moveplaythrive.com · rmt 1 slides

Transcription

WELCOME!
Rhythmic Movement Training
Level 1
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© Sonia Story 2014 www.moveplaythrive.com
Movement Profoundly
Affects the Brain
!  “Elderly people who dance regularly, decrease their
risk of dementia/Alzheimer’s Disease by 76% “
!  New England Journal of Medicine, 2003 (vol. 348:25)
Verghese, Joe, et al. 2003. Leisure Activities and the
Risk of Dementia in the Elderly.
!  As quoted in Smart Moves, Why Learning Is Not All
in Your Head, by Carla Hannaford, PhD, 2005, 1995.
!  Dr. Harald Blomberg’s experiences with rhythmic
movement in psychiatric clinic
Overview Level 1-Day 1
!  Brief intro to reflexes—research on ADHD
!  ADD/ADHD and the brain—characteristics and
causes
!  Importance of Rhythm & Rhythmic Movements
!  Exact Movements-what to look for
!  Body Position
!  Movements
!  Neural Chassis (Brainstem)
!  Cerebellum
!  Basal Ganglia
Reflexes in a Nutshell
!  A reflex is an instinctual, stereotypical movement or
combination of movements that happen automatically,
without conscious effort or will.
!  Primitive reflexes emerge in the womb and infancy and
ideally, are only active for a short time.
!  Postural reflexes are active our whole lives.
!  When Primitive reflexes remain active and postural reflexes
are underdeveloped there are often underlying foundational
problems with functioning.
RMT in a Nutshell
!  Rhythmic and Reflex Integration Movements stimulate
the brain leading to better neural foundations and
better functioning in all realms
!  Physical—stamina, posture, balance
!  Cognitive
!  Social/Emotional
!  Increasing feelings of well-being, joy, calm
Importance of Rhythm
!  Rhythm is fundamental to our wellbeing
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Breathing
Heart Rate
Mature movement
Learning
Speaking
All depend on rhythm
In RMT we learn to draw out the innate rhythm of the ones we
are working with.
ASK FOR FEEDBACK when giving rhythmic movements in
passive form. Passive rocking movements should always be
done in a way that is pleasant for both giver and receiver. For
those who are non-verbal, look at facial expression, change in
breathing, relaxation response.
Indicators of
ADD/ADHD
Characteristics of
ADD/ADHD
page 7
!  Inattention
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Trouble keeping attention
Often does not seem to listen or follow directions
Trouble organizing activities
Easily distracted, forgetful
!  Hyperactivity
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Fidgets or squirms
Unable to easily sit still
“on the go”, as if driven by a motor
Often talks excessively
!  Impulsivity
!  Blurts out answers before question is finished
!  Trouble waiting one’s turn
!  Often interrupts or intrudes on others activities
Research—Link between ADHD
and retained reflexes
An Alternative Way of Looking at
Attention Disorders page 7
!  “Primitive Reflexes and Attention-Deficit/Hyperactivity
Disorder: Developmental Origins of Classroom Dysfunction”
International Journal of Special Education: 19(1), 23–37,- 2004.
!  Is it true that all infants and toddlers start out with
ADD/ADHD like behavior?
Myra Taylor, Stephen Houghton and Elaine Chapman
!  “Boys diagnosed with AD/HD had significantly higher levels of
reflex retention than non-diagnosed boys. Results also indicated
both direct and indirect relationships between retention of the
Moro, ATNR, STNR and TLR reflexes with AD/HD
symptomatology and mathematics achievement. “
!  Why is it that some toddlers grow out of ADD/ADHD
while others do not?
The Infant’s Brain is
Undeveloped
Triune Brain
page 9
page 7
!  Model for understanding brain
functions.
!  Brainstem—receives incoming
sensory stimulation, controls
primitive reflexes & muscle tone;
home of the RAS which transmits
sensory info to cortex. Cortex must
have stimulation to maintain attention
and overcome ADD/ADHD.
