Modern research and innovation is ongoing today that focuses on offsetting the secondary progressive degenerative diseases that follow from a neglect of special treatment for children with a habitual sedentary lifestyle (declines in function into adulthood attributed to weakness, spasticity and orthopaedic abnormalities, as well as chronic pain, fatigue, obesity, premature sarcoepenia, cardiometabolic disease, fragility and/or early mortality). However, recent studies suggest that without systematic medical and physiotherapeutic support (special treatment) dystonia leads to deterioration of “the handicap”, as opposed to 'significant gains'. The statement reads, 'some of the cases dramatically publicized by the Institutes have been children with traumatic brain damage or postencephalitis, who may make substantial gains without any special treatment'. Some of the text in the position statement from the AAP, however, may differ somewhat from the medical literature and research that has surfaced since their most recent reaffirmation in 2010, as described below. Glenn Doman described his own personal philosophy for treating patients as stemming from his WWII veteran officer motto: 'Leave no injured behind.' Programs Programs for brain-injured children

According to a 2007 WPVI television news report, IAHP uses the word 'hurt' to describe the children they see 'with all kinds of brain injuries and conditions, including cerebral palsy, mental retardation, epilepsy, Down's syndrome, attention deficit hyperactivity disorder, and autism'. The Institutes consider brain damage, intellectual impairment, 'mental deficiency', cerebral palsy, epilepsy, autism, athetosis, attention deficit hyperactivity disorder, 'developmental delay', and Down syndrome as conditions encompassing 'brain injury', the term favored by IAHP. This philosophy follows very closely to the Japanese Suzuki method for violin, which is also taught at the institute in addition to the Japanese language itself.

The philosophy of the Institutes consists of several interrelated beliefs: that every child has genius potential, stimulation is the key to unlocking a child's potential, teaching should commence at birth, the younger the child, the easier the learning process, children naturally love to learn, parents are their child's best teacher, teaching and learning should be joyous and teaching and learning should never involve testing.

Glen dolman institute