Tangle In School

Tangle In School

Lucky Dog Productions Ltd Unit 07, 12/F Inter-Continental Plaza, 94 Granville Road, TST East, Kowloon, Hong Kong.

Tel: (852) 2865 1853 Fax: (852) 2865 1800 Email: info@luckydogprod.com Websites: www.tangletoys.com www.tangletherapy.com www.richardxzawitz.com

Utilizing Tangle® Products as Learning Tools in Schools Outlined below are excerpts from educators currently investigating how classroom learning can be improved by engaging students during instructional time through the use of Tangle® products

"I am a grade 2 teacher in a public school system. I was recently introduced to Tangle products at a teaching seminar. Teachers are encouraged to use Tangle products to engage students while the teacher is instructing.

Children learn better when they are using all parts of the brain. Basically, giving children the option of picking up a Tangle while they are listening to instruction increased their attention."

"Children learn better when they are using all parts of the brain."

The motor systems of the brain are along the right and left hemispheres; as a result movement is one of the few systems through which a learner can pass information back and forth between both hemispheres. Movement is critical for cognition because it unifies all brain levels and provides the learner with the opportunity to utilize both sides of the brain resulting in whole brain functioning. Tangles are a perfect way to incorporate movement in a traditional classroom setting

-Angela Searcy an associate at the Neuropsychology Diagnostic Center and Educational Consultant who developed the seminar called "On the Move: Why Movement is critical for Cognition" "The strategy suggested (at the seminar)" was to provide quiet classroom appropriate "fidget toys." This student choice adds to a non-threatening classroom environment. Fidget-friendly toys engage brain in automatic tasks"

"Fidget -friendly toys engage brain in automatic tasks."

Tangles are Brain Tools because they can enhance attention through movement. Learning that involves lectures, presenting new ideas, review, directions, closing statements, etc is considered “passive learning.” It is time when students are receiving information. This is the time in which all learners (including adults) have the most difficulty paying attention. This is normal, since the brain learns best through active engagement. On average even adults can only concentrate for 20-30 consecutive minutes at a time. However, during passive learning when students are allowed to manipulate small fidgets, such as, a Tangle, it enhances learning by incorporating movement.

"Last week, we successfully completed a 3 day presentation to our staff. We shared emergent research that included my experience at a seminar that first introduced me to Tangle. Your Tangle products were made available to teachers throughout our 3 day session. I am happy to report that many of my colleagues expressed much interest in the useful application of the Tangles."

". . . many of my colleagues expressed much interest in the useful application of the Tangles."

Searcy insists movement should not end as children become older! Tangle can be useful especially for older children who no longer take naps - because by early afternoon attention chemicals reach an all time LOW! Studies suggest brisk activity, such as, stretching, walking, and playing games, release epinephrine and dopamine, chemicals in the brain that increase attention and lift spirits. Incorporate novel - fun movements that are suitable for classroom space, such as: asking learners to touch fingers whenever they hear a noun in a story, squeezing a stress ball, or have students tap out spellings of sight words on their arm, air writing words have students draw words in the air, have students respond by clapping (once for yes, twice for no), place your hands on your head while you read a poem, have students hold their left earlobe while reciting the 4’s time table, all evens on left side of body, odds on right, everybody take off shoes during discussion, cross legs while reviewing for a quiz, toss a bean bag into a target for each correct answer, just walking to the back of the room while you present a lesson gets learners moving.

Adapted from "The neuroscience of movement" by Dr. Robert K. Greenleaf Brown University "Our colleagues are extremely eager to study the use of Tangles in brain activity and higher order thinking. Our school is part of a major metropolitan public school system. Our school won an award reserved for schools that demonstrate how low income students and schools with limited resources can show sustained academic performance. Our school understands how to help students succeed."

"Our colleagues are extremely eager to study the use of Tangles in brain activity and higher order thinking."

Searcy adds that the shape, color, texture and visual impact also stimulates the brain. The brain stem could be called the "switch" that triggers attention. If the brain stem is the organ through which most of the sensorymotor information flows, and sensory experiences enhance or activate attention, Tangles, not encourage movement, but also contain sensory information that sends impulses to the brain that helps the learner stay alert. The brain learns best when in a state of "relaxed alertness" so in addition to making the learner alert it can also help the learner relax. In short, the Tangle is considered a Brain Tool because they increase the student’s potential to learn.

