Improving Academic Results with The Movement Program


Hello everyone welcome to improving academic results with The Movement Program I’m Alex Doman founder and CEO of Advanced Brain Technologies it’s really my distinct pleasure to welcome my good
friend and colleague Alan Heath co-creator of The Movement Program. How you doing Alan? I’m doing great, thanks Alex, always a pleasure to spend time with you
and thank you to everybody for joining us
yeah thanks so this webinar is geared toward professionals working with kids
who need help with learning in general but may be struggling in school or more
specifically with reading literacy and math as you learn the benefits of TMP
also extend well beyond the classroom so you happen to be here as a parent we
certainly welcome you to stay as this information is of equal performance of
equal importance to you as well as the educators and the practitioners that are
working like with your child I’m just checking with audio right now okay
sorry for that so in pre professionals that are joining us it’s a great
opportunity for you to understand the movement program and the benefits of
adding it to your toolkit of programs so tonight we’re going to be discussing the
wide-ranging developmental and sensory areas covered by TMP exactly which
clients and students will benefit and why how you can easily become a TMP
provider affiliate and much more including some examples of the TMP
movement sequences so Alan why don’t we begin by your giving us a little
background about what the movement program is okay so Alex yeah so the the
movement program is essentially a progressive developmental movement
program and so if we break that down it’s it’s a 12-week program and across
the twelve weeks and we begin sort of with early developmental
stages and movements and and through the 12 weeks it becomes progressively more
complex okay so so that’s the progressive part of it obviously in
terms of developmental movements well it’s well understood that we go through
certain stages and areas of development and whether that’s in developing visual
motor skills developing things like bio integration and B competency the ability
to cross over the midline developing visual skills of tracking and
convergence and pursuit movement gross and fine motor you know many many
different areas so the developmental nature of the program which I think you
know is quite different to many programs is that we take a wide range of
developmental areas and seek to to move those along and and obviously the
program is based very much in in movement and B competency and rhythm so
you know they I think the the other thing to mention just as an overview is
it’s it’s aimed as a safe 12-week program it’s about 15 to 18 minutes a
day five days a week and there are a wide range of movement sequences within
the program as well so it moves along quickly you know we we do each sequence
of movement probably for about a minute to and many and a half two minutes maybe
each day and then come back to it the day after and that moves a lot
progressively so that’s an overview of it well I think that that’s a great
beginning Alan and one of the things I really appreciate about the structure of
TMP is the emphasis on the frequency the intensity and duration following a
correct model for neuroplasticity so that we are developmentally building on
the work that we did before we’re doing very very short
durations of high intensity with the appropriate frequency to really produce
change as opposed to 15 minutes doing say a single exercise which would become
quite monotonous having done this with our youngest son he loved doing the
program every day he did it over the summer and wanted to keep coming back to
it so it’s dynamic enough to really keep a child engaged and creating that drive
to want to come back and see what’s gonna happen next
yeah yeah I think the other thing to mention free frequency intensity and
duration of course hugely important and and each module as well is built such
that we’ve got you know essentially a wall then all the activities and
developmental work and accrual down at the end so there’s there’s that
structure built into every single module as well
yeah and watching meant many of you watching will be providers of the
listening program and naturally what Allan’s referring to is the ABC modular
design which is built into much of our work so we try to meet the client where
they are gradually increase the challenge to their brain in the activity
and then begin to be great decrease that challenge can integrate back into the
prior activities so I love how you’ve built that structure into this Ellen
excellent oh yeah yes so I think now it’d be a great time to show the intro
video which for our viewers this is available on the movement program calm
to view any time but right now Ellen’s going to go ahead and show us a little
bit about the movement program so you can see a few of the activities okay
yeah well real not that’s just fine not song yeah welcome to the movement program a unique
12-week program of developmentally based activities a large amount of research
from areas such as neuroscience learning and psychology now sure that learning is
more than just a process of the brain or mind
it requires the fundamental involvement of the body the movement program is
designed for anyone aged around 8 to 13 years old in extensive trials since 2003
TMP has been shown to significantly improve reading edge balance and
coordination and even exam results taken at age 16 when the program was completed
at age 11 to 12 TMP consists of a range of specifically chosen activities that
become progressively more complex through the 12 weeks each movement is
completed for less than 2 minutes a day many loss a variety challenging for 15
to 20 minutes a day 5 days a week is all that is needed to really make sure your
children have the skills necessary to listen and learn to their highest
potential requiring on an internet connection the daily TMP video will be
delivered to your school or home through an Internet enabled device simply log in
