using interactive metronome® in schools
Post on 06-May-2015
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By: Mary Jones, OTR/LSensational Kids LLC
Bradenton, FL
Using Interactive Metronome in Schools
Which School Environment?
Public - traditional An educational institution funded with tax
revenue and administered by local government or government agency.
Public - Charter Elementary or high schools that receive public
money but have been freed from some of the rules, regulations and statutes that apply to other public schools in exchange for some kind of accountability for producing certain results, which are set forth in each schools charter. No tuition fees are rendered due.
Which School Environment?
Private• Not administered by local, state or
national governments. • Funded by student tuition and
sometimes private donation.
Home Based• The education of children at
home, usually by parents or tutors , as an alternative to a traditional school setting.
What Age?
Pre-school (age 3-5 years) Elementary (kindergarten
to 5th or 6th grade) Middle (also known as
intermediate or junior high school – 6th or 7th grade to 8th or 9th grade)
High (also called secondary school – 9th to 12th grade)
Groups?...What Size
Group – small: 2-4; Large: 6-8; Class: 18-24 Individual - Direct Single IM station Multiple IM stations Multiple Triggers
What Space?
Classroom – assigned Classroom - generic Designated treatment
space Indoors Outdoors Large Small
Which Provider?
• Therapy: OT – PT – SLP• Faculty• Resource• Educators • Tutors• Parents
Marketing to Schools….What do you say?
1. What is Interactive Metronome?2. Why is timing important?3. How does IM help children?4. The neurological influence of IM5. The academic relevance of IM6. The athletic relevance of IM
1) What is Interactive Metronome?
A computerized brain training programAdministered by certified licensed
professionalsAddresses a child’s mental/interval timing
2) Why is timing important?
Improved timing and rhythm perception translates into significant improvements in developmental progress, academic achievement and sports performance.
3) How does IM help children?
All daily activities involve timing and rhythm:- Listening - Daily Routines - Play - Movement- Reading - Writing - Math - Sports - Attention
There is a strong connection between rhythmic ability and skilled motor acquisition.
IM training involves reducing timing error during a child’s interaction with a synchronized metronome beat
4) Neurological influence of IM
Brain plasticity Hemispheric interaction Inter-hemispheric coupling
(bimanual coordination) Inhibitory/excitatory
facilitation Association Motor planning Attention Sensory feedback
5) The Academic Relevance of IM
Pathways Center Pilot Study Jacokes (2004)
Use of IM in Benton Public Schools Pilot study by Debra Law, OT;
Patricia Snowden, SLP; Aamie Mason, SLP
Improvement in Interval Time Tracking and Effects of Reading Achievement
Taub, McGrew & Keith (2007)
Pathways Center Pilot StudyJacokes (2004)
13 subjects
Pre/post assessments included:1. CLEF-3: Clinical Evaluation of Language Fundamentals, Third
Edition2. Bruininks-Oseretsky Test of Motor Proficiency3. Sensory Profile – Care Giver Questionnaire4. Interactive Metronome Parent Questionnaire5. Self Perception Survey6. Handwriting Evaluation Tool7. The Listening Test8. Draw A Person
Pathways Center Pilot StudyJacokes (2004)
Improvements noted in: Balance & bilateral coordination Sensory processing (10 subscales of Sensory Profile) Handwriting (legibility, copying speed, simple dictation) Auditory processing (concept formation, reasoning) Attention/concentration (parent report)
All improvements were maintained at 3 months, with further improvements 6 months post-IM treatment
Applied Intelligence• Problem Solving & Critical Thinking Skills• Ability to Retain & Apply Learning
Developmental• Fine Motor Skills• Gross Motor Skills• Communication Skills• Adaptive Behavior• Independence• Hearing/Vision• Sensory Awareness &• Tolerance
Classroom Behavior• Self Control• Attend Over Time• Work Independently• Organizational Skills• Attention to Detail• Willingness to Work
Perceptual Processing• Ability to Interpret & Analyze Information
Psychological/Social Skills• Self Management• Self Esteem/Self Concept• Responsibility• Integrity
The Use of IM in the Benton Public SchoolsPilot study by Debra Law, OT; Patricia Snowden, SLP;
Aamie Mason, SLP
BASC-2 Teacher Rating Scales Report Area
Number of students scoring Clinically Significant Pre/post
Number of students scoring At Risk Pre/post
Number of students scoring Typical Pre/post
Hyperactivity 2/0 1/1 5/7 Aggression 1/0 1/0 6/8 Conduct Problems
1/0 1/0 6/8
Externalizing problems
1/0 0/0 7/8
Anxiety 0/1 2/1 6/6 Depression 0/0 4/0 4/8 Somatization 2/0 3/0 3/8 Internalizing Problems
1/0 3/0 4/8
Attention problems
3/1 2/2 3/5
Learning Problems
2/0 3/4 3/4
School Problems
2/0 2/2 4/6
Atypicality 1/1 2/1 5/6 Withdrawal 2/1 2/0 4/7
The Use of IM in the Benton Public SchoolsPilot study by Debra Law, OT; Patricia Snowden, SLP;
Aamie Mason, SLPBASC-2 SCORES
Improvement in Interval Time Tracking and Effects of Reading Achievement
Taub, McGrew & Keith (2007)
86 children grades 1 – 4 IM training accounted for
18-20% growth in reading fluency
Significant impact on critical early reading skills Phonics Phonological awareness Rapid automatized naming
(reading fluency)
Published in Psychology in the Schools
6) Athletic relevance
Performance Training of St. Thomas Aquinas High School Student-AthletesJackokes (2003)
Motor Study: Journal of General PsychologyLibkuman & Otani (2002)
6) Athletic Relevance St. Thomas Aquinas High School Student-Athletes
Jacokes (2003)
29 student-athletesIM training in groups of 15-17 over 15 daysPre/Post Measures:
