Neuromotor Immaturity as a Factor in Under-achievement
- Screening for Neurological Dysfunction in the Specific Learning Difficulty Child
Authors: Blythe, Sally Goddard; Hyland, David
Source:The British Journal of Occupational Therapy, Volume 61, Number 10, October 1998 , pp. 459-464(6)
Publisher: College of Occupational Therapists
Abstract:
A developmental questionnaire was given to the parents of 140 children. Seventy of the children had a history of specific learning difficulties which had not responded to normal remedial education. The remaining 70 had no history of specific learning difficulties. The research was undertaken to ascertain whether the developmental questionnaire could be used as a reliable instrument to detect the neuro-developmental delay underlying the specific learning difficulties and preventing remedial intervention from being effective.
The results revealed that the screening questionnaire did discriminate between the two populations. At a 98% confidence level, a child with a score of 7 or more belonged to the specific learning difficulty group and a child scoring 2 or less did not. A score of 7 or more is therefore necessary to identify a neuro-developmentally based specific learning difficulty. The two populations were also compared on individual questions to identify which early developmental factors were significant in predicting later learning difficulties when viewed as part of a developmental profile.
- Neurological Dysfunction as a Significant Factor in Children with Dyslexia
Author: Blythe, Sally Goddard
Source: The Journal of Behavioral Optometry, Volume 12, Number 6, 2001, Page 145
Abstract:
It is an accepted medical fact* that the continued presence of primitive reflexes above the age of six months and the absence or under-development of postural reflexes beyond three and a half years of age are reliable indicators of neurological dysfunction, which can affect both motor and perceptual development. A series of standardised neurological tests for abnormal reflexes were carried out on a sample of 54 children who had previously received an independent diagnosis of Dyslexia, to see if neurological dysfunction was a significant factor underlying their Dyslexic symptoms. Additional tests were carried out to assess oculo-motor functioning, visual-perceptual performance and cerebellar involvement including dysdiadochokinesia to see if other areas related to motor development were also a significant factor in the sample.
Abnormal primitive and postural reflexes were found to be a universal underlying factor in this sample. A high percentage of the sample also demonstrated difficulties with oculo-motor functioning, visual-perceptual skills and dysdiadochokinesia, suggesting a positive relationship between abnormal reflex activity and immature postural, motor and visual functioning.
Neuromotor Immaturity and Intervention
- Neuro-motor Maturity as an Indicator of Developmental Readiness for Education
Author: Blythe, Sally Goddard
Source:Ruch, Wzrok, Słuch – PodstawaUczeniaSię/Movement, Vision, Hearing – The Basis of Learning, Pages 121-136
Abstract:
Two independent projects were undertaken with 64 children in schools in Northumberland and Berkshire to investigate whether neuro-motor immaturity, defined by the continued presence of three primitive reflexes, was present in children in mainstream primary schools in the United Kingdom. Children were also assessed for performance in reading, writing, spelling, maths and drawing using SATS results or the Salford Sentence Reading Test.
In Northumberland, 52 children age 7 – 8 years were divided into two intervention groups: One group took part in a daily programme of developmental movements (The INPP Programme); the other group participated in a less specific programme of daily physical exercises (The Activate Programme) for one academic year.
In Berkshire, 12 children who had been identified as under-performing in reading, spelling or handwriting were assessed using the Salford Sentence Reading Test. Six children participated in The INPP Programme at school every day for one academic year. The results of both groups on the Salford Reading Test were compared at the end of the year.
The results indicated that neuro-motor immaturity was present in 88.5% of children age 7–8 years and 40 % of children age 4-6 years in the Northumberland sample. There was a correlation between higher scores on tests for retained primitive reflexes and lower performance on the Draw a Person test. Children in the INPP group in the Northumberland study showed a significantly greater decrease in scores for abnormal reflexes (an indication of increased maturity in neuro-motor skills) than children in the Activate group following intervention. There was no significant difference between the INPP and Activate groups on SATS scores for reading, writing, spelling and maths.