!  Three layers surrounding the
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The first 2 years of life are crucial for formation of nerve nets that link up the brain
This process does not happen by itself
The brain needs stimulation from the senses for branching off and myelinization to occur.
The stimulation the brain receives from being touched, rocked and by rhythmic baby
movements in the first year of life is fundamental for future maturing of the brain.
System (RMT Level 2)
!  3. Human Brain—Neocortex (RMT
Levels 2 & 3)
ADD/ADHD is often
Delayed Maturity of the Brain
page 10
!  There can be multiple causes
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Brainstem (Nerve Chassis/Fish
Brain)
!  1. Reptile brain—Basal Ganglia
!  2. Mammalian Brain—Limbic
Prematurity
Brain injury at birth
Hereditary Factors
Disease
Lack of enough stimulation in infancy
Lack of enough proper movement/too much time in
baby holding devices such walkers, car seats, etc.
!  Rhythmic baby movements in the first year of life are
Similarities between Infants and
Children with ADD/ADHD page 10
!  Similarities between Infants and Children with
ADD/ADHD
!  Difficulty regulating activity
!  Active primitive reflexes and balance challenges
!  Underdeveloped cerebellum
!  Inability to make simple movements smoothly and
rhythmically
!  Attention problems, impulsivity
!  Low muscle tone, shallow breathing
fundamental for developing nerve nets, connectivity.
!  ADD/ADHD is often a lack of linking up of the brain as opposed
to a condition that requires medication
Effects of RMT—general overview
page 11
!  Provides sensory stimulation to
cortex
!  Improves attention and concentration
!  Decrease hyperactivity and impulsivity
!  Increases Muscle Tone
!  Develops upright posture, head control, free of stress and tension
!  Improves posture, breathing and endurance
!  Arousal of the neo-cortex via the brainstem and cerebellum
!  improves attention and concentration
!  diminishes impulsivity
!  Maturing of basal ganglia
!  ability to regulate activity, sit still
!  Babies learn head control first
!  Important to maintain balance in gravity
!  Lack of head control
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Low muscle tone
Poor posture
Poor endurance
Poor sensory processing
!  Importance of Maturing the Primitive Reflexes
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If reflexes are not integrated it can result in:
Delay in motor development
Underdevelopment of brain
Poor sensory processing
!  Automatic stereotypical movement patterns
!  Controlled from the brainstem or midbrain
!  Developed during pregnancy and early infancy
!  Ideally will mature and be inhibited by basal ganglia
!  Should be integrated into the voluntary movements
!  Rhythmic Movements help to integrate reflexes
!  Reflexes are stimulated by the balance, tactile and kinesthetic
senses
!  Example, Tonic Labyrinthine Reflex
!  Stimulated by head movement
!  Use of Reflexes creates the foundation for developmental milestones
!  Importance of Head Control
page 12
!  Innate program of motor development
!  Develop nerve nets of the brainstem, cerebellum, basal ganglia, and
The Primitive Infant Reflexes
The Primitive Infant Reflexes
Neural Chassis
page 13
made up of brainstem, midbrain (mesencephalon), cerebellum, spinal cord
page 14
!  Brainstem or “Fish Brain” Receives stimulation from
the senses—vestibular, proprioceptive, tactile, visual,
auditory—from outer and inner stimuli, such as
organs
!  Enables us to move around, search for food, avoid
danger
!  Breathing, heartbeat and other life sustaining
functions are dependent on the brainstem
!  Controls primitive reflexes*
!  *if the baby is unable to integrate the primitive reflexes in
time, there is usually a delay in motor development and
brain maturation
The Brainstem and Muscle Tone
page 14
!  Vestibular nuclei in the
!  The RAS is a dense bundle
brainstem receive sensory
signals, develop muscle tone
of nerves in the brainstem.
