% des enfants dys pr\u00e9sentent une comorbidit\u00e9 comme le TDAH, l'anxi\u00e9t\u00e9 ou des troubles moteurs, n\u00e9cessitant ainsi plusieurs approches th\u00e9rapeutiques compl\u00e9mentaires.\"}},{\"@type\":\"Question\",\"name\":\"\u00c0 partir de quel \u00e2ge peut-on rep\u00e9rer les signes des troubles dys ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"D\u00e8s l'\u00e2ge de 5 ans, les signes pr\u00e9curseurs des troubles dys sont rep\u00e9rables et les premi\u00e8res interventions peuvent d\u00e9buter. Un d\u00e9pistage pr\u00e9coce permet une prise en charge plus efficace.\"}},{\"@type\":\"Question\",\"name\":\"Quelles sont les principales th\u00e9rapies compl\u00e9mentaires mentionn\u00e9es pour accompagner les troubles dys ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Les principales th\u00e9rapies compl\u00e9mentaires incluent l'orthophonie, l'ergoth\u00e9rapie, la psychomotricit\u00e9, le neurofeedback et la sophrologie. Ces approches doivent \u00eatre bien coordonn\u00e9es pour optimiser l'accompagnement des troubles dys.\"}}]}<\/script>[\/et_pb_code]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":100456,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_row admin_label=\"Contenu\" _builder_version=\"4.16\" width=\"100%\" max_width=\"100%\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" global_colors_info=\"{}\"][et_pb_code admin_label=\"HTML import\u00e9\" _builder_version=\"4.16\" global_colors_info=\"{}\"]<style type=\"text\/css\">\n@import url('https:\/\/fonts.googleapis.com\/css2?family=Montserrat:wght@600;700;800&family=Poppins:wght@400;500;600&display=swap');\n        * { margin: 0; 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color: #5e5ed7; margin-bottom: 13px; font-size: 1.08rem; }\n.dbi-art-0b0ad8 .faq-item p { margin: 0; color: #555; }\n.dbi-art-0b0ad8 a { color: #5e5ed7; }\n@media (max-width: 768px) {\n.dbi-art-0b0ad8 .article-header h1 { font-size: 1.85rem; }\n.dbi-art-0b0ad8 .stats-grid { grid-template-columns: 1fr; }\n.dbi-art-0b0ad8 .article-header { padding: 45px 15px; }\n.dbi-art-0b0ad8 .container { padding: 15px; }\n.dbi-art-0b0ad8 h2 { font-size: 1.6rem; }\n}\n\n<\/style>\n<div class=\"dbi-art-0b0ad8\">\n<article>\n<header class=\"article-header\">\n<div class=\"article-category\">\ud83d\udcda DYS disorders \u2014 Multidisciplinary support<\/div>\n<h1>The role of complementary therapies in supporting DYS disorders<\/h1>\n<p class=\"subtitle\">Dyslexia, dyspraxia, dyscalculia, dysphasia \u2014 DYS disorders cannot be treated with a single key. Speech therapy, occupational therapy, psychomotricity, neurofeedback, sophrology: this guide covers all complementary approaches and their optimal coordination.<\/p>\n<\/header>\n\n<div class=\"container\">\n\n<div class=\"intro-paragraph\">\nDYS disorders affect about 1 in 5 children in France \u2014 a figure that includes dyslexia, dysorthographia, dyscalculia, dyspraxia, dysphasia, and their multiple combinations. These disorders are neurodevelopmental: they do not heal in the medical sense, but they can be accompanied, compensated for, and managed with the right tools. Speech therapy is often the first entry point \u2014 but it is rarely sufficient on its own. Well-chosen and well-coordinated complementary therapies make the difference between a child who suffers from their difficulties and a child who overcomes them.\n<\/div>\n\n<div class=\"stats-grid\">\n<div class=\"stat-card\"><span class=\"stat-number\">1\/5<\/span><div class=\"stat-label\">children have one or more learning disorders \u2014 that\u2019s 5-6 students per class<\/div><\/div>\n<div class=\"stat-card\"><span class=\"stat-number\">40\u201360%<\/span><div class=\"stat-label\">of dys children have comorbidity (ADHD, anxiety, motor disorders) requiring multiple approaches<\/div><\/div>\n<div class=\"stat-card\"><span class=\"stat-number\">From 5 years<\/span><div class=\"stat-label\">the early signs of DYS disorders are detectable and the first interventions can begin<\/div><\/div>\n<\/div>\n\n<h2>Understanding DYS disorders: a plural reality<\/h2>\n\n<p>The term \"DYS disorders\" encompasses a set of neurodevelopmental learning disorders that share a common characteristic: they affect children whose intelligence is normal or above normal, but whose brains process certain information (sounds, letters, numbers, gestures) atypically. These are not disorders of will or laziness \u2014 they are differences in neurological functioning that manifest in academic learning and, more broadly, in daily life.