Six children who followed The INPP Programme for one academic year in Berkshire showed significant improvements on the Salford Sentence Reading Test at the end of the year compared to six children who did not take part in The INPP Programme.
- Physical Foundations for Learning
Author: Blythe, Sally Goddard
Source: Too Much, Too Soon – Early Learning and the Erosion of Childhood, Pages 131-146
Abstract:
Learning is not all in the mind but is also a physical activity. 1 One of the first tasks a young child needs to master is physical control of his body in space, with movement experience acting as both the challenge and the teacher. Throughout life, movement acts as the primary medium through which information derived from the senses is integrated, and knowledge of the world is expressed. Even thought and perception are an internalized simulation of action.2 A child's motor abilities are therefore essential tools for learning, and motor skills at different stages of development provide a reflection of maturity in the functioning of the central nervous system - the relationship between the brain and body- which provides the foun dation for learning.
A child's brain is not the same as an adult brain. Different regions of the cerebral cortex, the largest structure of the forebrain which contains the higher brain centres controlling intellectual, sensory and motor functions, mature at different rates. The first area to mature is the motor area, followed by the sensory area, with association areas being the last to mature, continuing growth into the twenties or thirries.3 The higher problems of thinking, planning and problem solving performed by the frontal lobes take years to develop.4
At birth, connections to the superficial layer of the cortex are only tenuously formed. The neonate is equipped with a series of survival responses to various environmental stimuli which enable him to breathe, to 'root' or search for the breast if the side of his face is touched, to suckle and to grasp if something is placed in the palm of his hand, or pressure is applied to the soles of his feet. He also has a series of reflexes which evoke responses to change in position.
- Neuro Motor Development and National Curriculum Attainment
Author: Peter Griffin, Open Doors Therapy
Source: A study of 114 ‘Key Stage 1’ children, at Bentley West School, Walsall, to see if certain physical
immaturities (Neuromotor Delay), might act as a barrier to attainment
Abstract:
‘Neuromotor Delay’ is described by Sally Goddard Blythe, in ‘Assessing Neuromotor Readiness for Learning’, as the ‘retention of immature patterns of movement control’ (page 4). Her book outlines developmental screening tests for children and intervention programmes. There is clear evidence, both from clinical practice and research, to show that ‘Neuromotor Immaturity’ is a barrier to some children’s learning, and that if this barrier is removed, through a specific exercise programme, the children can better access what a school has to offer.
The screening for 4-7 year olds includes assessing:
- aspects of neuromotor maturity;
- the presence of primitive (baby) reflexes;
- visual perception and visual motor integration.
Bentley West School have used the developmental screening tests to assess their KS1 children and are now targeting s children with the INPP exercise programme. It is too early yet to come to a judgement about the efficacy of the programme. However we can interrogate the data to see if there is any link between various aspects of ‘Neuromotor Immaturity‘ and the children’s attainment against National Expectation.
Research looks at ‘Neuromotor Delay’, primitive reflexes, balance, crawling and finger/thumb opposition.
- German Study - RuhedurchmehrBewegung
Author: Marian Giffhorn, NeurophysiologischeEntwicklungsförderung und Dr.CarstenQueißer
Kinder- und Jugendarzt
Source: 12/2012.Niedersӓchisches Ӓrzteblӓtt.pp.43-47
Abstract:
Schulkinderzeigenheuteandere und mehr Auf- fälligkeitenals in zurückliegendenZeiten. Dies wirdunterdemBegriff „NeueMorbidität“ zu- sammengefasst und ist in verschiedenen Stu- dien (z.B. KiGGs-Studie des Robert-Koch-Insti- tutes) nachgewiesen. DazugehörenVerhal- tensstörungen, Teilleistungsstörungen, Kon- zentrationsstörungen und Wahrnehmungsstö- rungen.PsychischeStörungen, Allergien, Ess- störungen, Störungen der Motorik und Auffäl- ligkeiten, die unter ADS/ADHS zusammenge- fasstwerden, sindebenfallsweitverbreitet.