RESEARCH
Motor Control Study
A comparison of IM trained special education students to a control group found the IM trained group improved significantly in both motor control and motor coordination as measured by independent (Bruininks-Oseretsky and SIPT Motor Accuracy Test) compared to the control group. Parents of the IM trained group also reported marked improvement in their children’s ability to attend to tasks, read, write and improve general behavior (Stemmer, P.M. (1996). Improving Student Motor Integration by Use of an Interactive Metronome. Study paper presented at the 1996 Annual Meeting of the American Educational Association, Chicago, IL.)
Academic Performance Study
A correlation study of 585 children in a mid-western school district found significant correlations between IM timing and academic performance in reading, mathematics, language, science, social studies, and study skills. This suggests that timing and rhythmicity plays a foundational role in the cognitive processes underlying performance in these academic areas. Timing and rhythmicity measurement was also found significant in differentiating children in special education classes, participation in dance and musical instrument training. A strong relationship between attentiveness in class and better timing and rhythmicity was also found. Finally, Interactive Metronome timing and rhythmicity measures showed impressive evidence as a reliable and valid means of assessing children’s’ motor timing and planning capacity. Children’s motor planning and timing is important because it is a key factor in sports, music, dance, speech and general life functioning (Kuhlman, K. & Schweinhart, L.J. (1999). Timing in child development. Ypsilanti, MI: High/Scope Educational Research Foundation)
ADHD Study
An experimental study of 56 boys, 9 to 12 years old diagnosed with ADHD, found those undergoing IM treatment (19 subjects) showed significant improvements compared to a Control group (18 subjects) and a Video-placebo group (19 subjects). The IM group improved in 53 of 58 test scores compared to 28 of 58 and 40 of 58 for the Control and Video groups. The IM group showed statistically significant and consistent patterns of improvement in measures of attentional processes (as measured by the Test of Variables of Attention) compared to the other two groups. The differences were associated with improvements in attention, processing times of stimuli, inconsistency in response to stimuli, decreased variability in these responses and an improved TOVA ADHD score falling in a range that is expected for a normal rather than an ADHD population. Parents of IM trained ADHD boys reported a significantly different and stronger pre-post pattern of decline in aggression compared to the other two groups. IM trained subjects showed significant patterns of improvements in cognitive processing for measures of language processing (similarities and differences) and academic skills in reading than did the other two groups.(Schaffer, R. J., Jacokes, L. E., Cassily, J.F., Greenspan, S. I., Tuchman, R. F., & Stemmer, Jr., P. J. (2001). Effect of Interactive MetronomeÒ Training on Children with ADHD. The American Journal of Occupational Therapy, 2: 155-162)
Academic Correlation Study
A correlation analysis of five data sets including kindergarten, elementary students, ADHD boys, special education students and high school dropouts found significant relationships between IM performance and the following abilities:
· Reading abilities including vocabulary, reading comprehension, language mechanics, letter sounds and total reading performance.
· Mathematic abilities including computation, mathematics applications, number knowledge, writing dictated numbers, recognizing number names, relating number sets and total mathematics performance.
· Oral/written language abilities including language expression, writing dictated numbers and overall language abilities.
· Writing including spelling, writing and, for Kindergarteners, printing capitals and lower case letters.
· Attention including response time, omission and commission errors, attention variability, and short time attention and attention over time.
· Motor coordination and performance including motor proficiency, bilateral and upper and lower limb coordination, visual motor control, motor accuracy, instrumental and dance training, physical coordination/motor skills, and timing. (Greenspan, S., Jacokes, L. & Cassily, J. (2002). Timing and Rhythmicity and Cognitive-Academic Performance. Submitted for publication)
Academic Fluency Study
Over 700 middle and high school students were trained with the IM over 12 one-hour sessions and given select pre and post subtests of the Woodcock-Johnson III standardized test. The aggregated results from the IM group showed statistically significant increases in grade equivalent (GE) performances in the following areas:
· Over 1.5 Year Gain in Math Fluency
· Over 2 Year Gain in Reading Fluency
· Over 2.5 Year Gain in Mental Processing Speed
Title 1 Study
A controlled study of 80 fourth and fifth grade students from *Title I schools found those who completed IM training showed significant improvements in reading and math fluency as compared to a control group that showed no improvements. The results from the IM group showed:
· Avg. Gain of 1.3 Grade in Math Fluency
· Avg. Gain of 1.7 Grade in Reading Fluency
*Title I is the largest federal aid program for elementary and secondary schools.
