Primitive Reflex Integration Case Studies

Rhythmic movements and reflex integration lead to improvements in behavior, balance, motor skills, and regulation

This mother used the neurodevelopmental movements from the Brain and Sensory Foundations course to help her son who has Down Syndrome and ASD. After just three months he was calmer, better able to navigate stairs, participated more at home and in school, and had the stamina to go on walks with his family without a stroller.

Submitted by Magdalena Wesolowska, Special Education Needs Tutor

Matty is my son, he is 8-years-old and attends a specially resourced provision (SRP) within a mainstream primary school. Matty has multiple diagnoses, including Autism Spectrum Disorder (ASD), Down Syndrome, Sensory Processing Differences, Hypotonia, Hypermobile joints, fluctuating hearing loss, and long-sightedness. He is minimally verbal, using single words to express basic needs and wants. He is not yet toilet trained and is still in nappies. He can follow simple one-keyword instructions when motivated and regulated.

He stims frequently through humming and bouncing, often appears dysregulated, and becomes easily overwhelmed, especially in busy or noisy environments. He struggles with fatigue, sensory overload, and transitions, leading to meltdowns. Matty does not yet match pictures or engage well in structured tasks, and he often says “no” to everything. He has limited tolerance for others in his space, and he shows strong preferences for familiar routines and quiet areas.

When we started the Brain and Sensory Foundations programme, I knew that Matty would not tolerate much active engagement, so we began with passive Rhythmic Movements. These were well tolerated and became part of our morning routine while getting ready for school. Matty especially enjoyed movements 1 and 2, even while lying down or half-asleep.

I chose Rhythmic Movements because Mattty was in a state of high dysregulation, and I felt he needed calming, predictable input without demand. They were a gentle, non-threatening way to support his system and build trust. I then added Fear Paralysis Reflex due to his tendency to withdraw from touch, struggle with transitions, and show signs of being overwhelmed by sensory input. I attempted Moro reflex integration, believing it would support emotional regulation and decrease his startle and defensive behaviours, but I had to pause this because it proved too overwhelming. Currently, we’re also focusing on hand and foot reflex integration, as Matty has persistent grasp reflexes, difficulty with balance, immature gait, and fine motor and self-care delays.

From the start, I made adjustments based on Matty’s responses. He was more receptive in the mornings, so we scheduled sessions then. In the afternoons, he is more dysregulated and fatigued, particularly after school or in hot weather, when he tends to stim more and avoid engagement. I noticed that forcing activities when he was tired or overwhelmed only led to increased resistance, so I learned to prioritise regulation and readiness. When he showed interest in attempting Movement 4 on his own, I allowed space for that instead of directing the session too strictly. I paused Moro integration due to signs of overwhelm and returned to calming movements like Fear Paralysis and passive rhythmic input.

We practiced consistently for about three months, doing sessions almost daily for around five minutes in the morning. I also intend to begin exploring additional sensory supports—such as deep pressure tools or a swing—to complement the reflex work and further support regulation.

Despite the challenges, there have been many positive changes both at school and at home since we began [the Brain and Sensory Foundations course].

The changes noticed in Matty were gradual but meaningful. Within the first few weeks I observed he was calmer, more tolerant of being around us, and spent more time in shared spaces before retreating to his room. His walking improved, and we were finally able to stop using the buggy. He showed better receptive language understanding, often following instructions the first time, even without visual cues or when not facing us. His general health also improved, with fewer sick days and better sleep.

At school, staff reported noticeable gains. He was more regulated, better able to tolerate peers, and engaged more actively in learning:

School Observations & Gains:

• Can safely navigate stairs using handrails and support.
• Regular use of visual supports like Now and Next boards and PECS (secure at Stage 1, beginning Stage 2).
• Independently requesting items (e.g., "outside", "Elmo", "PE") and participating more in group sessions like Bucket Time and Sensory Stories.
• With support, he allows turn-taking with peers.
• Beginning to vocalise more words and match shapes and animals with minimal prompting.
• Demonstrating early understanding of maths concepts (“big”, “small”, etc.) and improved colour recognition.
• More confident participation in PE and running games.

At home, he continues to show:

• Greater engagement in family life.
• Improved balance and stamina for walking.
• Increased use of a fork with prompting.
• Beginning to cross midline in reaching.
• More consistent and calmer behaviour during daily routines.

Matty still avoids tummy or crawling positions, but shows growing tolerance for variation in movement. He continues to need support, prompting, and visuals to stay engaged, but his participation is more consistent and purposeful.

This experience taught me to slow down and listen to the cues of the nervous system. I’ve learned that passive input can be powerful, and that regulation and connection must come before skill-building. The shifts I observed from just a few minutes of daily movement were profound—not just in Matty’s behaviour but in how others interacted with him and in how he engaged with his world. I realised that Matty responds best when the environment is calm, sessions are short, and when he is respected as a partner in the process.

I’ve also seen the power of consistency over perfection—even though we didn’t do every movement every day, the cumulative effect has been one of progress, resilience, and increasing independence. The Brain and Sensory Foundations programme has given me a set of tools that feel aligned with Matty’s needs and that support the kind of foundational development he wasn’t accessing through traditional therapy alone.

(Edited, emphasis added)