<\/p>\n\n<p><strong>Dyslexia<\/strong> affects reading \u2014 more precisely phonological decoding, which is the ability to transform sounds into letters and vice versa. <strong>Dysorthographia<\/strong> is often the written translation of this. <strong>Dyscalculia<\/strong> affects the understanding of numbers and arithmetic operations. <strong>Dyspraxia<\/strong> (or Developmental Coordination Disorder) disrupts the coordination and planning of gestures \u2014 including writing. <strong>Dysphasia<\/strong> affects the development of oral language.<\/p>\n<div class=\"highlight-box\">\n<h4>\ud83e\udde0 Comorbidity: the rule rather than the exception<\/h4>\n<p>A crucial point often underestimated: 40 to 60% of children with DYS disorders present at least one comorbidity. Dyslexia + ADHD, dyspraxia + dyslexia, dysphasia + pragmatic disorders \u2014 these combinations are common. It is precisely this reality that justifies a multidisciplinary approach: a single therapy cannot address disorders that intertwine in cognitive, motor, emotional, and social dimensions.<\/p>\n<\/div>\n\n<h2>Speech therapy: the central pillar, but not the only answer<\/h2>\n\n<p>Speech therapy is the reference treatment for dyslexia, dysorthographia, and dysphasia. The speech therapist conducts the initial assessment that objectively identifies the difficulties, formulates diagnostic hypotheses, and defines the rehabilitation goals. Speech therapy directly targets the deficient mechanisms: phonological awareness, decoding, encoding, fluency, comprehension, production of oral language.<\/p>\n\n<p>But speech therapy has its limits \u2014 not due to a lack of effectiveness, but by nature. It cannot, alone, address the motor difficulties of a dyspraxic child, the school anxiety of a dyslexic teenager exhausted by years of failures, the spatial coordination problems of a child with visuo-spatial difficulties, or the attention disorders that often accompany DYS disorders. This is where complementary therapies come into play.<\/p>\n\n<h3>The coordination between speech therapist and family: a fundamental issue<\/h3>\n\n<p>Before discussing complementary therapies, it is fundamental to mention the coordination between the speech therapist and the family. The exercises worked on in sessions only produce their effects if they are reinforced at home regularly and kindly. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/carnet-de-liaison\/\" target=\"_blank\"><strong>Speech Therapist-Family Communication Notebook DYNSEO<\/strong><\/a> is a tool designed precisely to facilitate this communication \u2014 it allows the speech therapist to convey the week's objectives, the family to note their observations, and everyone to share the tracking of progress.<\/p>\n\n<h2>Occupational therapy: making daily tasks accessible<\/h2>\n\n<p>Occupational therapy is the most essential complementary therapy in cases of dyspraxia \u2014 and valuable in many other DYS disorders. The occupational therapist works on the <strong>adaptation of daily activities<\/strong> to the motor and cognitive abilities of the child. Their domain covers writing, daily living activities (dressing, cooking, using transportation), spatial and temporal organization, and compensatory tools.<\/p>\n\n<h3>Writing: the battlefield of the occupational therapist<\/h3>\n\n<p>For dyspraxic children, handwriting is often an exhausting activity that mobilizes all available cognitive resources \u2014 to the detriment of reflection on content. The occupational therapist works on several axes simultaneously. First, <strong>graphomotricity<\/strong> \u2014 the mechanics of the writing gesture: pencil grip, posture, pressure, direction of movements. Then, <strong>compensatory strategies<\/strong> when handwriting remains too costly: learning the keyboard, using a computer or tablet, voice recognition software.<\/p>\n\n<div class=\"method-card blue\">\n<div class=\"method-badge badge-blue\">\ud83d\udcbb Compensatory digital tools<\/div>\n<h4>When technology frees learning<\/h4>\n<p>The occupational therapist often guides towards suitable digital tools. Advanced spell checkers (Antidote, Reverso), voice recognition software (Dragon Dictate), audio note-taking applications, and digital reminders are part of the compensatory toolkit. To enhance awareness of frequent confusions, the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/aide-memoire-confusions-b-d-p-q\/\" target=\"_blank\"><strong>Confusions b\/d p\/q DYNSEO Reminder<\/strong><\/a> is a visual support accessible on tablet that the child can discreetly consult in class or during homework.