Cover
Title Page
About the Author
About the Contributors
1 Windows on the Brain
1. 1.1 Introduction
2. 1.2 Developmental Readiness for Education
3. 1.3 What Is Neuromotor Immaturity?
4. 1.4 What Is the Connection between NMI and Specific Learning Difficulties?
5. 1.5 Primitive and Postural Reflexes—the Medical Model
6. 1.6 How Can Testing of Primitive and Postural Reflexes Be Used?
7. 1.7 Neurological Dysfunction in Specific Learning Difficulties
8. 1.8 Diagnostic Criteria, Signs, and Symptoms of Specific Learning Difficulties
9. 1.9 Dyslexia—Signs and Symptoms
10. 1.10 Developmental Coordination Disorder
11. 1.11 Attention Deficit Disorder
12. 1.12 Underachievement
13. 1.13 The Sensory–Motor Connection
14. 1.14 Theories of Motor Control
15. References
2 The Significance of Primitive and Postural Reflexes
1. 2.1 What Are Primitive and Postural Reflexes?
2. 2.2 What Do Primitive and Postural Reflexes Tell Us?
3. 2.3 The Developing Brain
4. 2.4 The Emergence of Spinal Reflexes
5. 2.5 Reflexes Mediated at the Spinal Level
6. 2.6 Reflexes Mediated in the Brainstem
7. 2.7 Reflexes as Reflections of Hierarchical Development
8. 2.8 Areas of the Brain Involved in the Mediation of Primitive and Postural Reflexes
9. 2.9 The Multisensory Reflex—the Moro Reflex
10. 2.10 Characteristics of the Fear Paralysis Reflex
11. 2.11 Moro Reflex Activators
12. 2.12 Functions of the Moro Reflex
13. 2.13 Physiological Response to the Moro Reflex
14. 2.14 Implications of a Retained Moro Reflex
15. 2.15 Symptoms of SSS
16. 2.16 General Symptoms Associated with a Retained Moro Reflex
17. 2.17 Behavioral Outcomes Associated with a Retained Moro Reflex
18. References
3 Primitive Reflexes of Position
1. 3.1 Tonic Labyrinthine Reflex
2. 3.2 Development of Head Control
3. 3.3 Why Is Head Control So Important?
4. 3.4 The TLR and Early Feeding
5. 3.5 ATNR
6. 3.6 Symmetrical Tonic Neck Reflex (STNR)
7. References
4 Primitive Tactile Reflexes
1. 4.1 Palmar Grasp Reflex
2. 4.2 Plantar Reflex
3. 4.3 Rooting Reflex
4. 4.4 Suckling and Sucking Reflexes
5. 4.5 The Spinal Galant Reflex
6. References
5 Postural Reflexes
1. 5.1 Head Righting Reflexes
2. 5.2 Righting, Placing, and Equilibrium Reactions
3. 5.3 Parachute Reflex
4. References
6 Use of the INPP Screening Questionnaire
1. 6.1 The INPP Screening Questionnaire for Children
2. 6.2 How to Use the INPP Questionnaire
3. References
7 Postnatal Factors Using the INPP Questionnaire
1. 7.1 How to Use the INPP Questionnaire
2. 7.2 Schooling
3. 7.3 Scoring the INPP Questionnaire
4. 7.4 Research into the Reliability of the INPP Questionnaire
5. References
8 The Development of the Vestibular–Cerebellar Theory
1. 8.1 Origins
2. 8.2 Development of Balance
3. 8.3 Cerebellum and Balance
4. 8.4 Significance of Vestibular Dysfunction
5. 8.5 Symptoms of Vestibular Problems [65]
6. References
9 The Effects of Neuromotor Immaturity in Adults and in Adolescents
1. 9.1 Problems in Higher Education
2. 9.2 Vestibular Connections to the Reticular Activating System (RAS)
3. 9.3 Adolescent and Adult Manifestations of NDD—a Clinical Perspective: By Lawrence J. Beuret, MD
4. References
10 Development of the INPP Method—from Theory to Fact
1. 10.1 Post Script
2. References
11 Other Factors in Specific Learning Difficulties
1. 11.1 Unraveling the Threads
2. 11.2 Use of Physical Tests to Assess Neurological Readiness in Schools
3. 11.3 Applications of the INPP Method
4. 11.4 The Neuro‐Educator
5. References
12 Missed and Misdiagnosis
1. 12.1 Case Studies
2. 12.2 Summary: Attention, Balance, and Coordination
3. Reference
Appendix 1: Screening for Neurological Dysfunction in the Specific Learning Difficulty Child¹
1. Abstract
2. Introduction
3. Early Identification
4. Aim of the Study
5. Method
6. Analysis of the Questionnaire as a Means of Identifying Specific Learning Difficulties
7. Analysis of Individual Questions
8. Results
9. Discussion
10. Conclusion
11. References
Appendix 2: Frequency Range of Vocals and Musical Instruments
Glossary of Terms
Bibliography
Index
End User License Agreement