"To date, Tangles are being used in 18 of our classrooms. Teachers are sharing feedback and comparing notes on their results. Teachers call our Tangles "brain tools" and students all over the school recognize and use the Tangles as such."

"Tangles are being used in 18 of our classrooms . . .

Teachers call our Tangles ‘brain tools’ . . ."

The Brain Stem is highlighted "In an effort to demonstrate the effectiveness of our Tangles, I have been looking at report card grades.

Compared to last year’s class, student achievement has increased dramatically. More than half of my class is on the honor roll this quarter. I will have many proud parents to speak with."

"In an effort to demonstrate the effectiveness of our Tangles, I have been looking at report card grades. Compared to last year’s class, student achievement has increased dramatically.

"Whenever possible, our Tangles are props to make learning fun and interesting. As an example, in reading class we use our Tangles as makeshift magnifying glasses. After all, "Reading Detectives" can’t go to work without their brain tool magnifying glass!"

"Whenever possible, our Tangles are props to make learning fun and interesting."

We are all kinesthetic learners! While there are clear preferences among children and adults, we all rely on movement in the learning experience. Plus activities like doodling, manipulating a fidget, such as a Tangle or chewing candy or ice can help learners stay engaged and focused, enhancing our attention.

"Also, I recently attended a large scale ADHD (Attention Deficit Hyperactive Disorder) seminar. Many of the speakers were those treating and educating adults and children with disorders related to this brain condition. I was proud to hold up my Tangle when we spoke of creating multisensory experiences in classrooms. Other teachers were fascinated with the Tangles and how our school has been using them as tools to increase student achievement. These discussions have been met with great enthusiasm by fellow educators and all are interested in using them in their own classrooms."

"Other teachers were fascinated with the Tangles and how our school has been using them as tools to increase student achievement."

As we can come together for the common purpose of helping children, individual brain cells or neurons associated with movement also come together with other areas of the brain in the learning process. The cerebellum or "small brain," which is associated with movement and balance, not only stores many neurons—half of all the neurons in the brain are stored there—but it also has connections to many other brain structures. Movement also stimulates the release of neurotransmitters; such as, serotonin and dopamine.

Neurotransmitters carry chemical messages in the brain. Both chemicals are associated with attention, processing, motivation, concentration memory, and an elevated mood.

Angela Searcy, M.S. is an associate at the Neuropsychology Diagnostic Center in Orland Park, Illinois. A former teacher, Angela developed the seminar described above, titled "On the Move: Why Movement is Critical for Cognition" and is the educational consultant for Tangle.

Angela Searcy holds a B.A. in English and Secondary Education with teacher certification through the State of Illinois, and a Master of Science in Early Childhood Development from Erikson Institute with a Developmental Therapy Credential through the State of Illinois. Angela presently serves as a Neuro- developmental specialist for the Neuropsychology Diagnostic Center in Orland Park, Illinois, providing evaluation, behavior consultation and treatment services for children 0-18 yrs. focusing on the major functions of development and how these correlate to specific brain functions. Angela is also the owner and founder of Simple Solutions Educational Services, a "Master Trainer" for the Illinois State Board of Education and its Access and Equity project and it’s Social and Emotional Project, and a "training appraiser" Illinois Trainers Network, Angela serves as a mental health/educational consultant throughout the Chicago land area. An approved professional development provider for the Illinois State Board of Education, a staff developer, and educational consultant, Angela’s classroom experience includes early childhood, middle, high school and college. Her expertise encompasses developing behavior modification programs from a neuropsychological perspective, and creating professional development grounded in neuroscience research related to adult learning.

A nationally recognized speaker Angela was a featured speaker at the Learning and the Brain Spring 2006 and 2007 Conferences sponsored by Stanford, Harvard, and Yale Universities. Her workshop "On the Move: Why Movement is Critical for Cognition" was a feature at Eric Jensen’s BrainExpo in Orlando, Florida in 2006, and an article of the same name was also recently featured in the Winter edition of the Illinois Developmental Therapy Association’s Newsletter. Angela was recently featured on Chicago Public Radio’s Chicago Matters on April 19th 2006 in a story titled "Pay to Play" on the importance of movement on cognition and in the December 2006 edition of the Chicago Parent Magazine in an article titled "Baby Blues" Feel free to contact Angela at asearcya@aol.com or view her upcoming teleconferences and workshops at on her website www.overtherainbowsimplesolutions.com

Tackle Attention with Tangle

By

Angela Searcy, M.S. Neuro-developmental Specialist and Educational consultant

Simple Solutions Educational Services Š 2004

We are all kinesthetic learners! While there are clear preferences among adults, we all rely on movement in the learning experience. Plus activities like doodling, manipulating a fidget, such as a Tangle or chewing candy or ice can help adults stay engaged and focused, enhancing our attention.