and the activities for that day can be played with a click of a button join us
today at again the real long-term benefits from the movement program ok
great thanks for that Alan anything you’d like to expand upon after running
that video I think yes as an overview in terms of the delivery of the program you
can see there little snippets of a small number of the different types of
movements were in there but as I mentioned this is about 15 to 18 minutes
it’s delivered direct through an online streaming platform so anywhere with with
internet connection you know iPads computers smart smart screens in schools
you know it can be run very straightforwardly
in school for a whole class or in a home for a family and a child so very very
easy to to run and I think they the whole idea of
developing this type of program as well was to make this type of developmental
movement program really really readily accessible to families and that you know
is is something really important well you know Alan you’ve you’ve got a long
and storied history with with movement programs and we’ve known each other for
quite a long time you’ve worked with various approaches
with developmental movement sequences my my family background as such my
grandfather was a rehabilitation physician and with his brother and their
colleagues they developed some of the earliest brain injury treatment
protocols using developmental movement sequences based on their research my
father followed past that work with the National Association for child
development doing very refined and very personalized movement programs as part
of a gestalt of many many things that are done and personalized for the child
so it’s been an interesting evolution to our collaboration with the movement
program as well so maybe a little bit of background on your your history with
movement and why this came to be right because it’s kind of an interesting
story of the genesis of this in the UK schools so maybe a little bit of your
background and how TMP evolved yeah yeah well my my background essentially as you
say with from a background in psychology initially anyway but then movement first
and I and I came into the listening program as well of course about what
eight 17 18 years ago now son so I very much work with movement and sound from
that developmental perspective which absolutely you know one of the things
that first attracted me to this whole area was when I heard you speak at the I
NPP conference in Chester many years ago and that’s in the wayback
machine yes yes that was that was an important day for me but yes so I mean
my my background in movement yes I trained in rhythmic movement and reflex
integration programs bilateral integration programs and brain gym you
know so a whole range of programs many of which as you say are built on your
family’s work anyway so this is you know really really great for me too to work
with you on all this as well and in terms of the moogle program itself
that’s really you know the the long-term collaboration between a group of
academies in Kent so there was a group of schools in Kent in the in the UK and
lots of people won’t know but the UK education system some areas have grammar
schools which are basically you know you take an exam if you pass the exam and
your academic enough you were allowed to go to that school so Kent is one of
those areas where the higher academic achieving children creamed off into top
schools and they if you like you know the the rest of the public school system therefore you know maybe has more
challenges than the other areas in the country so this this particular Academy
group that was headed by Frank green who later became the National Schools
Commissioner that took a sensory development center because they were
finding that many many of their children coming into year 7 or 7th grade age 11
were you know anywhere between one and three years behind in the reading age
and they couldn’t therefore access the curriculum so they started investigating
you know what might make a difference that they could use for
large numbers of students as lower-cost as possible of course with the number of
staff and and they started playing around with programs you know and as you
know as well they they used a listening program too and they they found that
programs based on developmental movements had a large impact and because
of my involvement with the listening program and of course yourself as well
we we became involved in 2009 and you know adjusted the program and continued
to work with them so you know based on results they were getting which were
really big improvements in reading age improvements in balance and coordination
and also something we’ve not mentioned but reduction in primitive reflexes as
well so integrating primitive reflexes and on that basis you know we developed
the program over a number of years with them that was quite yeah that goes back
you know almost 15 years now the whole the whole development of the program
yeah it’s been it’s been interesting for it to evolve and to you know think that
often very not small ideas but small actions can lead to large outcomes you
know this started with a teacher yes trying to make a change for her students
and energy listening in introducing movement investing in her own resources
to develop things getting some results getting the attention of Frank and the
rest of the faculty and then getting very overwhelming support to develop
this into a very large-scale longitudinal study and you know the the
outcomes of that you know we awaited many many years yeah exciting to have
those now yeah evidence-based practice drives everything so that that was worth
waiting for and they did a fabulous job yeah they really did so Alan let’s you
know touch on you know areas of development and processing that the
movement program is showing to help okay yeah if we if we get into the the
particular areas I sort of gave you a list a bit ago you know everything from
improving beat competency and rhythm through bilateral integration and gross