!  RAS receives sensory
!  Without sufficient stimulation
low muscle tone of the
extensor muscles occurs
!  Difficulties lifting head and
!  Difficulty with keeping
!  Difficulties moving around,
!  Posture is hunched
chest
being prone
!  Reduced information to
sensory systems
The Brainstem and The Reticular Activating
System (RAS) page 15
head upright
!  Breathing is shallow
!  Joints can be loose, over
information—tactile,
visual, balance,
proprioceptive, auditory
—and relays it to the
cortex.
!  Children with low
muscle tone and
hunched posture may
develop ADD.
!  Can be remedied by
Rhythmic Movements
!  Responsible for arousing
the cortex—maintaining
attention
flexible.
© Sonia Story, 2007-2010
What to do if someone is
triggered by movement
Movements for Stimulating
Neural Chassis
page 16
!  In some instances, the Rhythmic and/or Reflex
Integration activities may trigger reactions of
dizziness, nausea or intense emotion. If this occurs:
!  Stop, rest and offer any of the following:
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Side to Side Switching Points, (page 80)
Water
Hold Mastoid Process & Navel
Do Cook’s Hook ups (Wayne Cook)
Emotional Stress Release points—light touch on
forehead, just above the middle of eyebrow and
halfway up to the hairline.
© Illustrations Copyright, Moira Dempsey
The Cerebellum and Rhythmical
Movements page 18
!  Developed as bulge from brainstem
!  Strong connections to motor cortex
!  Coordinates sensory impressions—esp. vestibular and
proprioceptive senses
!  Motor planning
!  Also Links up to
!  Prefrontal Cortex—attention, planning, judgment, impulse control
!  Wernicke and Broca and speech centers
!  Areas in frontal lobes responsible for pursuit eye movements and
tracking
Underdevelopment of cerebellum is often seen in children with
learning difficulties.
It is often overlooked when child is upright and walking
Cerebellum—
Function and Importance
page 19
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Involved in posture
Makes movement smooth, rhythmical, coordinated
Involved in motor planning
Stimulates Cortex—for skills such as:
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attention
• reading comprehension
planning
• information processing
judgment
• working memory
control of impulses
• learning
abstract thinking
• speech development
eye movements
Movements for Stimulating
Cerebellum
Page 20
The following active movements are effective for
stimulation of the cerebellum
Reptile Brain
Description of Basal Ganglia
& Postural Reflexes Page 22
!  Guides neural chassis
!  Controls social interaction,
rituals, routines in reptiles
!  In humans, also guides
rituals and routine, plus
works to control motor
activity via postural reflexes
and motor cortex
!  Postural reflexes develop for
©, Illustrations Copyright, Moira Dempsey
stability, balance and control
of automatic movement-ability to do crawl, walk, run,
and rise automatically
Functions of Basal Ganglia (Reptile Brain)
Page 23
!  Control of Postural/
Lifelong reflexes
Basal Ganglia &
Parkinson’s Disease
page 23
!  Cells of Basil Ganglia are damaged in Parkinson’s
!  Ability to sit still
!  Basal Ganglia inhibits the primitive reflexes and develops
!  RMT stimulates nerve
!  Dr. Purdon Martin research connects damage to the basal
nets of the Basal Ganglia
!  helps integrate primitive
reflexes
!  helps develop postural
reflexes
!  Control of automatic
movement (ability to do
things automatically)
Challenges with Linking up of the
Basal Ganglia page 24
!  Cerebral Palsy
!  Disease
!  Hereditary factors (early walking)
!  Developmental delay
!  Restriction of Movement in Infancy
!  Microwaves—Electromagnetic Pollution—from
cordless and mobile phones, wireless technology
the postural reflexes
ganglia and postural reflexes in those with Parkinson’s
Dr. Blomberg writes: “My own experience treating clients with
Parkinson shows that the primitive reflexes are activated early, before
the postural reflexes have been affected. By doing movements for
integration of primitive reflexes and training of postural reflexes, motor
abilities improve and the long time impairment of motor ability that
usually happens in Parkinson will not take place.”