List of Tables

Chapter 01
1. Table 1.1 Physical symptoms in dyslexia
2. Table 1.2 Directionality problems in dyslexia
3. Table 1.3 Speech and language symptoms in dyslexia
4. Table 1.4 Sequencing problems in dyslexia
5. Table 1.5 Visual symptoms in dyslexia
6. Table 1.6 Auditory symptoms in dyslexia
7. Table 1.7 Phobic disorders in dyslexia
8. Table 1.8 Psychosomatic symptoms in dyslexia
9. Table 1.9 Motor coordination symptoms in DCD
10. Table 1.10 Sensory processing problems in DCD
11. Table 1.11 Criteria for ADHD
Chapter 02
1. Table 2.1 Development and characteristics of early reflexes
2. Table 2.2 Development and characteristics of startle reflexes
Chapter 05
1. Table 5.1 Levels of development
2. Table 5.2 Correlation of developmental and nerve structural levels with pattern movements
Chapter 07
1. Table 7.1 Schedule for the United Kingdom’s routine immunizations (excluding catch‐up campaigns) (From September 2014).
Chapter 08
1. Table 8.1 Organization and major functional connections in the human cerebellum
Appendix 1
1. Table A.1 The Developmental Screening Questionnaire [26]

List of Illustrations

Chapter 01
1. Figure 1.1 Comorbidity of symptoms in specific learning difficulties: dyslexia.
2. Figure 1.2 Comorbidity in underlying problems in dyslexia, DCD, ADD, and in some aspects of autistic spectrum disorders.
Chapter 02
1. Figure 2.1 The maturing brain from four to eight months’ gestation. (A) Cerebral hemisphere (B) cerebellum.
2. Figure 2.2 Model to illustrate the interrelationship between different reflexes in development. As each succeeding group of reflexes develops, it provides a protective outer zone which helps to prevent inappropriate activation of the more primitive reaction. However, if there is a breach in the development of the outer layer(s), then certain types or intensity of stimuli may elicit a deeper and less mature response.
3. Figure 2.3 The brainstem, midbrain, and part of the limbic system.
4. Figure 2.4 The Moro reflex. Note: The Moro reflex is asymmetrical in Fig. 2.4 shown above, because the baby’s head is turned to one side. When the head is at the midline, the reflex reaction is symmetrical.
Chapter 03
1. Figure 3.1 TLR in extension (showing extension in the arms as well as in the legs).
2. Figure 3.2 TLR in flexion.
3. Figure 3.3 Functional links to and from the vestibular system. .
4. Figure 3.4 The ATNR.
5. Figure 3.5 Infant under six months of age lying in the ATNR position in prone.
6. Figure 3.6 ATNR in a three‐week‐old baby showing visual convergence just prior to arm extension. ATNR is activated as her head turns, her arm straightens, and her eyes try to move from near‐point convergence to follow her arm.
7. Figure 3.7 ATNR inhibited in supine position in a six‐month‐old baby. ATNR is substantially inhibited enabling the baby to turn its head and to bend its arm and leg on the same side. Amphibian reflex in the supine position is present. Segmental rolling reflexes are not developed yet in this example.
8. Figure 3.8 Example of sitting posture and pencil grip used to “accommodate” the effect of a retained ATNR when writing.
9. Figure 3.9 Example of a pencil grip used to “control” the effect of the ATNR when writing.
10. Figure 3.10 (a) STNR in extension. (b) STNR in flexion.
11. Figure 3.11 Infant using STNR in prone (full arm extension) getting ready to creep.
12. Figure 3.12 Infant still under the influence of the STNR prior to learning to creep on hands and knees.
13. Figure 3.13 Infant aged 10 months, able to support weight with upper body when standing, using the STNR in flexion—with head forward and arms bent, extensor tone in the legs increases—legs not yet able to support posture without hand/arm support. .
14. Figure 3.14 Infant (approximately 10 months) creeping on hands and knees. STNR and ATNR are inhibited, enabling the infant to lift and to turn its head and to maintain upper‐body support with both arms.
15. Figure 3.15 STNR in flexion still active in an infant getting ready to creep on hands and knees.
16. Figure 3.16 Residual STNR in extension—visual attention is focused at far distance.
17. Figure 3.17 Standing posture typical of an adult with a retained STNR.
18. Figure 3.18 Effects of released STNR on standing posture in the elderly.
