Program of rhythmic movements and primitive reflex integration improves proprioception, impulse control, and attention in the classroom.
This 8-year-old boy had poor body-spatial awareness, often tripping or accidentally running into people, and challenges paying attention. His OT provided rhythmic movements and reflex integration from the Brain and Sensory Foundations course, and in 6 weeks saw improvements in all areas. He also started self-advocating and letting adults know when he needed regulation support!
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 Tonic Labyrinthine Reflex, Asymmetric Tonic Neck Reflex, Fear Paralysis Reflex, Moro, 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 as help with integrating 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, emphasis added)