Effect of Microwaves—
Electromagnetic Frequencies
from
mobile, cordless phones and wireless technology page 25
!  Correlation between increase in EMFs and learning
challenges.
!  Fetuses and small babies are especially sensitive to
harmful effects of EMFs
!  Leakage of blood brain barrier in rats exposed to
mobile phone
!  Damage to nerve cells of basil ganglia and
hippocampus—areas of the brain affected in attention
and learning challenges.
Effects of RMT on
Brain and Behavior
page 25
!  Integrate primitive reflexes
!  Develop postural reflexes—ability to sit still, do things automatically
!  Increase muscle tone for proper head and trunk control
!  Increase sensory input to RAS, stimulates cortex for awareness of
external stimuli
!  Vestibular, Tactile & Proprioceptive are especially stimulated
!  Stimulation of Cerebellum
!  Increases attention, judgment, impulse control. Helps speech & eye
movements
!  Growth of Nerve Nets
!  Linking up of the different parts of the brain—brainstem, basal ganglia,
limbic system, cerebellum and cerebral cortex
What to do if someone is
triggered by movement
!  In some instances, the Rhythmic and/or Reflex
Integration activities may trigger reactions of
dizziness, nausea or intense emotion. If this occurs:
!  Stop, rest and offer any of the following:
! 
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Left/Right Switching Points
Water
Hold Mastoid Process & Navel
Do Hook ups (from Brain Gym)
Emotional Stress Release points—light touch on
forehead, just above the middle of eyebrow and
halfway up to the hairline.
Overview Level 1-Day 2
!  Rhythmic Movements-Review in context of Reflexes
!  Importance of Reflexes
!  Reflexes
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Tonic Labyrinthine Reflex—TLR
Landau
Symmetrical Tonic Neck Reflex—STNR
Spinal Galant Reflex
Amphibian Reflex
Babinski Reflex
!  Movements to Integrate Reflexes
!  Balances to Integrate Reflexes
!  Research on Reflexes and RMT
Definition and Life Cycle
of a Reflex
!  Automatic Movement pattern in response to a specific
stimulus
!  Reflexes help with survival, protection, sensory-motor
integration, growth & development
!  Many infant reflexes are designed to
!  Emerge
!  Repeat until integrated (jobs are complete)
!  Become dormant—inhibited by higher brain centers
!  Dormant means: no longer triggered by the initial stimulus
!  Some reflexes are lifelong, such as Amphibian Reflex
Reflexes Have Jobs
!  Brain and Nerves –reflexes develop the brain and nerve networks to
“link up” the brainstem with mid-brain and neocortex.
!  Senses—reflexes provide stimulation necessary for development of
Tactile, Vestibular, Proprioceptive, Visual and Auditory Processing
!  Balance and Posture—ability to be upright, free of tension. !  Muscle Tone, Muscle Strength, Stamina
!  Movement and Motivation—develop volitional movement with
coordination. Relates to motivation & moving forward to attain goals.
!  Emotional and Social Skills—learning to manage the emotions, control
Integrated
Reflexes
!  An integrated childhood reflex is one which has
completed its function and is no longer triggered by
its initial stimulus.
!  Integrated reflexes are the basis of future neurosensory-motor skills
!  In the process of integration, reflexes merge into
another reflex and/or into voluntary movements
impulses and get along with others
!  Learning Skills—reflexes develop the foundation for learning skills.
Un-integrated Reflexes
!  Reflexes may remain “locked” in the system. The reflex persists
in a state of limbo where it is often triggered, but without
integration. We can release a reflex from this locked state through
specific movement activities.
!  The degree to which reflexes are un-integrated can vary greatly.
There is a wide range between mild and severe reflex activity and
each individual is different
!  Reflex activity that is not integrated can adversely affect
neuromuscular coordination, sensory perception, emotions, and
the ability to think and express oneself clearly.
