# Primitive Reflex Integration Case Studies

##  Reflex Integration Helps with Sensory Sensitivity and Compulsive Chewing

   September 29, 2026

## 6-year-old shows improvements in many areas after receiving neurodevelopmental movements

This young boy with ADHD symptoms regularly chewed through his shirts, and he could not handle the sensation of lotion on his hands. He did not play with peers except for his cousin, exhibited meltdowns, and required supplemental reading support at school. When his mother provided neurodevelopmental movements from the Brain and Sensory Foundations course, he made great changes in all these areas.

Submitted by KM, parent

![A group of children playing with bubbles. Text: Family members say changes are "night and day"](https://moveplaythrive.com/images/2023_Case_Studies/CS_KaMi_ANON4.webp)

 | Before | After |
|---|---|
| Often spent recess talking with teachers instead of playing with peers | Now plays with a group of boys at recess and has hosted playdates at home |
| No interest in sports | Sometimes joins his dad and older brother in playing basketball at home, and has asked to play basketball in the local rec league |
| Received supplemental reading support | No longer requires extra reading support; reading is now at grade level and he has moved on to the advanced level spelling list |
| Would routinely chew through the necklines of his t-shirts | Has stopped chewing on his shirts |
| Could not stand the feel of lotion on his hands, to the point that his mom would wait until he was asleep to lotion his dry hands. If he awoke during this, he would scream until the lotion was removed. | Now willingly and proactively lotions his own hands |
| Complained about wearing pants | Now wears athletic pants and, on Sundays, he voluntarily wears khaki pants, a belt, and polo or button-up shirt |

My middle son was 6 years old when we started the movements. I worked with him for 7 months and I estimate that we have done 80+ sessions. Though never officially diagnosed, he exhibits behaviors consistent with sensory processing disorder and ADHD. He was examined in 2024 by a chiropractor specializing in functional neurology and found to have weaknesses with rhythm, mirroring, fine motor skills, balance, muscle tone, and core strength. He completed 6 months of work with this specialist until we could no longer afford the sessions. We did see improvements in his motor skills and even emotional regulation through the exercises, so I decided to pursue this course to continue to work on his development in a more financially affordable way for our family. Though he is very outgoing, he preferred to relate to adults before starting this course, having no playmates his age that he wanted to play with besides his cousin. His muscle tone and coordination are weak. Prior to starting the course he constantly had something in his mouth and would chew through his t-shirt necklines. He could shred a neckline in one day!

I chose to start with the rhythmic movement foundation, following the Flow Chart \[from the [Brain and Sensory Foundations course](https://moveplaythrive.com/courses/primitive-reflex-integration-first-level "Online Rhythmic Movement Training")\]. I did rhythmic movement #1 and #3 first for several weeks before adding movements #2 and #4 as well. He really enjoyed movements #1 and #3 and would ask for these before bed. After several months of doing movements 3-5 times per week, I increased the amount of time we did each movement, but I noticed this agitated him and he began to despise the movements. I felt I was following the Flow Chart, so I was discouraged by the lack of progress. I learned through a Q&A \[with Sonia Story, M.S.\] about some other movements that are better for individuals who are sensitive. I tried these with my son and he did much better with these two new movements and could quickly transition to doing them on his own! I also learned through a Q&A that rather than following numeral order, I could let him choose which movements to do first. This tactic resulted in us doing movements #3 and #4 first—and I discovered that he could briefly do these movements actively! It still did not seem like we were making progress with developing an enjoyable rhythmic movement foundation, so I re-read the Go Slow Guidelines \[from the [Brain and Sensory Foundations course](https://moveplaythrive.com/courses/primitive-reflex-integration-first-level "Help for emotional regulation")\] and realized I should switch to only doing movements while he slept. I stopped this, however, after he commented several mornings that he felt dizzy and was having headaches during the night. I have since stopped trying to work on any rhythmic movement that moves his head and returned to doing movements during the day in the rare times when he’s cooperative and motivated.

Despite the challenges with establishing a pleasant or relaxing rhythmic movement foundation, I did start integrating some reflexes. I did this because the course mentioned early on that the movements help with reflex integration and, conversely, reflex integration helps with mastering the movements. I decided that this son is an individual who will benefit from some reflex integration before mastering rhythmic movements. I suspect that he needs integration of all reflexes, but chose to focus first on the Plantar/Babinski and Moro reflexes.

Addressing his Moro and FPR \[Fear Paralysis Reflex\] would have been my first choices, but I heard several times in the \[Brain and Sensory Foundations\] course that individuals may not respond best to integrating FPR and Moro first. Thus, I chose feet reflexes first because the course mentioned that these can be good to start with as their integration helps to reduce sensory discomfort, making many individuals better prepared to move on to other reflexes. I picked the playful activities from the course as this son is young and not motivated or patient enough for isometrics.

