CHILD

The following tests were used before and after the intervention at Bracken Hill Primary School to assess the impact of sound therapy.

The TAPS digit span test.

Tests for:

• Balance this can indicate retained primitive reflexes and reading problems
   
• Eye movements, including tracking, accommodation and converging which can also indicate the above
   
• Test for neck control which may indicate some neuro-developmental problems

Digit Span tests (TAPS)
These are a measure of the number of bits of information that can be processed by the brain at any on moment consciously. The ability to function is directly related to our ability to take in and process sequential pieces of information. Our ability to process information is dependent on our short-term memory. This determines how much we can learn from our environment. A good measure of the capacity of the brain’s short term memory is the digit span. This is a measure of auditory sequential processing. Cognitive sequential thought is the framework upon which many mental functions are based. Auditory sequential processing problems cause a large percentage of children to have difficulties in decision making, attention span, and behaviour and learning ability.

It is currently believed that normal processing abilities are a digit span of 5-9 for a seven year old child or adult. It has been found that individuals with learning, attention and social problems have a typical digit span of 4-6. In order to utilize phonics beyond memorizing a few individual sounds, a child must have an auditory digit span close to six. Research has also demonstrated that children with dyslexia perform poorly on digit-span tests and other measures of short-term memory. This indicates that short-term memory, especially for sequence, is a pre-requisite for reading ability. Therefore, a fundamental logical first step in helping the struggling reader or person with dyslexia would be to improve his or her short-term memory. Studies show that 50% of the adult population is functioning with digit spans below seven (i.e. at the level of five and six year olds).

The literacy strategy recommends teaching reading using mostly the phonics method which requires both visual and auditory processing skills. It is imperative to have a sufficient auditory short-term memory in order to learn, utilise and understand reading using the phonics method. In order to utilise phonics beyond memorising a few individual sounds, a child must have an auditory short-term memory of six. If it is below this, depending on how much drill a child has had, they may be able to say all the sounds of the phonemes and possibly put a few together in words, but may find they cannot understand the meaning of the sentence or the paragraph. For children to learn to read using the phonics method they must be able to hold individual auditory pieces (sounds) together, then transform them into a word and then keep them in their short term memory while they transform a group of words into meaning and acquire comprehension. Since the data shows that the sound therapy led to an increase in digit span, this would have an impact on teaching children to read.

Primitive reflexes
Primitive reflexes are vital for the development of the central nervous system. Normal development proceeds along a regular sequence which is initially regulated by the reflex system. Primitive reflexes function in a particular order and are ‘switched off’ or integrated in a particular sequence. Each primitive reflex paves the way for the next stage of development, which eventually allows for complex movement that can be consciously controlled. Primitive reflexes form the foundation of all later development, including co-ordination and learning. They are automatic and unconscious but they facilitate the development of complex voluntary behaviours and learning.

If these reflexes remain active beyond the first year of life, despite normal development of other areas, they may cause extra stress on the central nervous system, leaving less energy for development and learning and poor control of the body. At any stage of development, these reflexes can be integrated, since the body is already programmed and all it needs is the developmental movements to be carried out.

The most common areas that are affected, due to retained reflexes, are related to

If there are problems in the underlying organizations of the brain then the higher order, more complex skills will be adversely affected. Once these primitive reflexes have been inhibited and the postural reflexes fully develop, these children are able to get down to the business of learning without constant stress, interference or “sabotage”. It is vital that detection of these reflexes occurs through assessment, only then will academic skills such as reading, writing and maths become easy. When children have retained reflexes they experience balance, eye movement and neck control. Conscious control of the body can only develop once the primitive reflexes have been switched off or integrated. This is the reason why these were tested in the Brackenhill study

The sound therapy, used in the school, consisted of the children listening to specialized sound therapy CDs through specialized headphones for a period of eight weeks (thirty minutes a day).

Results and conclusions
The data showed that there was a huge improvement in digit span test for the class as an average. This should make learning much easier for the children since short term memory improved. Standards should improve since children are able to take in and process the information more easily. However, there were still some children whose improvement was not marked and in most cases these same children had problems in other areas of their development which needs to be addressed if they are to achieve their full potential.

Recommendations

1. The children, in particular those with coordination problems, need to complete the SIMPLE programme (Sensory Integration Movement Programme for Learning Enhancement) either as a whole class activity or as an individual or in a group. SIMPLE simulates many of these developmental movements that babies and young children naturally perform, for example babies, who miss the stage of ‘crawling and bottom shuffle’ often exhibit reading problems later. By completing these specific movements it is possible to give the brain and body a ‘second chance’ to register the reflex inhibitory movement patterns which should have occurred at the appropriate stage of development
    
2. Children with coordination problems would also benefit by following individual programmes, for example, the sequencing programmes outlined in the SIMPLE programme or the home SIMPLE programme
    
3. Children with retained reflexes and balance problems or a problem with a cluster of reflexes could have a one to one session of kinesiology (a form of therapy which addresses retained reflexes, amongst other things). Children should be able to balance for 15 seconds on either leg if they are unable to do this they may have difficulty with eye tracking, convergence and accommodation and they will have poor neck control. These problems need to be sorted out as early as possible since they will prevent the child from achieving their full potential thus resulting in poor self-esteem frustration and often behavioural problems
    
4. To provide a playground environment where the children can practice the new skills that they will be learning in the SIMPLE programme
    
5. To provide information to parents – possibly in the form of workshops – so that they are aware of the importance of reflexes in order for them to ensure that subsequent children have the chance to take part in normal developmental activities
    
6. Training, for staff in primary schools and initial teacher training, to teach staff in early year settings so that retained primitive reflexes can be identified and addressed before these impinge on learning