<\/p>\n<\/div>\n\n<h3>Adapting the school workstation<\/h3>\n\n<p>The occupational therapist also plays a key role in recommending school adjustments. She may suggest a height-adjustable desk, an ergonomic chair, an easel to tilt sheets, a double-ended highlighter for children who struggle to follow lines. For middle and high school students, she supports the implementation of extra time and computer tools as part of the PAP (Personalized Support Plan). These concrete recommendations transform the school experience \u2014 by reducing motor load, they free cognitive resources for learning.<\/p>\n\n<h2>Psychomotricity: body, space, and learning<\/h2>\n\n<p>Psychomotricity holds a special place in supporting DYS disorders because it works at the interface between the body, space, time, and cognition. This link, which may seem abstract, is fundamental: learning to read also means learning that letters have a direction (b \u2260 d), that words are read from left to right, and that syllables follow a temporal order. These spatiotemporal skills are precisely what psychomotricity reinforces.<\/p>\n\n<h3>Lateralization and body schema<\/h3>\n\n<p><strong>Lateralization<\/strong> \u2014 the preference and mastery of using one side of the body \u2014 is often disrupted or delayed in DYS disorders. A child whose lateralization is not well established at 6-7 years old will have difficulties distinguishing left from right, orienting in the space of a page, and following conventional reading direction. The psychomotrician works on establishing this lateralization through body games, movement dissociation exercises, and spatial orientation activities.<\/p>\n\n<p>The <strong>body schema<\/strong> \u2014 the mental representation a child has of their own body \u2014 is also a substrate for learning. A child who does not have a clear representation of their body (where their hand is in relation to their arm, how their body is oriented in space) will struggle to internalize the direction and orientation of letters and numbers. Psychomotricity, through body play and body awareness activities, builds these foundations.<\/p>\n\n<h3>Graphomotricity and the development of praxies<\/h3>\n\n<p><strong>Graphomotricity<\/strong> \u2014 the motor skills specific to writing \u2014 is a shared focus between occupational therapy and psychomotricity depending on the countries and professional training. In France, the psychomotrician often works on graphic praxies: the trajectory of strokes, the formation of letters in space, the fluidity of sequences. Preparation exercises for writing (free drawing, guided strokes, modeling) strengthen the fine motor skills that underlie writing.<\/p>\n\n<p>To track these progressions in a structured way, the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-competences\/\" target=\"_blank\"><strong>DYNSEO Skills Tracking Table<\/strong><\/a> allows the psychomotrician to document the child's evolution in various areas (coordination, body schema, spatial organization) \u2014 valuable for coordination with the multidisciplinary team and for showing the child and their family the progress made.<\/p>\n\n<h2>Orthoptics: when the eyes complicate reading<\/h2>\n\n<p>Orthoptics is often the great forgotten aspect in the reflection on DYS disorders \u2014 yet it deserves a rightful place in certain cases. Oculomotor visual disorders (and not refractive) can significantly complicate reading for a child who already presents with dyslexia. <strong>Convergence<\/strong> \u2014 the ability of both eyes to point together at the same nearby point \u2014 is often deficient in dyslexic children. When the eyes do not converge well, words \"move,\" double, or shift during reading, generating intense visual fatigue and difficulties in fixation.<\/p>\n\n<p>The orthoptist conducts an assessment of oculomotor abilities (convergence, saccades, tracking) and proposes rehabilitation exercises. In some cases, prism glasses may be prescribed to correct binocular issues. These interventions do not treat dyslexia itself \u2014 but they can remove an additional visual obstacle that complicated reading beyond the underlying phonological disorder.