Program of rhythmic movements and primitive reflex integration improves gross motor skills, impulse control, and attention in the classroom
8-year-old boy with unintegrated Tonic Labyrinthine Reflex (TLR), Asymmetric Tonic Neck Reflex (ATNR), Fear Paralysis Reflex (FPR), Moro Reflex, and Spinal Galant Reflex overcomes poor spacial awareness and self-regulation at school to self-advocate for rhythmic movements. In 6 weeks his BCBA, school based Occupational Therapist (OT), teacher, and mother all recognized significant improvement.
Submitted by Danielle Hicken, OTR/L
| Before | After |
|---|---|
| Challenges self-regulating | Advocating for himself to his teacher and BCBA to express when he needs calming movements or a hug |
| Challenges paying attention in class; often getting out of his seat to walk around | Attention in the classroom is improving |
| Poor spatial and body awareness; often accidentally running into classmates | Running into his peers less |
Client is an 8-year-old boy with Autism and ADHD diagnoses. His challenges include spatial awareness, body awareness, balance, impulse control, and attention in the classroom. He often runs into classmates accidentally, trips/falls, and gets out of his seat to walk around.
Client demonstrated active TLR (Tonic Labyrinthine Reflex), ATNR (Asymmetric Tonic Neck Reflex), FPR (Fear Paralysis Reflex), Moro (Moro Reflex), and Spinal Galant. I started with passive Rhythmic Movements [from the Brain and Sensory Foundations course] because I knew that starting here would indirectly establish a solid foundation for reflex integration as well directly integrate FPR and Moro. When we started with RM #1, the client immediately became stiff and developed a flushed face. These signs told me to stop (after approximately 5 seconds). We engaged in [movements] in supine, which he enjoys and which I knew would help him regulate. He was able to tolerate RM 2, 3, and 4 without discomfort. I asked mom to start completing RM 2, 3, and 4 at home – she came back the next week reporting that these caused him to fall asleep within 5 minutes. After a couple weeks, we slowly re-introduced RM 1 which resulted in decreased tension and facial flushing. I also used the Brain Tune up to help with focus in the classroom and consulted with his teacher to ensure correct implementation.
For 6 weeks, he came to weekly sessions, his teacher used the Brain Tune up [from the Brain and Sensory Foundations course] and his classroom BCBA was able to pull him out and perform rhythmic movements. Mom continued to complete the rhythmic movements at home before bed.
By the end of the 6 weeks, the client was advocating for himself to his teacher and BCBA, telling them when he needed exercises or a big hug! His teacher reported that his attention in the classroom was improving, and he was running into his peers less. His mom said I should use their example as encouragement for all families to be consistent with their exercises.
I learned that you’re never too young to learn to self-advocate, and that progress can happen quickly with consistency and carryover!
[Edited for length and clarity, emphasis added]