The No Child Left Behind Act of 2001 requires schools receiving federal funds improve educations using approaches grounded in scientifically based research. New brain research supports the use of Tangles as school equipment. Toys are for fun, but Tangles also can help children learn, making it an effective “brain tool.”

In young children communication between the left and right hemispheres is still emerging. It is not until about age ten or twelve that the brain is fully communicating between both hemispheres. Movement is critical for cognition especially in young children because it unifies all brain levels and provides the learner with the opportunity to utilize both sides of the brain resulting in whole brain functioning.

For children and adults with special needs, such as, ADD/ADHD, Dyslexia, or Downs Syndrome, chemical messages in the brain may not strong enough or inefficient, the brain stem may not be activating well, or certain brain areas do not have enough neurons, all of these may inhibit efficient brain functions. Children and adults with special needs can use a Tangle to help them focus and stimulate attention. New technology has allowed scientist to learn more about the cognitive systems that govern learning and research shows, children and adults of all ages and abilities, benefit from movement while learning even if they do not have special needs.

Neuroscience research shows passing information between the right and left hemispheres maximizes the storage and recall of information. The motor systems of the brain are along the right and left hemispheres (see figure below); as a result movement is one of the few systems through which a learner can pass information back and forth between both hemispheres.

Just as we can come together for the common purpose of helping children, individual brain cells or neurons associated with movement also come together with other areas of the brain in the learning process. The cerebellum or “small brain,” which is associated with movement and balance, not only stores many neurons—half of all the neurons in the brain are stored there—but it also has connections to many other brain structures. Movement also stimulates the release of neurotransmitters; such as, serotonin and dopamine. Neurotransmitters carry chemical messages in the brain. Both chemicals are associated with attention, processing, motivation, concentration memory, and an elevated mood.

Simple Solutions Educational Services © 2004

Movement and the Brain: How to incorporate movement into the classroom!

The traditional “sit quietly” approach to learning is NOT compatible with what is know about the brains requirements for interaction, and involvement. There are direct links between the cerebellum and the mid brain’s dorsal area or pleasure center; consequently, movement increases enjoyment in the learning experience and sets the stage for LIFE long learning.

Elementary/High schoolers: Movement should not end as children become older! Especially for older children who no longer take naps—by early afternoon attention chemicals reach an all time LOW! ♦

Studies suggest brisk activity, such as, stretching, walking, and playing games, release epinephrine and dopamine, chemicals in the brain that increase attention and lift spirits. Incorporate novel –fun movements that are suitable for classroom space, such as: asking learners to touch fingers whenever they hear a noun in a story, squeezing a stress ball, have students tap out spellings of sight words on their arm, air writing words—have students draw words in the air, have students respond by clapping (once for yes, twice for no), place your hands on your head while you read a poem, have students hold their left earlobe while reciting the 4’s time table, all evens on left side of body, odds on right, everybody take off shoes during discussion, cross legs while reviewing for a quiz, toss a bean bag into a target for each correct answer, just walking to the back of the room while you present a lesson gets learners moving. Adapted from “The neuroscience of movement” by Dr. Robert K. Greenleaf

Tangles are Brain Tools because they can enhance attention through movement.

Learning that involves lectures, presenting new ideas, review, directions, closing statements, etc is considered “passive learning.” It is time when students are receiving information. This is the time in which all learners (including adults) have the most difficulty paying attention. This is normal, since the brain learns best through active engagement. On average even adults can only concentrate for 20-30 consecutive minutes at a time. However, during passive learning when students are allowed to manipulate small fidgets, such as, a Tangle, it enhances learning by incorporating movement. As stated earlier, movement stimulates the release of chemicals in the brain that help maximize the learning experience.

Brain research shows children and adults remember what they do! The pyramid below illustrates learners remember information when our level of involvement is active rather than passive. Research shows, adults as well as children, tend to remember 10 percent of what we read, 20 percent of what we hear, 30 percent of what we see, 50 percent of what we hear and see, 70 percent of what we say, and 90 percent of what we say and do.

Simple Solutions Educational Services © 2004

Are you teaching at the bottom of the pyramid?