Team timing (IM Short Form Test scores) Team focus (IM IAR Scores) Team mental processing (WJ III Reading & Math
Fluency) Team execution (survey)
6) Athletic Relevance St. Thomas Aquinas High School Student-Athletes
Jacokes (2003)
Results: Team timing
increased from 55th to 99th percentile decrease from 46ms to 15 ms
Team focus 90% increase in IAR on Short Form Test
Team mental processing Reading fluency increased 2.03 years Math fluency increased .99 years
6) Athletic Relevance St. Thomas Aquinas High School Student-Athletes
Jacokes (2003)
Team execution survey results: Improved Team Focus by 45% Increased Overall Team Synchronization/Timing
by 62% Raised Overall Team Execution by 56% Decreased Offensive Miscues by 50%
6) Athletic Relevance St. Thomas Aquinas High School Student-Athletes
Jacokes (2003)
Student-athlete comments post-IM training: “I am in the right place at the right time.” “I feel I get less mentally tired at practice since we started training.” “I tend to have a better time of zoning out all that is around me
aside from the task at hand.” “I can adjust to a defense better, especially reading the blitz and calling audibles.” “My ability on defense to read routes and offensive formations and
react to plays has improved greatly.” “My reading concentration has improved and I now read much
faster.” “I feel my body is more in sync with my mind and it reacts better
than prior to IM training.”
6) Athletic RelevanceMotor Study
The Journal of General Psychology
Comparison of IM- trained golfers to a control group
Pre/post tested on computerized driving range
Significant improvements in golf shot accuracy
20% Overall Gain in Shot Accuracy 35% Increase for advanced golfers who had consistent swing mechanics
6) Athletic RelevanceMotor Study
The Journal of General Psychology
Research Considerations where to start…
Go to www.interactivemetronome.com Open “Research” tab Follow listings for :
- Published and completed scientific papers - Papers in the process of publication - Ongoing Research - Efficacy of timing and rhythm interventions - Temporal Processing and Gait - Research Packets.
Temporal Research Resources are available in the following areas:-* ADHD * Executive Functions*Attention * Intelligence* Auditory Processing * Memory/working memory*Autism * Mental Timing Theory*Brain Injury * Motor Skills* Dyslexia * Music* Processing Speed * Reading* Speech
How to fit IM into the school curriculum
Individual or small-to-medium group sessions during non-academic periods (i.e., break/lunch periods).
Individual or small-to-medium groups in designated therapy space during periods assigned by teaching staff.
Individual interventions during homeroom based activities
Before or after-school, onsite scheduling for individual or group sessions
Laptop set up most flexible with use of mobile storage i.e. bag/cart
Monetary considerations
Grant funds available Fees for services Curriculum budget School contracting for
services
Dealing with Distractions
Analyze your environment Visual Auditory Spatial Temperature Smell
Modify with: Partitions Positioning Creative scheduling Creative themes Activity incentives
Managing attentional challenges
Learning differences SPD Spectrum ADHD/ADD/NDD
Strategies Motivation Size of room Pacing of sessions Allow for more repetition Allow for more concrete presentation of session material Calming strategies pre-during-post IM
Keeping a student engaged
Useful tools to help modify IM activities: Velcro Multiple Triggers Specialized Triggers Colored Tape Weighted tape Fidget items ‘Quick fix’ items Reinforcement items Age-appropriate toys and games
Group considerations
Rhythm group with passive metronome Obstacle course with IM component Multiple triggers – turn taking/social
skills/game playing/speech and cognitive overlay. Speakers over headphones
Session content and duration
Content discipline considerations age considerations modifications
Duration the more repetitions and
engagement, the better the results….
however, a little can go a long way…
Determining treatment goals and reviewing progress – collaboration with
professionals and parents. Treatment goals: Functionally and academically based Discipline specific Progress based on gains as measured by standardized tests
DeGangi - Berk Test of Sensory Integration Bruininks - Oseretsky Test of Motor Proficiency (BOT2) Woodcock Johnson III Academic Benchmark test scores Minnesota Handwriting Test Beery Visual Motor Integration Testing (VMI) Sensory Integration and Praxis Test (SIPT) or parts of. ADHD Monitory System (Rabiner, D. Phd) Gray Silent Reading Test Stanford Reading Test Developmental test of Visual Perception (DTVP) Connor’s Behavior Rating Scale
Determining treatment goals and reviewing progress – collaboration with
professionals and parents. IM software and documentations
Specific scoring and performance checklists
Functional performance gainsFunctional rating scalesHighlight specific problem areasReview the course of neuro-plasticity….prepare staff and families for potential clinical/academic down turn or ‘funk’ period before leveling out.
Academic gainsClassroom performanceAbility to complete homework assignments
Determining treatment goals and reviewing progress – collaboration with
professionals and parents. Formal and informal reporting from staff and family
Use of checklists and verbal reporting
Written and aural samplesCollect before, during and after.
Photographic and video samples Use for data collection, education and as a reward system
Collaboration…education-education-education!
Availability – whenever you set out to influence the development of a child’s central nervous system, have a communication system set up for staff and families
Any Questions?
Now that you’re thinking outside of the box…
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