IM is like 'brain' exercise - it's good for everyone

This media clip shows the wide range of individuals that benefit from IM training. IM impacts the brain at a foundational level, the processing of time and space. This is the reason IM is helpful for so many different populations and in so many different ways. It's like building a house on solid ground, if the foundation is shaky, you'll see the cracks in the house somewhere, but the location may vary. If you solidify the foundation, you can not only then repair the cracks but prevent others from forming.

Emma's Story - IM and the Very Young Child

Last year at our IM conference we were able to watch some video of an AMAZING story of a little 18 month old girl who was the first infant documented to receive IM training. Her gains were absolutely phenomenal. I was recently visiting with a mom about the gains I've seen with preschoolers - wonderful gains - and Emma's story came up. I thought I would link to it. Even if you don't have an infant needing IM, it's a great story of success. A baby, never thought to be able to even sit up by herself or functionally talk, now is in preschool walking with a walker and working on gaining language skills every day.

Occasionally I have parents that note changes immediately - after just one IM session. It seems so bizarre, but I hear comments enough that I know they are happening. Emma laughed for the first time after her first IM session. When listening to this mom speak, it seemed as if almost every session brought on a new behavior.

A word of caution: When I share such things, parents sometimes get the idea they will see gains in one day. That's the exception, not the rule, but when it happens, it's so exciting!

To read Emma's story , click the blue link, then on the Most Recent Posts link, then the search button. On the 10th question down on this page you can read the story (You'll see "18 month old" at then end of the title). I expect it won't be located there long as it's a 'recent post'. I was hoping I could link right to the story but no such luck.

Gifted Children with Aspergers

I just found this article tonight, and it's loaded with information! Did you know Amadeus Mozart, Dan Ackroyd, Albert Einstien and Bill Gates probably all fell into this category? "Gifted with Aspergers" is a personality type that we as a society need. Neuro-typical people often are not as dedicated to a special interest to make the huge gains in science and technology that this personality type tends to make. AS individuals often have quite full lives, including finding people who value their strengths and help them through their idiosyncrasies.
I see many children that I think have some characteristics of gifted with Aspergers. Sometimes we call them 'geeks' - very smart but slightly quirky. These children may not have enough characteristics to be truly "Aspergers" but we can learn a lot about them by understanding Asperger characteristics.

Retained Infant Reflexes

I've been reading for a couple of years now about retained infant reflexes. I want to collect and post some related information on this site.

During my practice I've noticed some very identifiable patterns related to retained infant reflexes. Some children come into IM with a desire to make 'backward' circles, clapping in a downward motion rather than the upward motion of the task. When I test for Assymetrical Tonic Neck Reflex (ATNR), just about every child with this tendency will show some level of the ATNR infant reflex. I'll look for some information online about the ATNR soon. If you are the parent of a child I'm working with you'll find these two books on my shelf. Feel free to read them while you wait. They specifically talk about retained reflexes.



Ready Body Learning Mind Book








Here is a little information about the STNR, another reflex. I'll add more as I find more.

Interative Metronome Research Links

Here are a number of links to supporting research. The list was compiled by the National Interactive Metronome Headquarters.

The Brain is a Time Machine

"The brain is a 'time machine.'" An article by Buhusi and Meck discusses timing in the brain. One of my favorite articles, I discovered it a few years back and just ran into it again. A must read!

What parts of the brain do we use when we attend?

When speaking at the University of California's MIND Institute, Distinguished Lecturer Dr. Catherine Fassbender identified specific areas of the brain used when attending. I have developed 3 corresponding tasks that can be done during IM and have begun using them experimentally with some of my students enrolled in their second session. If, after viewing her presentation, you are interested in your child doing these particular tasks with me, let's talk. I am still in the experimental stage of using these, but I think they should be good.

FAQ: Should I give my child her meds when she comes in for assessment?

There is definitely a difference in mental processing when a child takes or does not take medication. Children gain faster in IM when they take their medication.  Even the effects of over-the-counter cold medications can often be seen in scores during IM. It is also important that pre-testing and post-testing occur in the same state of mind. For these reasons, I recommend children go through IM training on their prescribed medication. Parents may then experiment towards the end of training with your doctors permission to find the new, correct dosage.

Early and mid IM training, I can usually notice when a child has forgotten to take their meds on their very first task of the day. They perform about 10 - 30% worse typically. At the end of IM, if the child has reached the elite range of timing, solidly, sometimes then, I can no longer tell if a child has forgotten his/her meds. Their numbers do not seem to impacted by the medication any longer. They can maintain focus with out the medication now, some, not all.

Maybe half of my students reduce or get off meds eventually with IM training. Others do not, or need more sessions to get to that point. Some parents see enough gain that the child can function off medication well enough, though meds are still somewhat helpful. I can’t tell you how IM will effect your child's need for meds. Every child is unique and different. My own son, after 7 years of using various attention medications has not needed any medication since he went through IM in 2003.  To be truthful, we were aftraid to not use them at first and tried to maintain them the first 6 months post IM. We experimented and used them some, like on test days, but ended up deciding he didn't need meds any more. Please discuss medication change with your prescribing doctor.