Reading Hearing words

Passive learning

Looking at Pictures Watching a Movie Looking at an Exhibit Watching a Demonstration Seeing it Done on Location Participating in a Discussion Giving a Talk

Active learning

Doing a Dramatic Presentation Simulating the Real Experience Doing the Real Thing ( Authentic Assessment/Activity Centers)

♦ For children attention for passive learning ranges from: Six-Eight consecutive minutes for 1st graders to fifteen to twenty consecutive minutes for High schoolers.

Adult learners are goal oriented, so gaining attention is easier, but even for adults learning passive activities should be limited to twenty –thirty consecutive minutes.

When measuring the attention of learners educators should use a child’s age as a guide– ranging from one minute for the age of the learner to one minute plus two.

Simple Solutions Educational Services © 2004

♦ Teachers should rotate these passive learning activities between student time! (time for processing, encoding and neural rest) These activities involve students interacting with and processing information! Activities, such as, discussions, activity centers, group work, stories, projects, experiments, partner work, self-assessment, writing, peer editing, etc.

♦ A lot of learning comes from indirect acquisition and environmental stimuli. In short, we recognize learning is a process. We also recognize that before you can find the right answer, you must eliminate the wrong ones first. This happens when the learner processes information through interactive, real-life, task centered, self- directed activities

Meta-cognition Meta-cognition refers to children “thinking about thinking” Tangle reinforces children becoming active participants in their own learning. It prompts educators to introduce the question to children “What makes you pay attention?” “Does manipulating a Tangle help you to pay attention?” Dr. Daniel J. Siegel describes it as “mindsight” or the ability to “be aware of what is going on, while it is going on…”

Can we train children to realize they are not paying attention, and then pick up a tangle and return to an equilibrium? As educators, we set the stage for life long learning when we ask children to examine what ways they learn best and use metacognitive strategies to help them monitor and take accountability for their own learning.

Simple Solutions Educational Services © 2004

Angela Searcy, M.S. is an associate at the Neuropsychology Diagnostic Center in Orland Park, Illinois. A former teacher, Angela developed the seminar, titled “On the Move: Why Movement is Critical for Cognition” and is the educational consultant for Tangle Toys.

Angela Searcy holds a B.A. in English and Secondary Education with teacher certification through the State of Illinois, and a Master of Science in Early Childhood Development from Erikson Institute with a Developmental Therapy Credential through the State of Illinois. Angela presently serves as a Neuro- developmental specialist for the Neuropsychology Diagnostic Center in Orland Park, Illinois, providing evaluation, behavior consultation and treatment services for children 0-18 yrs. focusing on the major functions of development and how these correlate to specific brain functions. Angela is also the owner and founder of Simple Solutions Educational Services, a “Master Trainer” for the Illinois State Board of Education and its Access and Equity project and it’s Social and Emotional Project, and a “training appraiser” Illinois Trainers Network, Angela serves as a mental health/educational consultant throughout the Chicago land area. An approved professional development provider for the Illinois State Board of Education, a staff developer, and educational consultant, Angela’s classroom experience includes early childhood, middle, high school and college. Her expertise encompasses developing behavior modification programs from a neuropsychological perspective, and creating professional development grounded in neuroscience research related to adult learning.

A nationally recognized speaker Angela was a featured speaker at the Learning and the Brain Spring 2006 and 2007 Conferences sponsored by Stanford, Harvard, and Yale Universities. Her workshop “ On the Move: Why Movement is Critical for Cognition was a feature at Eric Jensen’s BrainExpo in Orlando, Florida in 2006, and an article of the same name was also recently featured in the Winter edition of the Illinois Developmental Therapy Association’s Newsletter. Angela was featured in the September 2005 and January 2007 issues of the Early Childhood Report Newsletter. She was also recently featured on Chicago Public Radio’s Chicago Matters on April 19th 2006 in a story titled “Pay to Play” on the importance of movement on cognition and in the December 2006 edition of the Chicago Parent Magazine in an article titled “Baby Blues” Feel free to contact Angela at asearcya@aol.com or view her upcoming teleconferences and workshops at on her website www.overtherainbowsimplesolutions.com References Berninger, V., & Richards, T. (2002) Brain literacy for educators and psychologists.

San Diego, CA: Academic Press.

Gardner, H. (1983). Frames of mid: The theory of multiple intelligences. New York: Basic Books.

Parker, Harvey,C.( 1992) The ADD Hyperactivity Handbook for Schools: Effective Strategies for Identifying and Teaching ADD Students in Elementary and Secondary Schools. Plantation, Florida: Impact Publications.