19. Figure 3.19 Example of the effects of the STNR on sitting posture in older children. W leg position—characteristic of a residual STNR.
20. Figure 3.20 Example of the effects of the STNR on sitting posture in older children. Sitting position typical of a residual STNR in the upper body—when the head is bent, the arms bend so that the child tends to lie across the writing surface.
21. Figure 3.21 Basketball players releasing the ATNR to catch and/or to reach for the ball.
22. Figure 3.22 Springboard diver using STNR in flexion.
Chapter 04
1. Figure 4.1 Palmar grasp reflex in a newborn baby.
2. Figure 4.2 An example of an “overflow” between hand and mouth movements in an older child.
3. Figure 4.3 Infant plantar reflex.
4. Figure 4.4 Babinski reflex in an infant.
5. Figure 4.5 Infant rooting reflex leading into suck reflex. Stimulation of the side of the mouth with the neonate’s fist has resulted in opening of the mouth on the same side and tongue protrusion. Palmar reflex can also be seen in both hands.
6. Figure 4.6 Suck reflex.
7. Figure 4.7 Spinal Galant reflex.
Chapter 05
1. Figure 5.1 Head righting reflexes present in the sitting position.
2. Figure 5.2 The Landau reflex.
3. Figure 5.3 Amphibian reflex in prone position.
4. Figure 5.4 SRR from the supine position to the prone position.
5. Figure 5.5 Infant stepping reflex.
6. Figure 5.6 Example of parachute reflex.
Chapter 08
1. Figure 8.1 Tansley standard figures [45].
2. Figure 8.2 Example of problems with graphic reproduction of geometrical forms.
3. Figure 8.3 Example of confused spatial organization when reproducing geometrical forms.
Chapter 09
1. Figure 9.1 Inter‐hemispheric cooperation and procedures in solving simple math problems.
2. Figure 9.2 The sixth vestibular connection—the vestibular collic or vestibular neck pathway innervates the vestibular colic reflex (VCR).
3. Figure 9.3 Interrelationship between different brain centers and emotional affect.
4. Figure 9.4 Structural stability within the CNS—a framework for emotional stability.
5. Figure 9.5 Percentage of patients with abnormal signs on tests for gross muscle coordination and balance.
6. Figure 9.6 Percentage of patients with abnormal signs on tests for aberrant primitive and postural reflexes.
7. Figure 9.7 Percentage of patients with abnormal signs on tests for oculomotor and visual‐perceptual disturbances.
8. Figure 9.8 Analysis of developmental indicators in 103 patients diagnosed with agoraphobia and/or panic disorder.
9. Figure 9.9 Chronological presence of primitive and postural reflexes.
Chapter 11
1. Figure 11.1 The sound sausage.
2. Figure 11.2 Optimum hearing curve (Tomatis).
3. Figure 11.3 Audiometric examination of child with reading and spelling problems. Child A: nine‐year‐old child with severe reading problems. In view of the 70‐decibel loss at 250 Hz in the right ear and the 80‐decibel loss at 6000 Hz in the left ear, this child was referred for further ENT medical investigations before sound therapy could be recommended.
4. Figure 11.4 (a–c) Examples of audiometric examination of a child before and after 12 weeks of JIAS. (a) Child B: before using JIAS. (b) Child B: 12 weeks after starting JIAS. (c) Child B: 18 weeks after starting JIAS. Child B will need more than four months on sound therapy to improve the left ear in the low frequencies and both ears between 5000 and 8000 Hz.
5. Figure 11.5 Child 1.
6. Figure 11.6 Child 2.
7. Figure 11.7 Child 3.
8. Figure 11.8 Child 4.
9. Figure 11.9 Child 5. Change in score for MA compared to CA before and after using the INPP (School) Exercise Programme. DAP, Draw‐a‐Person.
10. Figure 11.10 Child 6. Change in score for MA compared to CA before and after using the INPP (School) Exercise Programme.
11. Figure 11.11 Child 7. Change in score for MA compared to CA before and after using the INPP (School) Exercise Programme.
12. Figure 11.12 Changes in mean scores for neurological tests. Swanwick School, Derbyshire.
Appendix 1
1. Figure A.1 Differences in developmental criteria between children with and without reading, writing, and spelling problems.
2. Figure A.2 Differences in developmental criteria between children with and without reading, writing, and spelling problems.

