Primitive Reflex Integration Case Studies
Drooling and Fine Motor Issues Resolve with Reflex Integration
Huge changes in 8 weeks
This preschooler drooled and had attention, sensory, and motor deficits. See how his occupational therapist used rhythmic movements and reflex integration from the Brain and Sensory Foundations, First Level course to help him improve in many areas.
Submitted by Amber Kerfeld, Occupational Therapist
| Before | After |
|---|---|
| Attention issues | Better able to pay attention during and transition from group tasks; better able to follow directions and problem solve through challenging tasks |
| Sensory processing issues | Improved sensory processing |
| Drooled | No longer drooling |
| Fine motor skill delays impacting age-appropriate utensil use | Now able to use utensils during mealtimes appropriately |
| Difficulty in imitation and copying of intersecting at his age level | Able to imitate and copy intersecting lines without difficulty |
Timmy is a 4-year-old child who was seen for occupational therapy related to sensory processing difficulties. He was seen over a treatment period of 8 weeks. Timmy’s goals were related to addressing notable difficulties with oral awareness with frequent drooling, attention, and motor coordination impacting his play and self-care tasks. This patient was noted to have difficulty in imitation and copying of intersecting at his age level. During our initial sessions, I began with rhythmic movements [from the Brain and Sensory Foundations course] which his parents and childcare providers were able to carryover. Timmy requested and sought out this input throughout the day as needed. His parents and childcare providers reported that he was able to attend and transition better during group tasks. They additionally noted a slight reduction in his overall drooling.
We additionally incorporated strategies for integration of the ATNR [Asymmetric Tonic Neck Reflex] and palmar grasp reflexes. The ATNR reflex was chosen to address deficits in midline crossing and motor coordination. The palmar grasp reflex was addressed due to patient identified difficulties with drooling and fine motor skill delays impacting age-appropriate utensil use. Throughout treatment sessions, Timmy was noted to have continued improvements across sensory and motor skill delays identified during his initial evaluation. By our final session together, his parent reported that Timmy was no longer drooling and was able to use utensils during mealtimes appropriately. He was additionally observed in the clinic to imitate and copy intersecting lines without difficulty. I was impressed with the quick and meaningful changes that Timmy, his family, and childcare providers were able to have in the initial few sessions we had together. I was additionally able to see Timmy mature throughout sessions with his ability to follow directions and problem solve through challenging tasks. I recognized the importance as well of beginning with rhythmic movements and consistent carryover of this at home for providing a foundation to build upon higher level skills and challenging areas.
(Edited, emphasis added)
*Disclaimer: The activities in the Brain and Sensory Foundations curriculum make use of the natural processes of neuroplasticity and development that are innately wired in the design of human beings to promote maturity and function. These activities appear to calm, organize, and mature the neuro-sensory-motor systems just as we see in the healthy development of human infants. Individual results may vary, and we do not claim to offer a diagnosis or cure for any specific condition or disorder. The Brain and Sensory Foundations activities appear to improve overall functioning resulting in measurable improvements for a range of conditions as demonstrated in over 1800 case studies from participants.