Primitive Reflex Integration Case Studies
Reflex Integration Helps with Learning, Motor Planning, and More
Autistic boy gains confidence, improves posture and academic performance
This 12-year-old boy with autism presented with a variety of learning challenges and motor skills deficits, impacting schoolwork and daily tasks such as independently opening his locker. His low muscle tone resulted in slumped posture and frequently sliding out of chairs. His therapist started using neurodevelopmental movements from the Brain and Sensory Foundations course to integrate his reflexes, and in 3 months he had made great gains in core strength, academic performance, patience, confidence, and motor planning—including opening his locker on his own!
Submitted by Jenny Sbei, OTRL
| Before | After |
|---|---|
| Poor posture and Core strength (would slide out of chair, trouble holding head up) | Able to sustain 15 min at a time seated upright in his desk for 2 handed academic tasks/tolerates 5 min prone |
| Challenges paying attention in class, often calling out instead of raising his hand | Able to raise his hand and attend to class discussion, without interrupting |
| Struggled to express ideas on paper, poor motor planning, writing, and typing, not able to keep up with peers, unable to place his palms on the mat for down dog, used closed fist/knuckles or cupped hands | Weight bearing through palms on mat for down dog and improved typing speed and accuracy, able to type from near point for writing assignments, and getting his thoughts on paper |
Client LY is a 12-year-old boy. He is identified as a student with Autism, with a secondary disability of Hearing Impairment including Deafness, and tertiary disability of Speech or Language Impairment. LY wears a hearing aide in his right ear and uses an FM system. He also wears glasses to help him see far. He has unintegrated FPR, TLR, ATNR, STNR, Moro and Hand reflexes.
LY was seen for one 45 min session per week, total of 12 sessions. We worked on FPR [Fear Paralysis Reflex] and the RM [rhythmic movements from the Brain and Sensory Foundations course]. LY did not tolerate RM 1 or RM 3 at first, but did well with 2A, 2B, and 4. He was given a video to follow along with at home to complete his reflex integration exercises. At first, there was little to no follow through at home with the exercises. After 6 more OT sessions and a change in the exercise routine, he was able to do the exercises at home a few times. I sent more info home to help with follow through. Encouraged LY to focus on RM 1, 2A and B, and exercises for Moro reflex, TLR [Tonic Labyrinthine Reflex], and ATNR [Asymmetrical Tonic Neck Reflex]. Once they became easier for him and he was completing them fluidly, without complaint, and able to complete the activities in our OT sessions each week, then we added STNR [Symmetrical Tonic Neck Reflex] and Hand reflexes. At this point we began to address his fine motor and motor planning skills to support independent opening of his school locker. The RMs and reflex integration activities are the starting point and our warmup for every OT session. LY has very poor coordination, low muscle tone and poor core strength. He has lots of learning needs due to his sensory motor challenges and his immature brain. By following the movements we see his brain maturing, his confidence improving and his ability to complete tasks that require more than 1 step at a time. He is much more engaged in learning and no longer slides out of his chair. His posture has greatly improved.
Since starting the movements and exercises with LY, he has shown a lot of improvement and is now carrying his materials more efficiently and MS appropriately under his right arm instead of falling out of his crossed arms.
Student’s goal for the 5-Step Balance [from the Brain and Sensory Foundations course]: “I want to be able to open my locker without anybody’s help” This took us a series of sessions: 3 weekly and then on the 3rd week he was good enough to go practice on his locker, so we met 1st thing in the morning, again at lunch and then at the end of the day. And again the next day, then he had it.
Activities focused on Left and Right, and we color coded his locker with his combination in red for the #s to the right and blue for the #s to the left. At first LY would switch hands for left and right, then he began saying his actions out loud and this kept his focus on the task despite being in a busy hallway and distractions. As ATNR got easier for LY, so did his left and right knowledge and skills. He began doing his locker every day and even remembered his combination after returning from Thanksgiving break! Motor planning and proprioception have improved greatly. LY is enjoying school more and coming to OT independently.
I learned that the rhythmic and primitive reflex movements truly are the foundation for learning. As we completed the exercises and movements, LY was more available to learn and complete the fine motor and motor planning tasks. He naturally began sequencing and holding things in his memory that were not there before. The movements train the body and brain to work together. It is the pre-requisite to the function of learning. I am amazed to see how it benefits all of us, as I do the exercises with my students to help with modeling, it builds trust and relationships. LY has new confidence and is more willing to try things and succeed. He has more patience and resilience to work through things that are challenging. We have a long way to go, but the movements are a foundation for success and improving his abilities and availability to learn.
(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.