This edition first published 2017

© 2017 John Wiley & Sons Ltd, except for Appendix I, which is a revised and adapted version of a study published by the College of Occupational Therapists; and Appendix II, which is revised and adapted from www.listenhear.co.uk, published by Steven Brown, for which permission has been kindly granted.

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About the Contributors

Peter Blythe

The late Peter Blythe, PhD, was formerly a senior lecturer in applied psychology/education at the College of Education in Lancashire. In 1969, he became aware that many children with average to above average intelligence who have specific learning difficulties in the classroom still had a cluster of primitive reflexes that should not be present above the first year of life and under‐developed postural reflexes, which are necessary to support all aspects of education. These developmental “signposts” of maturity in the functioning of the central nervous system were connected to inability to demonstrate their intelligence in an acceptable academic way. In 1975, he established the Institute for Neuro‐Physiological Psychology (INPP), where he developed the protocols of assessment and effective remedial intervention now known as “The INPP Method.” He was the director of INPP until 2000. The INPP, located in Chester, United Kingdom, is the international training center for professionals seeking access to the INPP Method.

Lawrence J. Beuret

Lawrence J. Beuret graduated from the Loyala Stritch School of Medicine in Chicago, Illinnois, United States. During a fellowship at the Mayo Clinic, he observed a high incidence of learning disabilities in the adolescent psychiatric population. Following two years as an emergency‐room physician, he entered a private practice in the treatment of psychosomatic and post‐traumatic stress disorders (PTSD). In 1985, he trained in Chester, United Kingdom, with Peter Blythe in the INPP treatment techniques for neurodevelopmental delay (NDD). In the course of practice, he has extended the diagnostic and treatment techniques of INPP to include pre‐school ages, as well as adolescents and adults with reading and learning difficulties. He is currently active in developing courses for therapists in the recognition and treatment of subconscious aspects of PTSD. His medical practice is in the Chicago suburb of Palatine.

Valerie Scaramella‐Nowinski

Valerie Scaramella‐Nowinski is committed to children, their health, learning, and development. She has worked as a clinician and researcher regarding pediatric brain behavior development for more than 35 years.

Her doctoral research was titled “Systems Analysis: A Neuropsychological Investigation of the Psychological Structure and Cerebral Organization of Human Mental Processes.” Nowinski’s clinical research involves: electrophysiological dysrhythmias associated with neurodevelopmental disorders; eye movement related to brain behavior development, especially literacy development; and neurodevelopment of intelligence and learning. Throughout her professional career, she has been deeply involved in developing neurosystems biology understanding regarding human development and learning, especially in the pediatric population.

Nowinski is the founder of the Pediatric Neuropsychology Diagnostic Center, Orland Park, Illinois, United States. The center houses three specialty programs: Brain Injury Program, Autism Spectrum Program, and Neurodevelopmental Disorders/Attention and Learning Disorders Program. These diagnostic and training programs incorporate an interdisciplinary team of pediatric specialists, including neuroscientists, educators, and speech, language, movement, child development, and learning specialists. Bridging neuroscience with education is a primary focus at the center.

She and her team have developed brain training and education programs for thousands of children. The team consults for multiple school districts, hospitals, health and allied health specialists, and child development programs.

In 2003, Nowinski and her family founded the Neuropsychology C.H.I.L.D. (Child Health Initiative for Learning and Development) Foundation, non‐profit 501 (c)(3). The mission of the foundation is to “promote public awareness of current neuroscience and education research and clinical work related to child development and learning.”

Attention, Balance and Coordination

The A.B.C. of Learning Success

About the Author

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About the Contributors