Possible Causes of
Un-Integrated Reflexes
Lack of Movement—Plastic Carriers, play pens, walkers, jumpers, swings,
car seats, "Boppy" pillow and other propping devices. Time spent in front of
TV or computers
!  Stress/Trauma Lack of Safe, Nurturing care in Childhood—
!  Injury, Illness, Trauma, Chronic Stress—
!  Electromagnetic Frequencies/Microwaves/Ultrasound—
!  Environmental Toxins—Including complications with vaccines, GMO foods,
plastics, pesticides and other neurotoxins
!  Dietary Imbalances or sensitivities—Can cause un-integrated reflexes AND
Dietary sensitivities can be caused by un-integrated reflexes, especially an
un-integrated Moro reflex.
Tonic Labyrinthine Reflex
page 30
TLR forward
Functions of TLR
TLR Forward—When head tips forward, trunk, arms and legs flex
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Ability to adapt to gravity
Increases muscle tone
Development of proprioception
Development of balance
!  Head control
!  Head alignment for sensory integration
TLR backward
TLR Backward—When head tips backward, trunk, arms and legs extend
© Illustrations Copyright, Lili Story
TLR
page 28
Possible Challenges if TLR is Un-integrated
Forward
!  Difficulty holding head up/Weak neck muscles
!  Hunched posture
!  Low muscle tone; over flexible joints
!  Problems lifting arms, climbing
!  Visual Challenges
!  Balance Problems, Especially looking downward
Backward
!  Tense muscles esp. legs; Toe walking
!  Balance Problems, Especially looking upward
!  Co-ordination problems
!  Spatial challenges—Difficulty judging distance, depth, space and speed
!  Sequencing problems
Would someone with un-integrated TLR be likely to experience fatigue?
Checking TLR
page 35
!  TLR Forward & Backward Checks
Indicators of Un-integrated TLR
Notice:
• Loss of balance
• Wobbling
• Movement of Trunk
• Movement of Arms, Legs,
• Movement of Hands, Feet
• Difficulty flexing or extending
the neck fully
© Sonia Story 2014
www.moveplaythrive.com
© Sonia
Story, 2007-2010, Illustrations Copyright, Moira Dempsey
Movements to Integrate TLR
page 32
Movements to Integrate TLR
!  Sliding on ones back (#7)
!  “Cycling” with legs
!  Somersault Rolling (#14)
!  TLR Integration with Isometric Pressure
!  Thumping Head into Pillow (#11)
Landau Reflex
“Flying Reflex”
Landau
page 35
Movement Pattern
4 Weeks: when placed on tummy, infant lifts her head
2 Months: baby lifts head & chest
4 Months: head, chest and legs lift and extend
page 35
!  Landau Functions—integrates TLR, increases muscle
tone in back and neck, head stability, visual
development
!  Possible Challenges if un-integrated
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Clumsiness
Tense legs, locked knees
Lack of coordination between upper and lower body
Challenges with balance
Interference of successive reflexes
Poor attention and concentration
© Illustration copyright Lili Story
Checking the Landau Reflex
Movements to Integrate Landau
page 36-37
!  Lifting of head in prone position—neck should be
aligned with spine, head forward, not bent back.
!  Rocking the body longitudinally
!  Isometric Pressure
Symmetrical Tonic Neck Reflex
page 39
Symmetrical Tonic Neck Reflex
page 39
STNR Movement Pattern—On hands
and knees
With head up (bent backward),
arms straight, legs bent
With head down, arms bent, legs
moving towards straight
Position of head determines arm
and leg position
Arms and legs are automatically
moving opposite to one another
—required for lifting up from
floor for crawling
Ideally integrated at 9 to 11
months
© Illustrations Copyright Lili Story
Functions of STNR
!  Further integration of TLR
!  Strengthens muscles of back, neck, and arms
!  Develops proper posture
!  Facilitates crawling on hands and knees
!  Visual training—especially near to far vision,
accommodation
!  Connection of visual, proprioceptive and vestibular
systems to work together
STNR
page 39
Possible challenges with an Un-integrated STNR
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Poor Posture—slumping while sitting
Tendency to prop head on hands while sitting
Poor hand-eye coordination
Squirming or fidgeting; discomfort sitting and standing
Headaches from chronic muscle tension
Difficulty writing and reading
Difficulty copying from a chalkboard
Tendency to sit in W-position
Vision disorders
Poor hand-eye coordination
Weak muscles, especially in upper arms
Difficulty with Breaststroke and Butterfly strokes
Research on Link Between Retained
Reflexes and Learning Challenges
•  Barbara Rider, 1971, OT and professor University
of Kansas—
“Significantly more abnormal reflexes in the
learning disabled group than the normal
group.”
