LEAP - Learning Enhancement Acupressure Program

Presentation

LEAP (Learning Enhancement Acupressure Program) is a specialized kinesiology protocol developed in the 1990s by Charles Krebs, PhD in neurophysiology, in Australia. This program was born from a close collaboration between university neuroscience research (notably at the University of Melbourne) and applied kinesiology, creating a unique bridge between conventional science and energy medicine.

The history of LEAP is intimately linked to its creator's personal journey. Charles Krebs, a marine biology researcher, suffered a diving accident that left him partially paralyzed. His rehabilitation through kinesiology led him to study the links between energetic disturbances and neurological dysfunctions, eventually developing a correction system specifically oriented toward brain integration and learning problems.

LEAP distinguishes itself from other kinesiology approaches through its scientific rigor and detailed understanding of functional neuroanatomy. The program precisely identifies which brain areas are not communicating effectively and uses specific acupressure point combinations to restore these neural connections.

Creator: Charles Krebs, PhD — Australia, 1990s

Fundamental Principles

LEAP rests on a thorough understanding of functional neurology and its interactions with the body's energy system. The fundamental principle is that many learning difficulties are not due to lack of intelligence or motivation, but to specific deficits in brain integration — meaning certain brain areas, while functional individually, do not communicate effectively with each other.

The program distinguishes several levels of brain integration: inter-hemispheric integration (communication between left and right hemispheres via the corpus callosum), intra-hemispheric integration (communication between lobes within the same hemisphere), and cortico-limbic integration (connection between cortex and limbic system).

LEAP uses muscle testing to precisely identify which integration circuits are deficient. Corrections involve acupressure point combinations, often using 'Tibetan figure-8 energies' — energy circuits that cross the body in figure-eight patterns corresponding to communication pathways between different brain areas.

Technical Sheet

Full Name

Learning Enhancement Acupressure Program (LEAP)

Creator

Charles Krebs, PhD

Development Period

1990s

Country of Origin

Australia

Scientific Collaboration

University of Melbourne

Theoretical Basis

Neurophysiology, functional neuroanatomy, applied kinesiology, acupressure, meridian theory

Specialization

Learning difficulties and brain integration

Session Duration

90 to 120 minutes

Recommended Sessions

4 to 12 sessions depending on complexity

Main Indications

• Dyslexia — correction of visual-auditory integration deficits necessary for reading decoding and comprehension
• Dyscalculia — restoration of spatial and logical integration circuits involved in mathematical reasoning
• Dysorthography — correction of links between auditory processing, visual memory, and motor sequencing for writing
• ADHD — strengthening frontal executive control and inhibition circuits
• Autism spectrum learning challenges — improving sensory integration and inter-hemispheric communication
• Concentration and memory difficulties — identification and correction of specific working memory and sustained attention circuits
• Reading comprehension difficulties — targeted corrections distinguishing decoding from comprehension deficits
• Written composition difficulties — integration of planning, formulation, and transcription functions
• Learning stress and performance anxiety — release of stress-learning associations blocking cognitive functions
• Fine motor coordination difficulties related to writing — correction of cerebellar and corticomotor integrations

Session Process

A LEAP session is longer and more structured than most classical kinesiology sessions. It begins with a thorough interview about the client's specific learning difficulties, school history, compensatory strategies, and emotional impact.

The practitioner starts by evaluating the baseline neurological state through pre-tests checking hydration, neurological switching, hemispheric dominance, primitive reflex integration, and stress response. Any anomaly is corrected before proceeding.

The specific LEAP assessment then systematically tests different brain integration circuits related to the client's issue. For reading problems, the practitioner tests integration between visual areas, language processing areas, working memory areas, and attentional systems. Each circuit is tested individually through muscle testing while the client performs or imagines the relevant cognitive task.

Identified deficits are corrected through specific acupressure point sequences. The practitioner holds multiple points simultaneously while the client focuses on the deficient cognitive activity. Tibetan figure-eight energies are often used. After each correction, the practitioner retests the corrected circuit to verify improvement.

Variations and Sub-techniques

• LEAP for reading — specific protocols for phonological decoding, fluency, literal and inferential comprehension, and reading speed
• LEAP for mathematics — correction of logical reasoning, spatial perception, sequencing, and numerical working memory circuits
• LEAP for writing — integration of text planning, linguistic formulation, graphomotor transcription, and revision functions
• LEAP for attention — strengthening frontal executive control, distractor inhibition, and attentional maintenance circuits
• Emotional LEAP — release of traumatic associations linked to learning (school humiliation, parental pressure, peer comparison)
• Primitive reflex integration — correction of unintegrated archaic reflexes (Moro, ATNR, STNR, grasp reflex) interfering with higher cognitive functions

Contraindications

• Acute brain lesions or progressive neurological conditions requiring specialized medical follow-up
• Uncontrolled epilepsy — certain stimulations may theoretically modify cortical excitability
• Severe unstabilized psychiatric disorders
• Children under 4-5 years — active cooperation is required and brain circuits are still maturing
• Recent unmedically evaluated head trauma
• LEAP does not substitute comprehensive neuropsychological assessment nor speech therapy or occupational therapy — it complements them