Grigg, T. M., Culpan, I. G., & Fox-Turnbull, W. H. (2018). Retained Primitive Reflexes: The influences of Rhythmic Movement Training (RMT) in the classroom – preliminary results from one student. Presented at the 2018 Clute International Conference on Education, Washington DC (ICE). Hilton Crystal City, 2399 Jefferson Davis Highway, Arlington, VA, USA.
Permanent Research Commons link: https://hdl.handle.net/10289/12346
This research investigates the influences of Rhythmic Movement Training (RMT) on student achievement and behavioural outcomes, with teacher and parent perspectives included in the analysis. The individualised movement programme comprises passive, active and isometric exercises and is designed to integrate retained primitive reflexes within the brain. There is anecdotal evidence that RMT can make significant differences for children both academically and behaviourally. The research presented in this paper describes the mixed methods study that was completed and details the preliminary results of one child from the group of participants. Orla was 6.5 years old at the beginning of the study and had been identified as having learning challenges. Her progress after RMT was introduced was commented on by her teacher and the specialist teachers who worked with her. The quasi-experimental nature of classroom-based research means that it is not clear exactly how the changes in her progress were made, as there were other interventions taking place at the same time. However, it has been noted that there was an increase in the rate of change once she started the exercises.
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