Movements triggered by primary reflexes help create a dense neural network that enables connections between different areas of the brain. These connections are crucial for future learning processes, communication skills, emotional and social relationships, and motivation. As higher brain centers develop, primary reflexes gradually become an obstacle and must be inhibited for the brain to develop neurologically in the correct way.
Children with learning disabilities, attention issues, or any other impairments often have persistent primary reflexes. This is logical, as their brains have developed in a suboptimal way and thus could not inhibit these reflexes. However, primary reflexes continue to affect muscle tone, posture, movement coordination, concentration, smooth eye movements, cooperation between brain hemispheres, and many other areas — just as they do in infants. Persistent primary reflexes can therefore cause symptoms similar to those seen in learning disabilities, speech disorders, or attention issues (like ADHD or ADD).
If these issues are caused by primary reflexes, it is essential to inhibit these reflexes. Other special education intervention methods may not work well for these children. After working with primary reflexes, it is possible that the issues will completely disappear. However, it is also possible that the child genuinely has a learning, speech, or attention disorder, which led to the brain's suboptimal development. By inhibiting primary reflexes, we can reduce these issues, but we may not eliminate them entirely. It is important to combine this approach with the help of other specialists, such as speech therapists, special educators, physiotherapists, or occupational therapists.
The development of children can be imagined as the growth of a tree. We are used to looking at whether a child can read, write, or count. But these are just the "apples" on our tree. If we want to grow beautiful, red apples, we need a strong, well-rooted tree. The roots form a solid trunk, from which strong branches, leaves, and fruits grow. While every tree is unique and original, it is governed by the same natural laws, principles, and elements.
This is why it is so important to see a child's development and upbringing in terms of:
Roots (birth and the moments after birth)
Trunk and branches (the child's psychomotor development)
Crown (sensory and emotional abilities, cooperation between brain hemispheres, binocular vision)
Fruits (school skills, speech, proper posture, movement coordination, etc.)
If the tree is not strong enough or the foundations are weak, we cannot build on it. Methods that are commonly used may be too difficult for some children. We have to start from the ground up!
Neuro-developmental stimulation (NDS) addresses issues from the ground up. As the respected British expert on learning disabilities, A.E. Tansley, aptly put it:
"...before looking for social-emotional aspects, first we must ask: does this child have the neurological equipment needed to succeed at his age...???" (in Zweegman, 2010)
For proper learning and behavior, we need good cooperation between the brain and the body. For reading, we need smooth eye movements. For writing, we need proper hand-eye coordination. For all motor skills, we need a well-functioning balance system. Any problem in these areas reduces the ability to learn. Therefore, learning difficulties are not necessarily caused by low intelligence. Primary reflexes deeply influence basic physical and psychological response patterns.
“The ability to sit up and sit still requires perceptual support from the vestibular and proprioceptive systems in addition to the neuro-motor systems, thus highlighting postural control as an essential foundation for more skilled academic and motor performance.” (Ayres, 1960 in Roley et al., 2007)
In simpler terms, this means that entire muscle groups must work together and coordinate with the balance system and postural system to allow a child to sit or stand still. This ability is essential for learning. Children with a weakly developed postural system have trouble sitting still and concentrating for extended periods, as the brain must constantly engage to maintain balance and posture. These functions should be automated by the time the child is three years old.
“Other areas of development can also be at risk due to delayed motor skills development. Hyperactive children need constant motor feedback to properly perceive their surroundings and for their brains to function correctly... As a result of the constant need for motor movement, they cannot focus on a single task...” (Goddard, 2005)
To effectively help a child, we need to determine whether their issues are caused by physical factors, such as persistent primary reflexes. If we identify their presence, we apply simple physical exercises that help improve neural connections between the brain and the body, as well as between different brain centers. This creates a solid foundation for all aspects of learning.
Therapies to inhibit primary reflexes
Currently, various methods are used worldwide to suppress (inhibit) persistent primary reflexes and eliminate the problems they cause. These therapeutic methods are based on different principles. Some use movement therapy, sound therapy (or a combination of sound and light), eye exercises (behavioral optometry), or sensory integration.
In Europe, therapies that inhibit primary reflexes through movement include:
Primary Movement®
INPP method
Dore Programme
In the USA, popular methods include:
Masgutova Method (MNRI)
Doman Delacato Method
Levinson Method
In Australia, the following methods are used:
NeuWays
STNR Program
Braintrain100 Developmental Movement Program
Other methods that inhibit primary reflexes through sound include:
Bérard Auditory Integration Training, which uses sounds to activate different brain centers.
Quantum Reflex Integration™, which combines sound with light (low-level laser therapy).
Neuro-developmental stimulation (NDS)
I personally use Neuro-developmental Stimulation (NDS), which I have gradually developed based on my studies in physiotherapy, special education, various courses, and most importantly, practical experience. NVS combines physiotherapy with special education. The tests and exercises are based on the child's psychomotor development.
Neuro-developmental stimulation can be practiced by specialists such as speech therapists, psychologists, educators, and special educators after successfully completing the introductory theoretical course and the follow-up practical course for Neuro-developmental Stimulation (NDS) "We Learn Through Movement®".
Author of the article: PhDr. Marja Volemanová, PhD.
Comments