By: Mary Jones, OTR/L

Sensational 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 IM

5. The academic relevance of IM

6. 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 Edition

2. Bruininks-Oseretsky Test of Motor Proficiency

3. Sensory Profile – Care Giver Questionnaire

4. Interactive Metronome Parent Questionnaire

5. Self Perception Survey

6. Handwriting Evaluation Tool

7. The Listening Test

8. 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-Athletes

Jackokes (2003)

Motor Study: Journal of General Psychology

Libkuman & 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 gains

Functional rating scales

Highlight specific problem areas

Review the course of neuro-plasticity….prepare staff and families for potential clinical/academic down turn or ‘funk’ period before leveling out.

Academic gains

Classroom performance

Ability 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 samples

Collect 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…