Showing posts with label Interactive Metronome. Show all posts
Showing posts with label Interactive Metronome. Show all posts
Saturday, March 19, 2011
IM Parents must watch video.
This is what IM is all about - changing and building neuronal networks with in the entire brain and particularly in the cerebellum. This 12 minutes is worth your time. You may appreciate the scientific nature of the video but mostly it will change the firing of neuronal networks with in your own brain so you can understand IM more thoroughly. Please watch.
Tuesday, August 24, 2010
Brain Balance
Dr. Melillo has recently published an excellent book called Disconnected Kids. His website has a couple of wonderful videos on the right side of his website. I strongly encourage parents to make an effort to watch the second one, Dr. Melillo on Everyday with Marcus and Lisa. Dr. Melillo covers key aspects of brain imbalance on this video. As you watch the first video, KCAL9 Features Brain Balance, you will notice that part of the brain balance program seems to implement Interactive Metronome. At IM Focused, brain balance has for years been a focus of IM training in addition to connecting various pathways and improving the timing and synchrony of the neuronal activity in each pathway.
Monday, August 17, 2009
Can We Fine Tune Our Brain Clocks?
Dr. McGrew has a particularly infomative post about timing, a good overview of all research he's collected. Check it out. This image of timing in the brain I particularly like too. If you could draw a picture of what I believe IM can do in the brain, that is, line up those hills and valleys in our brains electrical signaing during sensory processing so as to 'calm' the storm or organize the brain, this might be what it looks like. Read his post. Great information.
Saturday, July 25, 2009
IM Media Coverage
A Neuropsychologist talks about IM for children and adults.
IM at Notre Dame
IM and Stuttering:
IM and Learning Disabilities:
IM and ADHD
A Web MD video link
IM and the younger child - 6 yr old. Also 16 yr old. IM and Motor control.
IM and APD
IM and College Law Student
Thursday, April 30, 2009
Working the Subconcious in IM - IM is a cerebellar exercise
What if you relied more heavily on a region of the brain responsible for conscious, effortful movement while typically developing students utilized a region of the brain important for automating motor tasks?
Tuesday, December 30, 2008
Wednesday, November 19, 2008
Mind and Body Connection
"I was learning the new discoveries of brain development, the very foundations of intelligence. I had... mistakenly believed that the body was somehow inferior to the mind. Using Greenspan's developmental approach, I quickly understood that the brain depends on the body for its breadth of knowledge. By moving through space, we integrate with the world. Movement stimulates brain function. Time and again, Arlene (her son's OT) went straight to the body and its movements to help stimulate the nerve impulses that build mental pathways." This passage from Patricia Stacey's book, the boy who loved windows, describes very well the concept that by impacting the body through IM, you are also impacting the mind. She refers to Dr. Stanley Greenspan's floortime intervention that she used for her son's sensory integration issues. Dr. Stanley Greenspan wrote an article about Rhythm and Timing in the Early Childhood Today magazine a few years ago and discussed what was then some new Interactive Metronome research. Check it out.
Here's a quote from Dr. Greenspan about IM. "The Interactive Metronome provides a long needed and important educational and learning approach to improve a number of critical foundations in the learning process."
Stanley L. Greenspan, MD
leading child psychiatrist
"If you want to improve one system, go in through another," he (Greenspan) said, "If you want Walker (Patricia Stacey's little boy) to learn a word, you must use the body to teach it." "Remember" he said, "it's by moving that we come to understand space. You understand concepts by looking and doing at the same time, not by reading." pg. 214 of the boy who loved windows
Here's a quote from Dr. Greenspan about IM. "The Interactive Metronome provides a long needed and important educational and learning approach to improve a number of critical foundations in the learning process."
Stanley L. Greenspan, MD
leading child psychiatrist
"If you want to improve one system, go in through another," he (Greenspan) said, "If you want Walker (Patricia Stacey's little boy) to learn a word, you must use the body to teach it." "Remember" he said, "it's by moving that we come to understand space. You understand concepts by looking and doing at the same time, not by reading." pg. 214 of the boy who loved windows
Saturday, August 23, 2008
Another IM Blogger
You may be interested in what another IM provider is blogging about. Check it out here.
OT, Self Regulation and Autism
OT, Self Regulation and Autism
Friday, July 18, 2008
Description of IM Formats Used
In the Data Spread Sheets located in the right column of this blog, you will find several published mega data sheets of gains for real IM clients that have attended IM Focused. I need to explain some of the information given in these sheets. Basically you can see the age, sex and diagnosis of the client. Look for children similar to your child's situation and then read about what gains these students saw through IM Training. Comments are from parents, students, or myself. Some have been shortened to fit into the space better. In the 'Format' sections, I mark the type of training the child went through -Sync/ Basic/ CC / Visual / or Advanced usually, sometimes it's a mix of two formats. These are general discriptions of each format used.
1. Sync -(For child beginnig in poor timing range) Synchronization mode is for students who average over 100 ms away from the beat and the younger child. It requires hand over hand direction to help the student find the beat and is usually done one on one. In group modes, the parents sometimes can aid in sync training. For the population that I see, students are usually only in sync for one to 5 days. Five year olds or younger are usually in sync most of the first 15 sessions, though by the end even these younger students often have some level of independence. Many only complete the first 6 basic IM tasks, as well as some specific sync tasks that are more age appropriate.