Sylwester, Robert. (2005) How to Explain the Brain. CA: Corwin Press.

Simple Solutions Educational Services © 2004

Tangle Proteins as Tools for Teaching Structural Biology Professor Marcel Jaspars, Department of Chemistry, University of Aberdeen, Old Aberdeen, Scotland, AB24 3UE Tel: 01224 272895; Email m.jaspars@abdn.ac.uk Richard X. Zawitz, Tangle Toys, 439 Eccles Avenue, South San Francisco, CA 94080, USA; rz@tangletoys.com

Aim: To develop a tool to simplify the teaching of peptide and protein secondary and tertiary structure in structural biology using simple plastic pieces to represent amino acids.

Concept: Physical models of protein structures have a distinguished history, from the first models of the αhelix by Pauling and the structures of haemoglobin and myoglobin by Perutz and Kendrew respectively. In the last few years physical models have been superseded by computer generated images, which, although extremely powerful and useful in teaching, lack the tangible qualities of physical models. In organic and biological chemistry, physical models still form a large part of teaching chemical structure, and these models complement computer-based molecular modelling. In teaching organic stereochemistry physical models are necessary as they can be manipulated to show different conformers of a structure. The authors have teamed up and designed prototypes from existing manufactured pieces (Figures 1 and 2). This has been extended by using a rapid prototyper to make the more realistic parts using a more physically meaningful 100o of arc as shown in Figure 3. All this work has been achieved at our own cost. The next stage is to tool up to manufacture a larger number of parts and distribute these as kits to potential users and solicit their feedback.

This will incur additional costs, which we are currently estimating, and need to raise before proceeding with the project which is now gathering pace.

Figure 1. α-helical and antiparallel β-sheet secondary structure elements taken from the protein databank (left) and built from modified standard Tangletoys® and metal rods (right).

Advantages of Tangle Proteins over the other types of backbone model are the use of a limited number of generic pieces specific to each secondary structural element, the visualisation of the H-bonds, and their use to stabilise secondary and tertiary structures. Their flexible nature will make assembled Tangle Protein models easy to manipulate and useful for investigating dynamic properties of proteins. They are easy to handle, assemble and disassemble, can be easily colour-coded to represent each amino acid, mimic computer generated backbone trace models and are aesthetically pleasing.

Figure 2. The 3rd IgG binding domain from Streptococcus protein G [1IGD] which shows a fold containing α-helical, antiparallel and parallel β-sheet secondary structures. The protein databank model is on the left and the model built from modified standard Tangletoys® and metal rods is on the right.

Figure 3. The new prototypes incorporating using pieces with the correct 100o of arc (α-helix, β-hairpin)

Quotes from Educators, Professionals, Parents and Children Regarding the Efficacy of Tangle Products in Improving Learning “I just purchased one of your Tangle Balls a few weeks ago. I work in a public school and teachers, who are highly opposed to ‘toys’ in their classrooms, have come back to me telling me that their students have stayed in class and listened with the Tangle. I have seen improvements with the use of this and the Tangle has been the most popular with the students in having lasting effects. Thank you so much for this product.”

- Julie K. School Psychologist

“My students, particularly children with high distractability, find it helpful to have something to do with their hands when they are relating a story. It helps them to focus on the pertinent aspects while their motor overflow from their anxiety is discharged on the Tangle.”

- Lillian New Jersey

As a first year teacher, I gave a Tangle to my student and witnessed an amazing transformation. The student was able to concentrate better on lessons. If you are a teacher, or have a child who can’t sit still, this is a must have!”

- Jamieson R. Louisville, KY

“I am a 3rd Grade teacher and have used a Tangle toy as a ‘fidget’ for students who need something to hold onto while they are learning. They are also great stress relievers for students as they study or take tests.”

- Erin S. 1

“I used Tangles to teach the students problem solving techniques, as well as how to handle frustration. It was wonderful to see the students finally understand that with time they can figure out any problem . . . in math or otherwise.”

- Kristine N. Fifth Grade Teacher Park Ridge, IL

“Tangle toys have been used in our classroom this year. Most of the students can Tangle for long periods of time and believe me their attention span is not very long.”

- Frances D. Teacher Somerset, KY

“Tangles have become popular with all our kids from Pre-K through High School – literally our entire 216 student population. Tangles are great for hand and mind wellness as well as fine motor skills development.”

