Primitive Reflexes and INPP
What’s a Reflex?
It’s an automatic movement to a sensory stimulus – the one we all know is the kick when our knee is tapped at the front. But we have very many more useful ones – for example a blink if there is a flash of light.
What are Primitive Reflexes?
They are also called baby reflexes because they’re the ones we have as babies, from about 5 weeks after conception to about 12 months after birth. There are many, but the names you come to know best are:
– The Moro (startle)
– The TLR (makes you curl up in the womb, or stretch out once born)
– The ATNR (the arm reaches out when the head turns in that direction)
– The STNR (governs independent movement of the top and bottom halves of the body)
These automatic movements are essential to the normal development of intentional movements, and also to the development of the nervous system.
What happens to Primitive Reflexes?
They should “integrate” and be replaced by adult reflexes and the development of intentional movement patterns throughout this early period of development. Where a groups of them persist to some extent beyond 18 months of age, we usually find there is developmental delay. This is because normal neurological development has not been able to occur, and adult patterns may not have developed adequately.
What happens if I still have baby reflexes?
Development doesn’t stop because we hold on to some of these reflexes – the brain will find a way! But the neural pathways may not be as strong or efficient. This has knock-on effects in terms of the amount of effort which needs to be expended in basic functions such as keeping a stable posture, or controlling the sides of the body to work independently of each other (e.g. for swimming, writing or using a knife and fork). This can be exhausting and despite our best efforts, the results might not be that good.
What can be done?
The programme we offer at ChrysalisNDT enables these primitive reflexes to be integrated, which can unblock normal brain development and get life back on track.
What is INPP?
The Institute for Neuro-Physiological Psychology (INPP) based in Chester was founded by psychologist Peter Blyth, and has become a centre of excellence for dealing with neuromotor immaturity and reflex integration. Sally Goddard Blyth has continued the work and written many books on the topic. INPP practitioners now work around the world.
“The INPP Method is based on over 45 years of pioneering research, expertise and practice which has investigated and helped children to resolve physical factors underlying neuro-developmental, learning and behavioural problems.
https://www.inpp.org.uk/
It is a completely drug-free and non-invasive programme using tailored daily physical exercises to help a child succeed. INPP’s proven track record demonstrates how the method can help children to overcome difficulties associated with reading, writing, dyslexia, developmental coordination disorder or Dyspraxia, educational underachievement, poor coordination, behavioural problems and more.”
The INPP Programme
The INPP method is a bespoke neurodevelopmental programme.
It is gently but powerfully transformative – for the individual and their family.
It consists of specific movements done for 5-10 minutes daily in the client’s own home, at a regular time to suit them.
The whole program usually takes about 12 months to complete.
Step 1. The first thing is usually to have a free chat with me.
We’ll explore the client’s situation and begin to work out whether the programme will be suitable.
We usually do this by video call, but in-person can be arranged if preferred. The easiest way is to book directly, but you can also email or phone.
Step 2. The next thing is a screening questionnaire. This really helps in assessing whether INPP might be effective for you, and leads to…
Step 3 a review of the screening questionnaire, again usually by video call.
Step 4. Then, we book a 2-hour appointment to meet the client in person, and carry out a full assessment.
This will involve lots of non-invasive tests – people usually enjoy doing this, even though it can be quite challenging! Children need to be accompanied the whole time.
The questionnaire and assessment provide a baseline profile, and we start the programme straight away.
Step 5. A simple movement exercise is prescribed. This needs to be done for 5 minutes every day in the client’s own home, at a regular time to suit.
Step 6. I provide a written report of the findings from the questionnaire and assessment. We sometimes arrange a report reading where I explain my findings in some detail.
Step 7. Review appointments happen every 6-8 weeks to monitor change and adjust the programme.
We also check-in between appointments to ensure things are progressing as we would wish – and clients are encouraged to get in touch with any questions.
Step 8. Sign off. When the client has completed the programme, the chrysalis has done its work and the butterfly is free to fly into the future!
F had a very good response to the programme. He quickly showed signs that he was relaxing into himself and had more confidence. After completing the full programme, he has started to read out loud with much greater ease and fluency. He is finding writing much easier and has gone from writing only a few sentences to several paragraphs. He has noticed these changes and is full of a newfound sense of confidence and love of life.
Parent of 8-year-old with dyslexia
Research
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Rider B, 1976. Relationship of postural reflexes to learning disabilities. American Journal of Occupational Therapy. 25/5:239-243.
Bender M, 1976. Bender Purdue reflex test and training manual. Academic Publications. San Rafael. CA. Blythe P, 1978.Minimal brain dysfunction and the treatment of psychoneuroses. Journal of Psychosomatic Research. 22/4:247-255.
Blythe P. McGlown D, 1981. MBD and OBD. Swedish Medical Journal. 78/1-2.
Blythe P, 1982. Agoraphobia – is it organic? World Medicine. July 10. 1982.
Goddard SA, 1995. The role of primitive reflexes in the development of the visual system. Journal of Behavioral Optometry. 6/2:31-35.