2. Basic IM-(for child beginning in below ave to above average timing range.) Basic training is used in most all IM research and includes the 13 traditional tasks that all IM providers learn and can discuss easily. I will usually show these tasks on my videos as I post them.
3. Core Conditioning -(After basic training goals are met and child is in above average to superior timing range) This format includes a lot of crossing mid line, balance tasks, trunk rotation, and bilateral integration. The goal is to help the two hemispheres of the brain communicate with one another and build core strength/stability. I usually follow basic training with core conditioning. I have had excellent academic results with this format and highly recommend it to anyone who is still struggling after basic training! Usually children gain just as much in core conditioning as they did in basic. IM seems to be cumulative in nature, the more you do the more you gain.
4. Visual Processing Mode - (For child with visual processing issues, after basic training) These tasks involve shutting off the traditional guide sounds and using the visual feedback. I also incorporate some visual tracking, visual scanning, visual memory, laterality tasks and more. You can read the book by Dr. Lane on my shelf to get a better idea of the tasks used here.
5. Advanced Mode -(For child in superior or elite timing range) These tasks encompass multitasking, working memory, large sequencing tasks ...... the kitchen sink. Tasks are geared for those who have mastered basic and core conditioning IM and are developmentally ready for the challenge. Children that begin in Sync do not get here with out ALOT of IM. Occasionally I have a student that begins IM in the superior range though and are already scoring most tasks below 40 ms. These are usually neuro typical siblings of previous students I've seen. The parents understand that like vitamins and exercise, IM is good for everyone and puts their high achieving child through IM too. These neuro-typical children can sometime complete basic training in less than a week, core conditioning the next week and move into visual or advance mode the final week. They gain just as much as their siblings did and in the same areas -executive functioning, focus, sports, and academics. They just started at a higher level, reached a higher level and progressed extremely quickly. Choosing the 'just right' challenge level is the key, challenging the child to work hard, but not so hard as to overload them.
1. Sync -(For child beginnig in poor timing range) Synchronization mode is for students who average over 100 ms away from the beat and the younger child. It requires hand over hand direction to help the student find the beat and is usually done one on one. In group modes, the parents sometimes can aid in sync training. For the population that I see, students are usually only in sync for one to 5 days. Five year olds or younger are usually in sync most of the first 15 sessions, though by the end even these younger students often have some level of independence. Many only complete the first 6 basic IM tasks, as well as some specific sync tasks that are more age appropriate.
2. Basic IM-(for child beginning in below ave to above average timing range.) Basic training is used in most all IM research and includes the 13 traditional tasks that all IM providers learn and can discuss easily. I will usually show these tasks on my videos as I post them.
3. Core Conditioning -(After basic training goals are met and child is in above average to superior timing range) This format includes a lot of crossing mid line, balance tasks, trunk rotation, and bilateral integration. The goal is to help the two hemispheres of the brain communicate with one another and build core strength/stability. I usually follow basic training with core conditioning. I have had excellent academic results with this format and highly recommend it to anyone who is still struggling after basic training! Usually children gain just as much in core conditioning as they did in basic. IM seems to be cumulative in nature, the more you do the more you gain.
4. Visual Processing Mode - (For child with visual processing issues, after basic training) These tasks involve shutting off the traditional guide sounds and using the visual feedback. I also incorporate some visual tracking, visual scanning, visual memory, laterality tasks and more. You can read the book by Dr. Lane on my shelf to get a better idea of the tasks used here.
5. Advanced Mode -(For child in superior or elite timing range) These tasks encompass multitasking, working memory, large sequencing tasks ...... the kitchen sink. Tasks are geared for those who have mastered basic and core conditioning IM and are developmentally ready for the challenge. Children that begin in Sync do not get here with out ALOT of IM. Occasionally I have a student that begins IM in the superior range though and are already scoring most tasks below 40 ms. These are usually neuro typical siblings of previous students I've seen. The parents understand that like vitamins and exercise, IM is good for everyone and puts their high achieving child through IM too. These neuro-typical children can sometime complete basic training in less than a week, core conditioning the next week and move into visual or advance mode the final week. They gain just as much as their siblings did and in the same areas -executive functioning, focus, sports, and academics. They just started at a higher level, reached a higher level and progressed extremely quickly. Choosing the 'just right' challenge level is the key, challenging the child to work hard, but not so hard as to overload them.
Because I am NOT under the insurance umbrella, I am blessed to have the opportunity to work with this neuro-typical populations. I learn from these children! If all I saw was the child with struggles, I might think that these awkward looking movements are made by every child... they are not! It is my goal to get your child to look as neuro-typical as I can, because then they act and learn as neurotypical as they can!
If you notice from the data spreadsheets, I do not keep a student in just one format. If they are ready, I move them along the program according to their individual needs and skill level. Group mode IM helps keep the cost down for you, but is still individualized for your child! The best of both worlds.
If you notice from the data spreadsheets, I do not keep a student in just one format. If they are ready, I move them along the program according to their individual needs and skill level. Group mode IM helps keep the cost down for you, but is still individualized for your child! The best of both worlds.
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