and fine motor skills and all those and I guess we could put that into an area
of saying it we are aiming to improve sensory processing sensory integration
in its in its widest term you know so in improving the link between vestibular
system and vision for instance and I think there’s a hell let’s explain it
this way so demonstration great so I think one of the big things about
development and sensory processing and vestibular function which again we know
so much about with the listening program and through the use of the wave system
is working on vestibular function and so many children with challenges with
reading concentration gross and fine motor skills sports skills have
challenged with vestibular function so if we if we think what that is of course
I just happen to have yeah an era and if we if we look at the vestibular portion
there we can see the the three semicircular canals and these respond
beautifully and linked beautifully to balance in our body so of course what we
what we’re talking about here really is is being able to move side to side and
then come back and be still on that lateral midline developmentally as well
we know it’s so important to be able to to cross over the midline and and work
in that midfield area so we’ve got side to side movement but of course you know
that’s important in sequencing information understanding left and right
but we can also move forwards and backwards and of course we can move up
and down as well and so this this is essentially you know the vestibular
system is of course those three dimensions of movement and I remember
going to a another impp conference actually maybe it may be that when you
spoke at where there was a vestibular expert and professor from I think
Denmark or Finland system and he said the highest function
of the vestibular system is to allow us to be still you know if that’s all in
balance and working well then it actually allows us to be still and to
attend externally so there’s so much underpinning that and of course dr.
Tomatis as well called that the vestibular integrator the you know all
all of the senses are referenced to the vestibular system so a big part of what
the Moodle program is about is actually to help integrate the visual system with
the vestibular system but we’ve got specific movements and slow controlled
movements that help develop vestibular function but then we’ve got movements
where we’ll be doing visual activities that was a vestibule ER component in
fact if I if I just share another video here we can see one that has multiple
components so we’ll just run this one and this is
yeah on the move right yep on the move if we tell you the movement program will
begin with an on-the-spot Marsh listen to the beat of the music watch them and
join in I look forward and you’ll up again and forward again
look left and forward look down and to the front look up and to the phone and
while you’re marching okay so that that’s the first activity each day and
and if we if we pull that apart and look at what that’s doing there’s clearly a
lot to do with beat competency so we asking somebody to move exactly to the
beat and and as we go through the different days and weeks of the program
the big changes as well so sometimes it will be a little bit slower and the
music changes and and of course there’s a there’s a large amount research from
people ayakashi goswami at cambridge university
Nina Krauss at Northwestern and you know you know the paper as well
Tinian Krauss’s paper in 2013 which showed very clearly that children who
have challenges we beat competency have challenges with literacy movement and
listening and all sorts of other things as well so working on beat competency is
important because what we do in as well he’s not wanted working on beat
competency there but we’re asking them to March with the opposite arm and leg
and so many parents come back you know the feedback that I get on the program
often these in many parents will say I’m absolutely really surprised that my
child can’t do that at the beginning actually what they’re doing is is
marching with the same arm and leg frame which is a developmentally earlier stage
of course so doing that for you know only a minute or so day after day and
five days a week helps build that skill but then you solve you saw little
components of the 12-week programming in that sample there but when we get into
the later weeks and we lift in our head up and down and to the side then what
we’re doing is adding in a different visual component and vestibular because
it can be very different if you’re doing that type of movement and looking
upwards compared to looking downwards and so that brings in you know a
vestibular components as well so even if we just just take one seemingly quite
straightforward movement like on the move there are different components in
that that feeding through the weeks so you know really within many of the
activities that developmental progression is advancing as the skills
are building and developing and you’ll you’ll see and I notice this with with
our son that when you begin to add those head movements that you begin to see the
beat competency challenge right yes and so then then the brain adapts and the
integration improves with that so I I like just that novelty in that gradual
increase in the and the vestibular challenge tied with the rhythm and
timekeeping mmm now and of course all these things are grounded in in research
too so yes we’ve got you know we’ve already mentioned the research on the
movement program itself that was conducted but for instance you know what
what you mentioned less specifically there was a study published in 2015 by
some Nicole Bassett and of course if anybody wants the links later you know
we can sort that out it was published in Nature Neuroscience and that was really
fascinating because what it showed clearly for the first time is that when
we’re learning a physical skill then there are a lot of higher cognitive
areas in the brain he volved in sorting out the movement and
controlling the movement and paying attention as we become more skilled at