I did FPR with him for one session. He seemed indifferent; I couldn’t notice whether the activity relaxed or irritated him. Therefore, I decided to focus on Moro instead of FPR as the long-term effects of his unintegrated Moro reflex (emotional outbursts, distractibility, poor stamina and core strength, hypersensitivities) seem more pressing and dysregulating to family life. I tried to pick one of two Moro stimulations each time we worked on this reflex to stimulate two different senses, then did one of the playful integration options. These integration activities are more kid-friendly; the names themselves help my son to remember the movements and they appeal to his playful imagination. We have worked on these for a handful of sessions but he still cannot do it on his own smoothly with controlled movements.

He worked on his Spinal Galant reflex several sessions simply because he saw his big brother doing the activities \[from the [Brain and Sensory Foundations course](https://moveplaythrive.com/courses/primitive-reflex-integration-first-level "Help for Spinal Galant")\] and found them hilarious. He eagerly wanted to join in on the fun. I want him to think the movement sessions are fun and he adores his older brother, so I included him. When I design a session for him specifically, I do not yet include Spinal Galant. I plan to enroll in the [Second Level course](https://moveplaythrive.com/courses/primitive-reflex-integration-second-level "Online Primitive Reflex Integration Training") to learn movements that may be better suited to help this son integrate more of his reflexes and reduce sensitivities to head movements.

In working with my middle son I learned that the process of establishing a strong foundation with rhythmic movements and then systematically integrating reflexes is not straightforward. It may seem that there are two steps forward and then three steps back. Various factors can cause backsliding in progress (illness, injury, stress, food sensitivities, etc). I learned that paying close attention to how an individual is responding to a movement or activity is very important and changes need to be made accordingly. To push through can cause great discomfort, increased dysregulation, and slowed progress. **I also learned that I need to communicate this importance as some sessions my son expressed discomfort but stubbornly wanted to continue with the activity. I also learned that although he did not seem to be making progress with the program as I had hoped or expected, his brain and body were and are changing. I am excited to share with you some of the changes that we have noticed!**

**We have seen changes in my middle son’s sensory sensitivities, academic performance, athletic desires, social skills, and attitude.** Even during the times of setbacks when he regressed in his enjoyment of the rhythmic movements, I see that changes were still happening. **My mother-in-law told me this month that the changes she sees are “night and day.”** One significant area of improvement is with sensory sensitivities. Before starting the program I had to lotion his dry hands while he slept. If he caught me and woke up, he would scream in sensory overload until I removed the lotion. **He now willingly and proactively lotions his own hands.** He still does not love to have his nails cut, but he tolerates it a little better than before. He also does not complain about wearing pants like he did last winter. He still prefers athletic pants, but he puts them on without massive protests and **on Sundays he voluntarily wears khaki pants, a belt, and polo or button-up shirt.** He very much cares about appearances, but in the past his sensory sensitivities made wearing dressier clothing anathema. ***This winter we realized that he has stopped chewing on his shirts.*** He previously had “around the house” shirts which were chewed through and “school” shirts which were not…yet. Just this month I threw away his stash of chewed shirts because I no longer fear he will ruin his nice shirts.

**He has made significant academic changes.** In kindergarten he received supplemental reading support. We were shocked during parent-teacher conferences this fall to learn that in first grade he does not need this extra support. His teacher reports he is right on grade level with his reading and he has even been moved on to the advanced level spelling list, which he is mastering each week!

He has also grown socially. In kindergarten he often talked to the teachers at recess instead of playing with his peers. **This year he has a group of boys that he plays with and has even eagerly hosted a couple of friends for playdates at our house.** He never had any interest in sports, but this year he asked to play basketball in the local rec league like his older brother and he sometimes joins his dad and older brother in playing basketball at home. **Since beginning Moro integration with him, he has become noticeably more light-hearted.** He laughs more often, makes jokes, and seems relaxed and care-free. I look forward to continuing to work through Level 2 with him and see him blossom.

(Edited, emphasis added)

- [ Reading ](https://moveplaythrive.com/case-studies-conditions/reading)
- [ Social-Emotional Regulation ](https://moveplaythrive.com/case-studies-conditions/social-emotional-regulation)
- [ From Parents: ](https://moveplaythrive.com/component/tags/tag/case-studies-from-parents)
- [ Sensory Processing ](https://moveplaythrive.com/case-studies-conditions/sensory-processing)
- [ ADHD & ADD ](https://moveplaythrive.com/case-studies-conditions/adhd-and-add)
- [ Learning Challenges ](https://moveplaythrive.com/case-studies-conditions/learning-challenges)
- [ Oral-Motor Seeking & Biting ](https://moveplaythrive.com/case-studies-conditions/oral-motor-seeking-biting)