<\/p>\n\n<h2>Sophrology and mindfulness meditation: treating school anxiety<\/h2>\n\n<p>An often underestimated aspect of DYS disorders is their emotional impact. A dyslexic child who fails to decipher a page while their peers seem to do so effortlessly, who hears \"you could do better if you tried harder\" dozens of times, who sees their school results reflecting something other than their actual intelligence \u2014 this child often develops school anxiety, a depression of self-esteem, and a painful relationship with learning.<\/p>\n\n<h3>Sophrology<\/h3>\n\n<p>Sophrology offers muscle relaxation and positive visualization techniques suitable for children from 6-7 years old. <strong>Dynamic relaxation<\/strong> reduces physical tension related to school stress. <strong>Positive visualization<\/strong> \u2014 seeing oneself successfully completing a reading, an exam, a paper \u2014 activates the same neural circuits as actual activity and boosts confidence. Sophrology exercises of 10 minutes before assessments can significantly reduce performance anxiety.<\/p>\n\n<h3>Mindfulness<\/h3>\n\n<p>Mindfulness meditation adapted for children (programs like Eline Snel's \"Calm and Attentive like a Frog\") is validated by studies to reduce anxiety, improve attention, and enhance emotional regulation \u2014 three benefits directly useful for dyslexic children. Practicing 10 to 15 minutes a day of adapted meditation improves the ability to refocus after a distraction, to tolerate the frustration of a difficult task, and to observe negative thoughts without amplifying them.<\/p>\n\n<p>The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/thermometre-des-emotions\/\" target=\"_blank\"><strong>DYNSEO Emotions Thermometer<\/strong><\/a> can be used with dyslexic children to help them identify and name their level of anxiety or frustration \u2014 a first step towards emotional regulation. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/roue-des-choix\/\" target=\"_blank\"><strong>Choices Wheel<\/strong><\/a> helps the child select a regulation strategy from those they have learned (breathing, temporary withdrawal, drawing...) when anxiety rises.<\/p>\n\n<h2>Neurofeedback and neurophysiological approaches<\/h2>\n\n<p>Neurofeedback is a biofeedback technique that teaches the individual to modulate their brain activity in real time. Electrodes on the scalp measure EEG activity, and a visual or auditory signal informs the child in real time of their brain state \u2014 gradually allowing them to learn to self-regulate their brain waves. Pilot studies show positive effects on attention (ADHD) and on certain components of reading (dyslexia), but the evidence remains less solid than for other approaches.<\/p>\n\n<p>Neurofeedback remains a complementary approach to be used with caution and discernment \u2014 ensuring that the practitioner is rigorously trained and that the family understands the limitations of the available evidence. It can be particularly useful in cases where ADHD is comorbid with dyslexia and resists other approaches.<\/p>\n\n<h2>The Davis method: an alternative approach through creativity<\/h2>\n\n<p>The Davis method (created by Ron Davis, who is dyslexic himself) offers a fundamentally different approach from conventional rehabilitation. Instead of working directly on phonological decoding, it starts from visual and spatial thinking \u2014 often highly developed in dyslexic individuals \u2014 to create associations between trigger words (articles, prepositions, and small non-visual words that pose problems) and three-dimensional representations in clay.<\/p>\n\n<p>The Davis method is not recognized by the speech therapy community as a first-line treatment, and its scientific evidence is limited. But some parents and children report real benefits, particularly in managing \"disorientation\" \u2014 this spatial and temporal confusion characteristic of dyslexic thinking. It can serve as a complement for certain profiles but should never replace speech therapy rehabilitation.