Goddard SA, Hyland D. 1998. Screening for Neurological Dysfunction in the Specific Learning Difficulty Child. The British Journal of Occupational Therapy.61/10:459-464.
Goddard Blythe SA, 2000. Early Learning in the Balance. Priming the First A,B,C. British Journal of Learning Support. 15/4:154-158.
McPhillips M, Hepper P, Mulhern G, 2000. Effects of replicating primary reflex movements on specific reading difficulties in children: A randomised double blind controlled trial. Lancet. 355/2:537-541.
Goddard Blythe SA, 2001. Neurological Dysfunction as a Significant Factor in Children Diagnosed with Dyslexia. Proceedings of The 5th International British Dyslexia Conference. University of York. April 2001.
Taylor M, Houghton S, Chapman E, 2004. Primitive reflexes and Attention Deficit Disorder: developmental origins of classroom dysfunction. International Journal of Special Education (Vol. 19/1)
McPhillips M, Sheehy N. 2004 Prevalence of persistent primary reflexes in children with reading difficulties. Dyslexia.10/4:316-338
Goddard Blythe SA, 2005. Releasing educational potential through movement. A summary of individual studies carried out using The INPP Test Battery and Developmental Exercise Programme for use in Schools with Children with Special Needs. Child Care in Practice. 11/4:415-432.
Goddard Blythe SA, 2009. Attention balance and coordination – the A,B,C of learning success. Wiley-Blackwell. Chichester. 2nd edition 2017.
Brown,CG, 2010. Improving fine motor skills in young children: an intervention study. Educational Psychology in Practice. 26/3: 269-27
Kurt S, 2011. Findings of impaired motor cortex inhibition in ADHD offers potential for quantitative evaluation of children. Neurology Today. 11/4:31-32.
Mink JW, 2011. Faulty brakes? Inhibitory processes in attention-deficit/hyperactivity disorder. Neurology.76/7:592-593
King KL, Scahill CJ, 2011. Combining physical activity with classroom lessons results in improved test scores. American Academy of Pediatrics. Science Daily. http://www.sciencedaily.com
Bart O, Jarus T, Erez Y, Rosenberg L, 2011. How do young children with DCD participate and enjoy daily activities? Research in Developmental Disabilities. 32/4:1317-1322. Special Issue: Developmental Coordination Disorder
Hogan MJ, Staff RT, Bunting BP, Murray AD, Ahearn TS, Deary IJ, Whalley LJ. Cerebellar brain volume accounts for variance in cognitive performance in older adults. Cortex. 47/4:441-450, April 2011
Goddard Blythe SA, 2011. Neuromotor maturity as an indicator of developmental readiness for education. In: Movement, Vision, Hearing – The Basis for Learning. Kulesza EM (Ed). Wydawnictwo Akademie Pedagogiki Specjalnej im Marii Grzegorzewskiej. Warsaw September 2011. pp.121-136.
Alibali MW, Spencer RC, Knox L, Sotaro K, 2011. Spontaneous Gestures Influence Strategy Choices in Problem Solving Psychological Science. 22/9: 1138-1144.
Singh A, Uitdewilligen L, Twisk JWR, van Mechelin W, Chinapaw JMJ, 2012. Physical activity and performance at school: A systematic review of the literature including a methodical quality assessment. Archives of Pediatric and Adolescent Medicine. 166/1:49-55.
Martin J, 2011. Environmental factors predict undeserved children’s physical activity. Research Quarterly for Exercise and Sport. June 2011.
Blythe P, Goddard Blythe SA, 2012. Correcting Clinical Facts. Abnormal Primitive Reflexes in Behavioural Optometry and Vision Therapy. .Journal of Behavioral Optometry. 23/ 5-6:138.
Konicarova J & BobP., 2013, Asymmetric tonic neck reflex and symptoms of attention deficit and hyperactivity disorder in children. May 2013. The International journal of neuroscience 123/11. DOI: 10.3109/00207454.2013.801471
Berg A, Fitzgerald S, Neurophysiological training in children with motor difficulties. Fysioterapeuten 13.1.2014.
North Eastern Education and Library Board (NEELB) 2004. An evaluation of the pilot INPP movement programme in primary schools in the North Eastern Education and Library Board (NEELB), Northern Ireland. Final Report. Prepared by Brainbox Research Ltd for the NEELB. www.neeelb.org.uk.
Gieysztor EZ, Choińska AM & Paprocka-Borowicz M., 2015. Persistence of primitive reflexes and associated problems in healthy pre-school children. Archives of Medical Science :167-173.
Gieysztor EZ, Sadowska L, Choińska AM & Paprocka-Borowicz M., 2016. Trunk rotation due to persistence of primitive reflexes in early school-age children. Adv Clin Exp Med. 2018:27/3:363-366.
Gieysztor EZ, Sadowska L & Choińska AM, 2017. The degree of primitive reflexes integration as a diagnostic tool to assess the neurological maturity of healthy pre-school and early school age children. Piel ZDR Publ. 2017:26/1:5-11.