the movement then as you know we would hope and what happens of course is those
higher cognitive areas show a lot less activity and a lot less integration with
the lower areas of the brain so that you know that’s a really lovely study that
shows us that if our movement is not unconscious or automatic then those
higher areas in the brain that should be involving comprehension and attention
you know are actually focused on the movement that’s happening because that’s
still so conscious though you know I think if that one depends the program as
well you know the the more automated the movement is and this is why B competency
course is so important as well more automated the movement is the more it
frees up the brain for learning anyway well that’s the keyword right these
these fundamental movements that are associated with lower brain areas we
should do in the appropriate pattern in timing with automaticity and when we’re
cognitively having to think about that sequence that that’s the very prime
example so what you see is you get the fluidity develop as we go through the
program yeah yeah yes that’s lovely for the parents to see as well and as you
mentioned there with Brendan you know to to see some of these things a little bit
tricky at the beginning and then and then see the fluidity come and begin you
know I was just talking to some parents in in Island a week or so ago who are in
about week seven and and they’d have that you know early weeks they were
quite surprised at how difficult some of the things were but of course they build
slowly and there’s lots of repetition you know as well as resetting with
frequency intensity duration and as as often happens they hadn’t told
school that their son was doing the program jelly bean and they and they
checked into school in which were told his behavior has massively improved and
his ability to to sit and concentrate is much improved and that’s of course you
know from an improvement in sensory processing and postural improvements and
going back to the vestibular system that ability to be able to be still breakfast
or attend externally and use the higher cognitive areas but for what we should
be using them for now our let me interject is this the same family that
the parents also did the program oh no no it is this different family so what
we’ll talk about that way it’s just coincidental that this is another Irish
family okay we’ll get to them later forgive me okay fine yeah so we’ve
talked about some of the background and some of the research in areas that are
being developed and you’ve brought up reflexes quite a bit and from your
vantage point what are you observing because a lot of the practitioners we
work with will do primitive reflex integration work and they they believe
it’s very foundational toward development and learning and to a
certain degree I appreciate that but could you maybe just spend a couple
minutes from your perspective on what you’re observing with reflex integration
with TMP and are are you observing in your clinical practice and as you’re
talking to practitioners that you’re seeing these reflexes integrate through
TMP without doing specific reflex integration activities yes I think
there’s a there’s a couple of ways we can look at that firstly because
actually it was one of the things that they assessed Lee Academy in their in
the initial clinical trials so in terms of loss scuse me take a drink
oh yeah in terms of in terms of the initial trials that were done there they
they looked at and I am as well you know there was there was some work done by
Martin metallics at Belfast University who looked across many many children
island and assessed reflexes again this was in this was in Northern Ireland in
Belfast and identified four main reflexes that seemed to be most
important in terms of learning and cognitive function okay so for those of
you that work with reflexes there with a the Moro reflex the asymmetrical tonic
neck reflex the tonic labyrinthine reflex and the symmetrical tonic neck
reflex so those were identified as the main ones that affect learning and yes
you know we can do we can do reflex programs and and help inhibit or
integrate those reflexes what the worker Lee Academy showed with assessing pre
impulse those four reflexes is that there’s a statistically significant
reduction in reflexes on those and and I think this actually takes us back almost
to the improvements in behavior and posture and things as well because if
those reflexes are in place then we we having to change our behavior and what
we’re doing to compensate for those reflexes yeah so saw something like a
lot again lots of union may know they asymmetrical tonic neck reflex is the
one where if a baby is laying on the back and and my granddaughter is eight
months old now at the moment rather watched watch this common girl any an
eighth grade so you know what will often happen you’ll see that if they turn the
head one side then you’ll get this movement
with their arms like this so there’s a tendency for that to happen and that’s
of course the beginnings of hand-eye coordination and laterality and and that
should come into place and then be integrated now for for many children
with a range of challenges it may not do so yes for people who work with reflexes
then we’ll assess for that sort of reflex and and that will affect things
like writing you know if if we turn our head then there’s a tendency for this to
want to come up here but it’s down here too right so we’re having to compensate
and you know drive the pen into the paper and all this sort of thing so yes
those those men reflexes are built into the movement program from my for myself
clinically and yes you know when I see those reflexes actually the working with
the listening program can integrate those any sound but that’s not why we’re
here this evening but I’ve got to mention that too but working with the
movement program as well absolutely you know we see pre and post that those
reflexes are integrated and when we see the changes you know on a day to day