<\/p>\n\n<h2>Sensory approaches: sensory integration and the DORE method<\/h2>\n\n<h3>Jean Ayres' sensory integration<\/h3>\n\n<p>Sensory integration is an approach developed by A. Jean Ayres, an occupational therapist and neuropsychologist, which posits that the way the brain processes and integrates sensory information (proprioception, vestibular, tactile, visual, auditory) underlies all learning. When this integration is disrupted \u2014 as is often the case in dyspraxia and certain DYS profiles \u2014 learning difficulties may result.<\/p>\n\n<p>Sensory integration therapy typically takes place in a \"sensory room\" equipped with swings, trampolines, tunnels, and materials of various textures. The exercises engage the vestibular and proprioceptive systems to improve the brain's integration of sensory information. Studies show benefits on coordination, attention, and certain components of learning, especially in comorbidities with dyspraxia.<\/p>\n\n<h3>Auditory therapies<\/h3>\n\n<p>Several methods of auditory stimulation have been proposed for DYS disorders with a phonological component: the Tomatis method (stimulation through filtered sounds), the Auditory Training Program (PEA), and the Fast ForWord method (computerized auditory discrimination program). Their common principle is to strengthen sound discrimination through intensive training, based on the hypothesis that deficient auditory processing is at the root of phonological dyslexia.<\/p>\n\n<p>The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/imagier-des-sons-complexes\/\" target=\"_blank\"><strong>DYNSEO Complex Sounds Imagery<\/strong><\/a> is a visual educational tool that enhances phonological awareness through image-sound association \u2014 usable in sessions or at home to consolidate the gains from auditory therapies or speech therapy.<\/p>\n\n<h2>Educational kinesiology (Brain Gym)<\/h2>\n\n<p>Brain Gym is a program of simple physical exercises designed to \"activate\" certain brain functions and facilitate learning. The exercises specifically target the integration of both cerebral hemispheres, lateralization, and coordination. Although its theoretical foundations are contested by the neuroscience community (the concept of \"specific activation\" of brain areas through these exercises is scientifically debatable), some teachers and rehabilitators report benefits on attentional mobilization and readiness for learning \u2014 likely via the overall effect of physical activity on the brain.<\/p>\n\n<p>Brain Gym can be used as a warm-up routine before work sessions \u2014 a few minutes of body exercises to prepare the brain for learning. Without expecting miracles on dyslexia itself, its effects on attentional availability and stress reduction are positive.<\/p>\n\n<h2>Digital applications: therapies of tomorrow?<\/h2>\n\n<p>Digital cognitive rehabilitation applications represent a new generation of complementary tools. Unlike weekly 45-minute sessions with a professional, they allow for daily, progressive, and engaging training. The <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" target=\"_blank\"><strong>COCO<\/strong><\/a> application from DYNSEO \u2014 designed for children aged 5 to 10 \u2014 offers progressive cognitive activities addressing memory, attention, and language in a playful and non-threatening environment.<\/p>\n\n<p>These applications do not replace therapists \u2014 but they extend their action between sessions, which is fundamental: brain plasticity responds to repetition. 15 minutes of daily training on a well-designed application can effectively complement a weekly speech therapy session.<\/p>\n<div class=\"app-card\">\n<h4>\ud83d\udcf1 DYNSEO apps to support children with DYS disorders<\/h4>\n<p>\u2022 <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" target=\"_blank\"><strong>COCO<\/strong><\/a> \u2014 5-10 years: progressive cognitive stimulation, memory, attention, oral language. Non-threatening interface, positive feedback.<br>\n\u2022 <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\" target=\"_blank\"><strong>CLINT<\/strong><\/a> \u2014 adolescents and adults with DYS disorders: maintenance and training of cognitive functions.<br>\n\u2022 <a href=\"https:\/\/www.dynseo.com\/coach-ia\/\" target=\"_blank\"><strong>DYNSEO AI Coach<\/strong><\/a> \u2014 personalized support to guide parents and children in their exercises.