Andrich P, Shihada MB, Vinci MK, Wrenhaven SL, Goodman GD, 2018. Statistical relationships between visual skill deficits and retained primitive reflexes in children. Optometry and Visual Performance. 6/3:106-111.
Goddard Blythe SA, 2018. Children’s developmental needs should lead policy. Early Years Education (EYE). 20/3:22-24. July 2018.
Ivanović LB et al. 2018. Does neuromotor immaturity represent a risk for acquiring basic academic skills in school-age children? Vojnoisanitetski Pregled. Military Medical and Pharmaceutical Review. January 2018.
Brannigan R et al. The role of prenatal stress as a pathway to personality disorder: longitudinal birth cohort study. The British Journal of Psychiatry. 6th September 2019.
Taylor B, Hanna D & McPhillips M., 2019. Motor problems in children with severe emotional and behavioural difficulties: Motor problems and EBD. British Journal of Educational Psychology 90(2). DOI: 10.1111/bjep.12327
Gieysztor E , Choińska AM, Pecuch A, Kowal M, Borowicz W & Paprocka-Borowicz M.,2019. The level of primitive reflex integration in children who play a musical instrument. Pediatr. Pol. 2019:94/5:293-298.
Goddard Blythe SA, 2019. Leaps towards learning. Early Years Education (EYE) magazine. 21/6:18-20. October 2019.
Pecuch A , Gieysztor E , Telenga M , Wolanska E , Kowal M & Paprocka-Borowicz M., Primitive Reflex Activity in Relation to the Sensory Profile in Healthy Preschool Children.
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Relationship Helps to Lay Down Highways of the Mind. Self and Society. 48/2. Autumn 2020.
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Matuszkiewicz M and Tadeusz Gałkowsk T., 2021. Developmental Language Disorder and Uninhibited Primitive Reflexes in Young Children. Journal of Speech, Language and Hearing Research. February 2021. https://doi.org/10.1044/2020_JSLHR-19-00423.
Gieysztor EZ, Pecuch A, Kowal M, Borowicz W & Paprocka-Borowicz M., 2020. Pelvic symmetry is influenced by Asymmetrical Tonic Neck Reflex during Children’s Gait. Int. J. of Environ. Res. Public Health. 2020:17/4759.
Demiy A, Kalemba A, Lorent M, Pecuch A, Wolańska E, Telenga M & Gieysztor EZ., 2020. A child’s perception of their developmental difficulties in relation to their adult assessment. Analysis of the INPP Questionnaire. J. Pers. Med. 2020:10/156.
Hickey J, Feldhacker DR, 2020. Primitive reflex retention and attention among preschool children. Journal of Occupational Therapy, Schools and Early Intervention. April 2020. https://doi.org/10.1080/19411243.2021.1910606
Pecuch A, Gieysztor EZ, , Wolańska E, Telenga M & Paprocka-Borowicz M., 2021. Primitive reflex activity in relation to motor skills in healthy pre-school children. Brain Sci. 2021:11/967.
The Correlation between Residual Primitive Reflexes and Clock Reading Difficulties in School-Aged Children—A Pilot Study. Kalemba A, Lorent M, Goddard Blythe SA & Gieysztor, E. International Journal of Environmental Research and Public Health. 2023, 20, 2322. https://doi.org/10.3390/ ijerph2003232
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Visual Projection in Children and Adolescents. Optometry & Visual Performance. ISSN 2325-3487
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https://e-szkolaspecjalna.pl/resources/html/article/details?id=611494
Attention deficit hyperactivity disorder is associated with (a)symmetric tonic neck primitive reflexes: a systematic review and meta-analysis
Meng Wang 1, Jing Yu 2, Hyun-Duck Kim 3, Angelita Bautista Cruz 1
https://pubmed.ncbi.nlm.nih.gov/37484683/
Scheveig F & Bucci MP, 2023. Postural and Proprioceptive Deficits Clinically Assessed in Children with Reading Disabilities: A Case-Control Study Vision 7: 37. https://doi.org/10.3390/vision7020037
The Relationship between Retained Primitive Reflexes and Hemispheric Connectivity in Autism Spectrum Disorders
Robert Melillo Gerry Leisman Calixto Machado Yanin Machado-Ferrer Mauricio Chinchilla-Acosta Ty Melillo Eli Carmeli
https://doi.org/10.3390/brainsci13081147
Published: 30 July 2023
Identification and reduction of retained primitive reflexes by sensory stimulation in autism spectrum disorder: effects on qEEG networks and cognitive functions
Robert John Melillo, Gerry Leisman ,Calixto Machado, Eli Carmeli
https://casereports.bmj.com/content/bmjcr/16/12/e255285.full.pdf?with-ds=yes&fbclid=IwAR20tWK4HgikrHoYtAp1t_h9LEZ_MZTV7L7kqCAvtnDtEiAKxWOJUNAC5xA_aem_AYg2iMhVfqP9Ueukr-02C6wekTzuoE7_JlPDaPc8c4EXVTWqhAbzzC0jA4TiqnsaJpM
Published: 28 December 2023