basis and in school anyway in terms of improved gross and fine motor skills you
know reflexes integrated and of course that in terms of sports as well that
makes a huge difference so you know some people may be joining us midstream right
now let’s just take a moment Alan in your words a very quick description of
what the movement program is and who would benefit from it for those that
might just be joining us now mmm okay well yeah the the movement program is a
is a progressive developmental program so they sort of high-level or
view is that it’s a 12-week program with lots of different developmental
sequences within it and those sequences are changed regularly so they become
progressively more complex as we go through and that takes us through the
developmental stages and also takes us through improving visual motor skills
and gross and fine motor skills and all sorts of things like that in terms of
who can benefit which we’ve we’ve not really discussed the the main area
initially that was focused upon was improving reading ability when the
trials were initially followed that was that was the main area that that was
focused on for improvement was reading ability in 11-year old children going up
to secondary school in the UK now we we also know that this program as we would
hope and expect with a movement program anyway improves gross and fine motor
skills as well it improves timing in the body we hear a lot about postural
improvements and that ability to be still that we’ve talked about so you
know we see those feed through into improvements and behavior and
concentration in class and then the the whole area of improving sequencing
ability and timing for movement helps with developing sports skills as well
so you know we’re beginning in the UK to to look at working with football clubs
although that’s early stages and and tennis academies as well because they’ve
they’ve seen the program they see the benefit for improving sport as well and
it’s you know the same underpinning idea really if if we can improve movement and
the coordination and the sequencing and timing of movement then that helps
academically in class and but obviously in terms of for
– so we have we have a number of practitioners here from varied
backgrounds Allen occupational therapist speech language pathologist
psychologists educators medical doctors of different disciplines very broad
ranging does the movement program replace anything they’re doing or is it
really an adjunct to what they’re offering you know and I’m leaving you
here yes Clara
essentially it’s it’s an it’s an adjunct as a home program ricey so it doesn’t
replace deeper clinical work right away because this is naturally it’s developed
as a program that can be used at home and they the beauty of a I would I would
say is because it’s on screen and you can see the movements and the parents
can do it with the child right you can see what movement is needed to be done
in what I mean now clinically fit for myself what I find a challenge still if
I do individual movement work with children is that I can have a parent and
a child in clinic I can show them the sequences of movements that I want them
to go away and do at home and yet there’s absolutely no way you can
guarantee that they’ve processed what needs doing you can give them sheets of
paper you know and yet we can’t we come over a period of time know that those
are being followed right again you know this is something else that that drove
the development of the program really so yeah so to come back to the sort of
initial question I don’t see it as a replacement to any of the program’s I
see very much as an as an adjunct or an additional therapy that can be done you
know if we take occupational therapy then the you know there will be
occupational therapy work being done in clinic this can be done at home to
support active so I’m you know clearly you know meant
many of you that are here with us as parents or practitioners many are going
to be much more individualized personalized work to their unique needs
what’s great about TMP is its non-invasive it’s easy to follow it’s
very accessible it’s something that has a structure to it and is developmentally
based and so we’re we’re seeing through Advanced Brain technologies as many of
our listening program and in time providers are beginning to offer tmv
they’ve been looking for an at-home movement therapy that really offers what
this is because it’s quite unique right so there there are different movement
therapies out there that are quite good might be helpful for you to compare and
contrast other beneficial programs and how the movement program is different
from those yes yes and I think yes I would I would say it’s unique and and I
think you can you can put programs that use movement and rhythm and things into
two general categories really and there are the developmental sort of programs
that a reflex based or timing based and steeped in developmental movement
because those are great individual programs okay I think the challenge I
found and having trained in many of them and and working with many of them as
well I find lots of parents who have had to go from one practitioner to another
practitioner to another practitioner to another practitioner to access different
types of programs over a long period of time so that’s that one area I think the
the other general area of programs is programs that use rhythm to help learn
curriculum materials right so they’re not developmentally based their programs
that have going to be using rhythm and music
because we know you know and again there’s lots of research on the impact
of queueing movement with thick or beat right actually that improves the
connectivity between different areas of the brain there’s a there’s a good piece
of research on that that’s recently published but you know the programs that
just use rhythm to learn curriculum materials I would put completely in it
in a different area and the gray of course rain both based on learning times
tables they’re beasties or whatever it might be so they’re a different