<\/p>\n<a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" target=\"_blank\" class=\"cta-button\">Discover COCO for children with DYS disorders \u2192<\/a>\n<\/div>\n\n<h2>How to choose and combine therapies: a practical guide<\/h2>\n\n<h3>Start with the multidisciplinary assessment<\/h3>\n\n<p>The first step before any therapeutic decision is the multidisciplinary assessment. This assessment \u2014 which may involve a speech therapist, a neuropsychologist, a pediatrician or child psychiatrist, and depending on the case, an occupational therapist or psychomotor therapist \u2014 precisely identifies the deficient and preserved cognitive functions, any comorbidities, and priority needs. It is on this basis that complementary therapies are chosen \u2014 not on the basis of \"let's try everything\".<\/p>\n\n<h3>The issue of therapeutic overload<\/h3>\n\n<div class=\"warning-box\">\n<h4>\u26a0\ufe0f Do not exhaust the child with too many simultaneous therapies<\/h4>\n<p>A common mistake among aware and engaged parents is to multiply therapies simultaneously: speech therapy on Monday, occupational therapy on Wednesday, psychomotor therapy on Thursday, Brain Gym session on Friday. The child ends up in \"full-time therapy\" and no longer has time to be a child. This therapeutic overload often generates fatigue, demotivation, and, paradoxically, lower results. It is better to have two well-coordinated and intensely practiced therapies than a galaxy of disconnected therapies.<\/p>\n<\/div>\n\n<h3>The organization of therapies over time<\/h3>\n\n<p>A sequential approach is often more effective than an unlimited simultaneous approach. For example: initially, intensive speech therapy + occupational therapy for writing. Once the basics are consolidated, psychomotor therapy is integrated for body schema. Emotional support (sophrology or brief therapy) is added if school anxiety is significant. This organization avoids overload, allows for the evaluation of the effectiveness of each intervention, and adapts to the child's evolution.<\/p>\n<div class=\"tip-box\">\n<h4>\ud83d\udca1 5 principles for choosing complementary therapies<\/h4>\n<p><strong>1. Start from the assessment:<\/strong> the chosen therapies must meet the identified needs, not the trends of the moment.<br>\n<strong>2. Coordinate the professionals:<\/strong> they must communicate, share their observations, and avoid redundancies or contradictions.<br>\n<strong>3. Limit the number simultaneously:<\/strong> 2 to 3 therapies maximum in parallel \u2014 the child needs time to play and rest.<br>\n<strong>4. Evaluate regularly:<\/strong> a therapy that does not produce measurable effects after 6 months deserves to be questioned.<br>\n<strong>5. Take into account the child's preferences:<\/strong> a therapy in which the child actively engages will always be more effective than a therapy that is endured.<\/p>\n<\/div>\n\n<h2>The coordination table: who does what in the multidisciplinary team<\/h2>\n\n<table class=\"comparison-table\">\n<thead><tr><th>Professional<\/th><th>Priority intervention areas<\/th><th>Complementary tools<\/th><\/tr><\/thead>\n<tbody>\n<tr><td><strong>Speech therapist<\/strong><\/td><td>Decoding, encoding, phonological awareness, oral language, comprehension, fluency<\/td><td>Complex sound image, Memory aid for b\/d p\/q confusions, Proofreading grid<\/td><\/tr>\n<tr><td><strong>Occupational therapist<\/strong><\/td><td>Writing, compensatory tools, organization, school workstation setup<\/td><td>Computer, adapted software, ergonomic materials<\/td><\/tr>\n<tr><td><strong>Psychomotor therapist<\/strong><\/td><td>Lateralization, body schema, spatiotemporal organization, graphomotricity<\/td><td>Physical activities, locating games, drawing<\/td><\/tr>\n<tr><td><strong>Orthoptist<\/strong><\/td><td>Convergence, saccades, binocularity, visual fatigue when reading<\/td><td>Prismatic glasses, oculomotor exercises<\/td><\/tr>\n<tr><td><strong>Sophrologist<\/strong><\/td><td>School anxiety, self-confidence, performance stress management<\/td><td>Relaxation techniques, positive visualization<\/td><\/tr>\n<tr><td><strong>Neuropsychologist<\/strong><\/td><td>Global cognitive assessment, monitoring executive functions, team coordination<\/td><td>Standardized tests, recommendations<\/td><\/tr>\n<\/tbody>\n<\/table>\n\n<h2>The role of parents: first therapists in daily life<\/h2>\n\n<p>Therapies are weekly \u2014 life is daily. What happens at home between sessions is often more determining than the sessions themselves in the long term. Parents play an irreplaceable role in reinforcing acquisitions, adapting the home environment, and maintaining the child's motivation.