Assessing Neuromotor Readiness for Learning: The INPP Developmental Screening Test and School Intervention Programme 2nd Edition

“I have known and admired Sally Goddard Blythe and her late husband Peter’s pioneering vestibular-related (balance, coordination, rhythm) reflex research into the origins of dyslexia (LD), dyspraxia, ADD, phobias… for well over 50 yrs. Thus, I was delighted to read her incredible and life-changing insights within, ‘Reflexes, Movement, Learning, Behavior’ and now its superb companion manual Assessing Neuromotor Readiness for Learning―the latter enabling both clinicians and teachers to screen for and even prevent/mitigate the above-mentioned syndromes and/or their symptoms from arising. Amazingly, I had independently arrived at somewhat similar convictions based on my own clinical neuropsychiatric medical research―also discovering that the above and many other developmental and even acquired so-called cognitive and often co-existing motor disorders had an underlying primary cerebellar-vestibular or ‘inner-ear’ vs. cerebral origin. Importantly, 98% of my many patients had independently proven balance, coordination and rhythmic impairments, despite normal and superior IQ’s―clearly validating Sally’s brilliantly described insights. Just as important, 0% had primary cerebral neurological signs―clearly refuting the century-old and still prevailing primary cerebral concepts while further supporting our respective cerebellar and vestibular research efforts and resulting convictions. Because we arrived at our initially similar anti-traditional convictions from completely different directions, we had differing explanations as to: 1. How can an inner-ear or cerebellar-vestibular balance and coordination dysfunction or immaturity cause varied reading, writing, spelling, math… cerebral-related disorders in the absence of well-established cerebral neurological signs? and 2. How can improving the vestibular system improve the above differently-named ‘cerebral’ disorders? From a medical point of view, my theory was simple – based on the clinical study of thousands of patients. I reasoned that the cerebellar-vestibular system is a fine-tuner for all incoming cerebral/brain and outgoing balance, coordination and rhythmic brain signals. Thus, a primary vestibular signal-scrambling dysfunction confusing the reading, writing, spelling, math, concentration, activity, anxiety-modulating – cerebral-related brain areas can result in the varied cognitive and related symtoms/disorders without manifesting cerebral neurological signs while also accounting for the invariable presence of abnormal motor reflexes and impaired balance/coordination/rhythmic movements. Best of all, 75-85% of patients treated with inner-ear-improving meds often rapidly improved―further proving our respective theories. Perhaps a simple analogy will help explain our respective ‘inner-ear’ theories―too often befuddling some. Thus, for example, any normal individual can be rendered temporarily dyslexic, ADD, dyspraxic, imbalanced, phobic … by simply spinning them until dizziness and dizzy signals result. And pre-treating them with inner-ear-improving motions-sickness meds can prevent or ‘cure’ them of their dizzy signals and resulting transient disorders. And finally, there’s a phobia for every form of inner-ear-determined motion sickness and imbalance/dyscoordination―for good reason, eg. fears of moving elevators, escalators, planes, walking unassisted, heights, sports, etc. Now Sally and Peter’s research similarly demonstrated that by improving the reflex motor disturbances ―and/or it’s inner-ear causes―in those patients with the above disorders, their many symptoms can improve without meds. And by recognizing the importance of the vestibular reflex system for learning in children and enhancing it when indicated, many can be spared endless suffering. In short, Assessing Neuromotor Readiness for Learning brilliantly highlights the often overlooked complexity and incredible importance of early enhancement of the vestibular-motor system in providing normal cognitive development/functioning for all children. As a result, Sally’s insights offer prevention for those screened early as well as safe, beneficial reflex treatment for all with the above disorders. And for best, rapid results, medical and reflex therapies may be combined when indicated.”
―Harold N. Levinson, M.D.

Updated INPP training manual for determining immature neuromotor skills in children and associated interventions to improve neuromotor ability

The substantially revised and expanded Second Edition of Assessing Neuromotor Readiness for Learning is a long-established INPP training manual that has been consistently proven in practice which includes neuromotor skill tests for children, a developmental movement program, and information about paid online access to INPP video training materials.

The book comprises two main sections: Simple screening tests for use by teachers in schools to investigate whether immature neuromotor skills are a factor in children who are under-performing in literacy, numeracy, and writing or who may be underachieving, as well as a developmental movement program designed to be introduced into schools as a class-based activity, which is carried out under teacher supervision for 10 minutes per day, every day over the course of one academic year.

The manual is not intended to be used as a stand alone assessment for diagnostic purposes, but rather a simple means of screening for physical factors which can underlie specific learning difficulties and underachievement, and which respond to the school intervention program.

Assessing Neuromotor Readiness for Learning includes information on:

• Simple tests to identify signs of difficulty with visual tracking, control of saccadic eye movements, and aberrant reflex response
• Testing gross muscle coordination and balance via the Tandem Walk and walking on the outsides of the feet (the Fog test)
• Assessing visual-auditory-speech recognition of sounds, including individual sounds, sound blends, syllables, and synthesis of the three
• Utilizing various neuromotor tests, including the Romberg test, the one leg stand, crossing the midline, and the finger and thumb opposition test for qualitative purposes.

Assessing Neuromotor Readiness for Learning is an essential guide for teachers who want to identify children who may be under-achieving as a result of immature motor skills, implement the INPP screening test and/or program into their lessons, as well as researchers interested in using the screening test to evaluate children’s neuromotor skills and efficacy of various intervention programs.