- Meredith H. Director of Advancement The Vanguard School

“I handed the Tangles out to teachers in the lower, middle, and upper classrooms for their students. As I predicted, the Tangles were a hit. Teachers as well as students were approaching me because they wanted their own Tangle.”

- Brenda The Vanguard School

“I am amazed! I have been teaching seven years. I have never found a more positive approach to helping ADHD diagnosed children learn than when I experimented with a Tangle toy. Wow! Children who need to move something enjoy using a Tangle toy. Children who didn’t know they needed to move use a Tangle toy too!”

- Sherry F. 2

“I am a teacher at El Mirage Elementary in Arizona working with 5th to 8th grade students with emotional and learning disabilities. I love to use brainstretching techniques with the students and recently showed them a Tangle. It was a hit! I use them for topics such as math and reasoning skills to spatial perception and even learning patience.”

- Naomi S.

“I was giving a demonstration of behavior control for better communicative intentions to a group of speech language clinicians and teachers. There was a student present who was diagnosed with autistic spectrum disorder. I took out my Tangle toy. After demonstrating how it could be manipulated, I gave the Tangle to the child. His behavior began to change as he manipulated the Tangle toy. Thanks for the Tangle toy reward system!”

- James L.

“I am an occupational therapist employed by the 6th largest school district in Texas. I handed a Tangle toy to a student who was having behavioral issues that were quickly escalating. After playing with the Tangle, he immediately became engaged with manipulating it and calmed down. Thank you.”

- Cindy C. Northside Independent School District San Antonio, TX

“Just wanted you folks to know your products have been a source of joy and entertainment for my son Michael who is 6 years old and lives with multiple physical and mental challenges. I put a Tangle in his hand almost 5 months ago and he has not put it down since. It is therapeutic for him in so many ways.

Keep up the great work.”

- Kimberly H.

3

“Thank you so much for helping me academically reach a student that I have. Since using the Tangle toy, he is under control and attentive during lectures. It truly is amazing.”

- Susan Q.

“Hi, I am a teacher and I first saw Tangles at a conference. I use them daily for my students who can’t keep their hands to themselves and who need something to manipulate. Many teachers have asked about them, even the District Director.”

- Beth Ann C.

“I was introduced to your product by a fiend who speaks at educational conferences who was talking about how Tangles can be useful working with children with special needs. I have a child who always has her hands and eyes moving and tried it with her. It seemed to give her hands something to do so she could focus more on our conversation instead of where her hands were.”

- Sherri K.

“I am a behavior consultant for our intermediate school district and now have a collection of Tangles to share wherever I go. Our occupational therapists are especially happy with my passion for Tangles because they are great way to meet the sensory needs of many students without creating classrooms disruptions. Thank you for creating such a fun, therapeutic toy to share!”

- Lacy

“As a teacher, I plan on introducing every class I have to Tangles to help them focus, work on behavior problems and most importantly, expand their minds. You may have just discovered the link between the physical and metaphysical. Thanks!”

- Sarahmarie

4

“My students, particularly children with high distractability, find it helpful to have something to do with their hands when they are relating a story. It helps them to focus on the pertinent aspects while their motor overflow from their anxiety is discharged on the Tangle.”

- Lillian New Jersey

“I just want to complement you on making the most amazing toy in the history of the world. I am a kid who plays a lot of video games and was considering going to play some video games when I went outside so I could Tangle in the beautiful sunshine. Tangle is such an amazing toy that it even made me change my habits!

Tangle is a timeless masterpiece that proves that sometimes it’s the simple things that make life great.”

- Jack U.

“I have been a child psychologist for 25+ years and for the last 20 of those years I have had a yellow neon Tangle in my office. Over the years, there have been countless little hands that have played with the Tangle while they talk about school, girl problems, and parent problems.”

- Dr. Gerard D.

“Just wanted you folks to know your products have been a source of joy and entertainment for my son Michael who is 6 years old and lives with multiple physical and mental challenges. I put a Tangle in his hand almost 5 months ago and he has not put it down since. It is therapeutic for him in so many ways. Keep up the great work.”

- Kimberly H.

“I have been the last 3 years experimenting with different things to see what works and what doesn’t; my work is very experimental due to deafblindness being such an unknown condition. A couple of years ago you kindly donated some Tangles to us.

These have been so successful. It is amazing how something so simple can make such a difference and it is then when it becomes more than a toy.”

- Jonathan L. Senior Support Worker Deafblind UK 5