<\/p>\n\n<p>This role is demanding, and it is important that parents are trained and supported in this accompaniment. Resources like <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\" target=\"_blank\"><strong>DYNSEO training<\/strong><\/a> allow families to understand the mechanisms of DYS disorders and adapt their daily practices. To organize and track homework, the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-suivi-seance\/\" target=\"_blank\"><strong>DYNSEO session tracking sheet<\/strong><\/a> enables parents to note the activities completed, observations, and questions for the next appointment with the therapist.<\/p>\n\n<h3>Tools to reinforce at home<\/h3>\n\n<p>The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/grille-de-relecture-orthographique\/\" target=\"_blank\"><strong>DYNSEO spelling proofreading grid<\/strong><\/a> structures the proofreading of written texts according to a systematic protocol \u2014 ideal for dysorthographic children who struggle to proofread methodically. It can be used during evening homework, under the parent's supervision, before submitting work. It gradually teaches a proofreading strategy that the child will internalize over time.<\/p>\n\n<p>The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-de-suivi-articulatoire\/\" target=\"_blank\"><strong>DYNSEO articulatory tracking table<\/strong><\/a> is useful for families of children with dysphasia or oral language disorders \u2014 it allows tracking progress on sounds worked on in speech therapy and identifying sounds that require more practice at home.<\/p>\n\n<h2>School accommodations: essential complements to therapies<\/h2>\n\n<p>Therapies, no matter how effective, can only produce their effects if the school environment is adapted. School accommodations \u2014 PAP, extra time, right to use a computer, adapted font, simplified instructions \u2014 are not \"unfair advantages\": they are necessary compensations that allow the dys child to demonstrate what they can do without being hindered by their specific difficulties.<\/p>\n\n<p>The school doctor, the national education psychologist, and private professionals can collaborate to define relevant accommodations. DYNSEO cognitive tests \u2014 <a href=\"https:\/\/www.dynseo.com\/test-concentration-attention\/\" target=\"_blank\"><strong>concentration test<\/strong><\/a>, <a href=\"https:\/\/www.dynseo.com\/test-des-fonctions-executives\/\" target=\"_blank\"><strong>executive functions test<\/strong><\/a> \u2014 can objectify certain difficulties and support requests for accommodations.<\/p>\n<div class=\"conclusion\">\n<h2>Conclusion: supporting DYS, a team effort<\/h2>\n<p>DYS disorders are complex, multidimensional, and persist into adulthood in advanced forms. Their support cannot rely on a single therapy or a single person. It is a team effort \u2014 speech therapist, occupational therapist, psychomotor therapist, family, teachers \u2014 coordinated around the child, with their preferences and pace as a compass. Complementary therapies are only effective in this collaborative and progressive dynamic. DYNSEO supports this approach with practical tools for professionals, families, and the children themselves.<\/p>\n<a href=\"https:\/\/www.dynseo.com\/nos-outils\/\" target=\"_blank\" class=\"cta-button\">Discover all DYNSEO tools for DYS disorders \u2192<\/a>\n<\/div>\n\n<h2>FAQ<\/h2>\n<div class=\"faq-item\"><h4>What complementary therapies for a dyslexic child?<\/h4><p>Orthoptics (if convergence is deficient), occupational therapy (compensatory tools, keyboard), psychomotricity (lateralization, spatial organization), sophrology (school anxiety). Speech therapy remains the central pillar.<\/p><\/div>\n<div class=\"faq-item\"><h4>Does occupational therapy help dyspraxic children?<\/h4><p>Yes \u2014 it is the reference treatment. The occupational therapist works on writing, compensatory tools, organization of the school setting, and daily living activities.<\/p><\/div>\n<div class=\"faq-item\"><h4>Is psychomotricity useful for DYS disorders?<\/h4><p>Particularly indicated in cases of lateralization difficulties, body schema, coordination, or spatiotemporal organization \u2014 frequent comorbidities in DYS.<\/p><\/div>\n<div class=\"faq-item\"><h4>How many therapies can be combined?