SUMMARY OF THE MAJOR RESULTS OF THE INTERACTIVE METRONOME STUDIES
The above studies support the following conclusions about the Interactive Metronome. The Interactive Metronome
. Improves visual motor control and aspects of motor planning and coordination and in both special education students and ADHD boys.
2. Significantly correlates with measures of motor coordination and attention to task.
3. Significantly correlates with measures of elementary school children’s academic performance such as mathematics, language, reading and achievement.
4. Differentiates between students in compensatory education programs and those not in such programs.
5. Shows statistically significant patterns of improvements in boys with ADHD in their attention, language processing, reading, and the regulation of aggression.
6. Demonstrates that high school students who received IM training also significantly increased their post-training grade equivalent performance in reading and math fluency, visual matching and processing and decision speed compared to their pre-training performance.
7. Correlates significantly with the reading, mathematics and language performance of students who dropped out of high school and increased the proportion of IM trained subjects able to pass high school equivalency tests.
8. Shows evidence of reliability and validity as a measure of motor planning, motor planning capacity and cognitive processes underlying academic performance.
9. Demonstrates the capacity of the Interactive Metronome to significantly improve timing and rhythmic accuracy in both children and adults.
Studies underway or in development with independent agencies include the following:
Brain Imaging Study conducted by Dr. Neil Alpiner at Beumont Rehabilitation Hospital. Dr. Alpiner is using brain imaging to show the regions of the human brain that are involved during IM activity, the impact of IM on TBI survivors, and establish a baseline expectation of the permanence of results from IM.
Parkinson’s Study conducted by Dr. Daniel Togasaki and The Parkinson’s Institute. This study is examining the potential of IM to reduce tremors and bring about improvements in gait, speech production, and mental organization in patients diagnosed with Parkinson’s Disease.
Sensory Integration Study conducted by Dr. Gay Girolami and staff at the Pathway Center. This study is researching IM’s effect on sensory integration, balance and coordination, language processing, self-perception, social integration, fine motor coordination, and handwriting in patients diagnosed with Pervasive Developmental Disorder or Autistic Disorder.
Motor Rehabilitation Study conducted by Patricia Shewokis, Ph.D. and Drexel University. This study examines the effect of IM on motor control and coordination in patients with motor deficits and whether gains achieved during IM are persistent and transferable to other activities.
Large Scale ADHD Study conducted by Drs. Gerry Leisman, Scott Kollins, Keith Connors, and Robert Mellilo. This large scale, multi-site study examines how a broad spectrum of outcomes resulting from treatment with a combination of IM and medication compare with those from medication alone.
Cognitive Performance Study conducted by the Naval Aerospace Medical Research Laboratory (NAMRL). This study examines the effects of IM on neural efficiency as evidenced by factors including cognitive, psychomotor, visual sequencing, decoding, divided attention, and auditory sequencing performance.
Visual Attention Study conducted by Daphne Bavelier, Ph.D. at the University of Rochester. This study assesses the effects of IM on visual attention in young adults by measuring visual attention over space, number of visual objects that can be attended at one time, and visual attention over time.
High School Academic Performance Study conducted by Drs. Philip Lazarus and Gordon Taub. This large scale study, conducted at one of the largest public high schools in the U.S., quantifies the effects of IM on academic performance on a broad range of measures by means of standardized test results.
Elementary School Academic Performance Study conducted by Drs. Gordon Taub, Kevin McGrew, and Kevin Keith. This study involving mainstream third and fourth graders at a public elementary school examines the effects of IM on academic performance as measured by factors including reading and math proficiency, and working memory.
Sports Performance Study conducted by Karen Hill, Ph.D. of Penn State University. This is a correlation study between attention and concentration as measured by the Profile of Mood States (POMS) and timing variability.