Miriam Bender, University of Purdue—
STNR was present in 75 percent of a group of
children with learning disabilities
not present in any of the children without a
history of learning disabilities.
Research Summary 1
!  Retained Reflexes go Hand in Hand with ADHD
•  Primitive Reflexes and Attention-Deficit Hyperactivity Disorder:
Developmental Origins of Classroom Dysfunction—
International Journal of Special Education, vol. 19, no. 1, 2004
•  “Results indicated that boys diagnosed with ADHD had
significantly higher levels of reflex retention than nondiagnosed boys.”
•  Results also indicated direct and indirect relationships
between retention of reflexes with ADHD symptoms.
Checking the STNR
Research Summary 2
!  Retained Reflexes go Hand in Hand with Learning
Notice hands and arms in the kneeling on
hands and knees position. Any of the
following indicates an un-integrated
STNR
!  Hands turned outward or inward.
!  Elbows locked
!  Fingers curled
Challenges
•  The effect of the Primary Movement programme on academic
performance of children attending ordinary primary school—
Journal of Research in Special Education, vol. 5, issue. 3,
2005
•  “It was found that ATNR persistence was significantly
associated with level of attainments in reading, spelling
and mathematics . . .”
page 40
Ask client to slightly bend elbows and slowly
bend head forward and then backward. Any of
the following indicates an un-integrated
STNR:
!  Shaking of arms
!  Movement of the trunk
!  Shoulder blades pinching inward
!  Elbows locked
!  Movement of hands, feet, arms, legs
!  Inability to hold head up easily
Movements to Integrate STNR
Cat Arches #13
page 42
© Sonia Story, 2007-2010, Illustrations Copyright, Moira Dempsey
Rocking Longitudinally
page 44
Movement Pattern—
touch on the back
near waist & to the
side of the spine
elicits hip rotation
toward that side.
#10
Functions of Spinal Galant
•  Conducts sound/
vibration in the womb
•  Vestibular development
•  Assists with birthing
process
Rocking on Hands and Knees
#15
Pulling oneself forward #16
Somersault Rolling
page 44
!  Possible Challenges if Un-integrated
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May hinder Amphibian Reflex
Checking the
page 45
!  Stroke the back about
Clumsiness, leg tension,
Restlessness, hyperactivity
1-2 inches from the spine.
!  Do both sides, one at a
Fidgeting, difficulty with clothing and sitting still
Bedwetting past 5 years of age
Hypersensitivity to touch on the back or waist
Scoliosis when active on one side only
Rigid Lumbar Spine in older children & adults
Spastic Colitis in adults
Could someone with un-integrated SG have difficulty
concentrating?
time.
!  Check for movement of
the hip and/or back
!  Adults with un-
integrated Spinal Galant
may feel a twinge or
tickling sensation.
!  Alternately—Yell into
lower spine area
Movements for Integrating
page 45
!  Passive Stimulation from the feet
or knees
!  Isometric Pressure
!  Sliding on one’s back
!  Rolling the bottom side to side
!  Cat Arches
!  Sagging the Lumbar Spine
Amphibian Reflex
page 48
!  Postural Reflex—develops between 4 to 6 months; stays
our whole lives except in cases of injury/trauma
!  Movement Pattern—in both Supine and Prone position
Raising the hip on one side causes flexion in hip & knee
of the same side.