<\/h4><p>2 to 3 maximum in parallel to avoid overload. It is better to have well-coordinated therapies than multiple disconnected approaches.<\/p><\/div>\n<div class=\"faq-item\"><h4>Can digital applications help?<\/h4><p>Yes \u2014 they complement professional sessions with daily training. COCO for 5-10 year olds, CLINT for teenagers and adults. 15 min\/day produce measurable effects.<\/p><\/div>\n\n<\/div>\n<footer class=\"article-footer\">\n<h3>DYNSEO Resources \u2014 DYS Disorders<\/h3>\n<div class=\"footer-links\">\n<a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" target=\"_blank\">COCO Application<\/a>\n<a href=\"https:\/\/www.dynseo.com\/nos-outils\/\" target=\"_blank\">All tools<\/a>\n<a href=\"https:\/\/www.dynseo.com\/nos-tests\/\" target=\"_blank\">Cognitive tests<\/a>\n<a href=\"https:\/\/www.dynseo.com\/nos-formations\/\" target=\"_blank\">Training<\/a>\n<\/div>\n<\/footer>\n<\/article>\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n\n[et_pb_code]<script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"FAQPage\",\"mainEntity\":[{\"@type\":\"Question\",\"name\":\"Quelle proportion d'enfants est touch\u00e9e par les troubles dys en France ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Les troubles dys touchent environ 1 enfant sur 5 en France, soit 5 \u00e0 6 \u00e9l\u00e8ves par classe. Ce chiffre inclut la dyslexie, la dysorthographie, la dyscalculie, la dyspraxie, la dysphasie et leurs multiples combinaisons.\"}},{\"@type\":\"Question\",\"name\":\"Les troubles dys peuvent-ils \u00eatre gu\u00e9ris ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Les troubles dys sont neurod\u00e9veloppementaux et ne gu\u00e9rissent pas au sens m\u00e9dical du terme. Cependant, ils s'accompagnent, se compensent et se g\u00e8rent efficacement avec les bons outils et approches th\u00e9rapeutiques.\"}},{\"@type\":\"Question\",\"name\":\"Pourquoi l'orthophonie seule n'est-elle pas suffisante pour traiter les troubles dys ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Bien que l'orthophonie soit souvent la premi\u00e8re porte d'entr\u00e9e, elle est rarement suffisante \u00e0 elle seule car les troubles dys n\u00e9cessitent une approche multidisciplinaire. Les th\u00e9rapies compl\u00e9mentaires, bien choisies et coordonn\u00e9es, font la diff\u00e9rence entre un enfant qui subit ses difficult\u00e9s et un enfant qui les surmonte.\"}},{\"@type\":\"Question\",\"name\":\"Qu'est-ce qu'une comorbidit\u00e9 dans le contexte des troubles dys ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Une comorbidit\u00e9 signifie la pr\u00e9sence simultan\u00e9e de plusieurs troubles. 40 \u00e0 60% des enfants dys pr\u00e9sentent une comorbidit\u00e9 comme le TDAH, l'anxi\u00e9t\u00e9 ou des troubles moteurs, n\u00e9cessitant ainsi plusieurs approches th\u00e9rapeutiques compl\u00e9mentaires.\"}},{\"@type\":\"Question\",\"name\":\"\u00c0 partir de quel \u00e2ge peut-on rep\u00e9rer les signes des troubles dys ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"D\u00e8s l'\u00e2ge de 5 ans, les signes pr\u00e9curseurs des troubles dys sont rep\u00e9rables et les premi\u00e8res interventions peuvent d\u00e9buter. Un d\u00e9pistage pr\u00e9coce permet une prise en charge plus efficace.\"}},{\"@type\":\"Question\",\"name\":\"Quelles sont les principales th\u00e9rapies compl\u00e9mentaires mentionn\u00e9es pour accompagner les troubles dys ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Les principales th\u00e9rapies compl\u00e9mentaires incluent l'orthophonie, l'ergoth\u00e9rapie, la psychomotricit\u00e9, le neurofeedback et la sophrologie. Ces approches doivent \u00eatre bien coordonn\u00e9es pour optimiser l'accompagnement des troubles dys.\"}}]}<\/script>[\/et_pb_code]","_et_gb_content_width":"","footnotes":""},"categories":[2915],"tags":[],"class_list":["post-617287","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-les-conseils-des-coachs"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>The Role of Complementary Therapies in Supporting DYS Disorders - DYNSEO - Educational apps &amp; brain training apps for all<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.dynseo.com\/en\/the-role-of-complementary-therapies-in-supporting-dys-disorders\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The Role of Complementary Therapies in Supporting DYS Disorders - DYNSEO - Educational apps &amp; 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