different type of program altogether so is it fair to say this is a new category
of movement program because of the the sequencing the developmental nature and
the largely the delivery right how how this is presented and made accessible is
quite unique yes I think it is a certainly unique delivery and and the
benefits from that delivery and it needs to actually be that type of delivery
because of the wide range of areas that we’re covering with all the different
sequences of movements well in it and it takes the guesswork out of it I know
often when parents are working at home with their kids and they’re wondering
are we doing this right well you just look at the screen yeah and the fact
that the you know students that are on the screen doing the activities doesn’t
mean your child is doing them correctly so you want to be there with them and
you want to supervise them and model for them if you could do the activities
properly we have felt that we’ve brought people in here at the offices at abt in
our large classroom and actually had multiple people do in the program and
not everyone can follow the sequences correctly in the beginning yes yeah
they’re quote-unquote together ah yeah and right I think as you would there’s a
couple of things that I just want to pick on as well wouldn’t one is that um
you know they the children who probably need individualized programs
and the ones with the more complex needs anyway of course right so in a way if we
if we’re looking at this as an as an adult program then that’s for the kids
with more complex needs um somebody who’s in a mainstream school and finding
difficulty reading mm-hmm could do this program and and it’s being
shown you know get big improvements in reading and and all the other areas but
I think the other thing I just want to pick up on there is when you’re talking
about parents doing it as well because this does it just take us back to the
the other family that that I know I’ve talked to you about where the moment mum
and dad have done the whole program with their son through a great
physiotherapist in Ireland called Johnny Smith and we we got some words from them
which you can find on the move program Facebook page and and actually the the
the feedback they gave is about 80% of it is about the benefit to the parents
which was fantastic woman-woman dad just did the program with with Winston to
help and he had big improvements in reading ability which was what were they
were looking for so that was fabulous but the story from mom and dad is that
and they were both in the local Golf Club but had never really done much
competitively you know or succeeded and they only went through the movement
program for the 12 weeks went into a mixed paired golf tournament and won it
as a result of that dad has been picked for the county team so the the feedback
from them was very much about how he’s improved their golf and their timing and
their ability to be stress-free when the making the important shot and things
like that yeah well it’s about I’m a struggling golfer
and an emphasis on struggling it is again about that fluidity in flow in
automaticity and getting out of your head and just being being present in
that movement that’s taking place so it is really building a foundation for that
and this touches right because the the research on the movement program we’re
really ages eight to thirteen so we talked about the benefits of TMP or
really you know recommending for kids that are you know struggling with their
grades right there there DC students that are just close to unlocking that
b/2a they’re struggling with reading there
reading below grade level comprehension issues literacy in math and then you
know coordination balance issues that we’re seeing as well so that’s typically
who’s doing this but we’re now getting experience with people under age 8 and
over age 13 well over the age of 13 so what we focus on ages eight to thirteen
because that’s where the data is yes but so that’s important to emphasize but it
doesn’t exclude other other ages so maybe you can just talk about that a
little bit yeah you’re completely right there Alex oh I think yes I think there
is a I think most five-year-old normally developing children would struggle to
access this program I agree but by six yes chalak challenging than
six six seven definitely fine yeah and and then the over thirteen ages as you
said the that that was put on because of the initial work that was done around
but of course as as we know we can always use neuroplasticity and we can
always improve our timing and sensory processing and growth
fine motor skills and you know at anytime so yes you know I I am working
with people who are in their 70s who’ve lost balance and coordination you know
so essentially I mean I certainly would call this a Falls program I don’t think
do you have that term in the US yeah well if it’s interesting fall prevention
is major emphasis in the American healthcare system right as of the cost
of Falls to the insurance companies hmm with a large population a large
percentage of our population being a aging population the applications in the
interest in this and interestingly I know a number of providers that are
doing their own TMP program first of all because you understand it better if
you’ve done it right you can explain it and doing something and knowing it helps
you much better be an advocate for it but they’re finding their own benefits
and have their own motivation for why they think it may help them they’re just
intuitively understanding the movements and how they help a child how that
translates yeah yeah yeah yes so certainly older older adults as well can
can find improvements in in imbalance and movement and coordination very much
so so Allen it would be great do you have one more video that you could show
an example of another exercise and maybe share what its focus is absolutely yes
let’s juice show you this this one will room is called eye strengthening so it’s
very much about improving visual skills of visual tracking and convergence and
pursuit movement and also links into vestibular function as well great so