!  Functions of Amphibian Reflex
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Amphibian Reflex
page 48
!  Possible Challenges with an un-integrated Amphibian
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Tension in legs
Clumsiness
Difficulty walking, running, and with sports
If not integrated, indicates possible difficulty integrating Spinal
Galant, ATNR and TLR
!  Checking Amphibian Reflex—Prone and Supine
Motor coordination
Helps integrate Spinal Galant and ATNR
Increases muscle tone in the back, especially lumbar
Facilitates cross pattern crawling and locomotion, essential
for crawling, walking, running.
Movements to Integrate
Amphibian Reflex
page 49
!  Rolling the bottom
Babinski Reflex
page 51
Movement Pattern—stimulation on the bottom, lateral part of foot,
from heel to baby toe, elicits big toe moving toward head, other
toes fanning out.
!  Crawling in Prone
!  Windscreen wipers
Babinski Reflex
page 51
!  Functions of Babinski—prepares feet for standing, walking
& balancing; influences ability to move feet, legs, hips,
lumbar spine; helps facilitate crawling & muscle tone in the
lower body.
!  Possible Challenges
Checking Babinski Reflex
!  Check position of feet in supine
!  Check position of ankles in prone
!  Check for walking on insides or outsides of feet
!  Underdeveloped
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Flat footed, slow, do not like walking
Walking on insides of feet
Loose ankles, easily sprained
Toe walking, hips rotated inward
Stroke with pen along the outer lateral
sole of foot. Notice
!  Un-Integrated
!  Walking on the outside edges of feet, hips rotated out
!  Tension in feet legs, hips, low back
!  Poor stability
• Movement of the feet or toes
• Twinge or tickle, sensitivity
Babinski Reflex
page 52
Is reflex integration effective for
helping with learning challenges?
!  Effects of Motor Training in Dyslexia
!  Crawling
!  RMT Level Three, RMT and Dyslexia by Harald Blomberg, MD, p 81, 2008.
Reference: Berg, Lars-Eric and Cramér, Anna. Hjärnvägen till inlärning. Brain Books 2003
!  Rocking
longitudinally
!  Instead of hiring a half time teacher [for remedial reading] it was decided to try Rhythmic
Movement Training and reflex integration. In February the group started reflex and
rhythmic movement training once a week. Lars-Eric Berg tested each student and gave
them individual training programs. The remedial teacher was present and learned how
to work with motor training during her classes. The parents were instructed to help their
children with rhythmic movements every day. No additional remedial education for
reading was started.
!  Sliding on ones back
!  After three months the remedial teacher evaluated the reading ability of the children. All
students, except one, were normal readers for grade three. In three months the group had
made up for one year of reading development by using only motor training.
!  Windscreen wipers
!  The parents also reported many positive side effects of the training. The motor ability of
some of the boys had improved to such a degree that they now qualified to play in the
football team [soccer] where they rarely had been admitted before.
!  Walk barefoot
! 
One
girl2014
who
kept to herself and had no friends started to invite other children home and
© Sonia
Story
www.moveplaythrive.com
joined the scouts.
Is reflex integration effective for
helping with learning challenges?
More Studies
Before and After Reflex Integration
•  The effect of the Primary Movement programme on academic
performance of children attending ordinary primary school—
Journal of Research in Special Education, vol. 5, issue. 3, 2005
•  “It was found that the movement intervention programme had a very
significant impact on reducing the levels of ATNR persistence . . . Associated
with very significant improvements in reading and mathematics, in
particular.”
!  Double Blind, Placebo Controlled Study:
•  Effects of replicating primary-reflex movements on specific reading
difficulties in children. Lancet: 355, 537–41, 2000.
•  The greatest improvement in reading occurred in the experimental group that
received the reflex integration training. Writing speed also improved in the
experimental group.

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