we’ll we’ll talk about that in a sec I’ll just show you in this video last time through head back and forwards
keep watching your hands as you move through slowly away from you and back
again and rest and slowly move it out to the left
watching your thumb moving your head keeping your eyes still now back to the
center out again as far as you can and now for slowly back now out for the last
time all the way and slowly back to the center and rest slowly move it out to
the right as far as you can see it then all the way back across to the left and
back to the center are we going to do this three times and
then three times with the left arm out to the left round to the right up for
vertical eight down to the left right up down you got eyes on your thumb all the
time and once more through okay so you can you can see in that one that visit
there’s a lot of work on one side and then the other side and then we begin to
work integrating the vision in that in that middle area we’re doing with doing
the eights a little up and down and things like that and it’s a good point
to just have a really quick quiz Greg’s actually well just you’ll have to
answer for anybody Alex but could you just tell me what that is it’s a chair
well done yeah it’s not a trick question so what about that same chair okay fill
a chair this same chair Allen I’m not gonna make this easy on you okay so so
we’d agree that that be bpq exactly exactly you know that oh what’s that
that would be the B oh he’s got the B do you know it’s funny looking at my screen
although there is nothing oh yeah there’s a big nappy and kind of a cure
and of a cure with a bit on yeah and and i think that the point i’m just trying
to make here is that we grow up in this three-dimensional vestibular based were
where we learn three dimensions so actually the chair because we can move
around it and see it from from any angle it’s always a chair so we we go from
that 3-dimensional world into a two-dimensional world of letters and
numbers on a page and we just expected or sort of to know the rules right and
of course the rules are very different so it’s no wonder that when when many
children are younger the reverse letters and numbers and words it’s a natural
thing as we’re building laterality and visual laterality and sequencing left to
right and once that’s in place then of course we can look at the B and the D
and know that the called something different and it’s a separate set of
rules to the chair there it’s not three-dimensional it’s two-dimensional
so I think you know part of what I strengthening is about but it links back
to all the vestibular things and a lot of work that’s in the program on on
crossing the midline and sequencing between left and right
so understanding sequences like that you know all those things underpin and that
sort of development and just just one other point I’d just throw in as well is
you know again I mentioned that it’s all grounded in in research from different
areas well you know there’s there’s certainly plenty of research available
as well to show that children with reading challenges often have
difficulties with tracking and virgin’s skills not surprisingly perhaps and that
if we do activities which are absolutely in the program about building tracking
skills doing different things where we might keep the ice still and move the
head or we move the head in the ice you know so all all the different components
and combinations we can do that improves tracking and vergence skills and the
links with the vestibular system and it improves reading so the research all
shows are anyway great explanation now and many of the people joining us
our providers actually of the listening program and there there will be parents
whose children are participating in TLP can you explain how TLP and TMP can be
combined and if they should be used together yes absolutely but trying to
Center the research at lis that helps us understand the basis for what you’re
gonna share yeah yes and I think I’ve come first from a point of my my
intuition my gut feeling was always that movement and sound weren’t really well
together and the order to do it in would be to do sound first that was always
what I believed to be the case right and actually a great thing about the the
work we did at the Academy in that sensory development center was that
backed it up completely because we we mentioned earlier on they did the move
of program they also did listening program in the first trials they did
they did those separately so they took groups of children and a
control group of course you know the group that did the movement program got
great results group that did the listening program got great results
compared to the controls statistically significant wonderful so naturally they
had asked the question well if both the movement program and the listening
program get good results do we get twice the results if we do them together so
what we then did was they did they had a group of students who did movement
followed by listening they had a group that they listening followed by movement
they did a group that did listening and movement simultaneously and and they the
really interesting thing was that the group that did way beyond anybody else
in terms of results was the group that did listening listening program first
and then the movement program and their supporting to qualify on the sequencing
because there’s there’s a a lot of belief that simultaneously
listening and doing movement would naturally be best mmm what every search
actually showed is you do a 12-week protocol of listening followed by a
12-week protocol of movement right so we’re not viewing these in the same day
we’re sequencing do a program that new another program and the best statistical
significant outcomes in the study where TLP then movement yes and to me that
makes sense because it’s you know I I always I always look at the listening
program and see it as priming the system you know getting that vibration through
the body and the the improvements in timing listening attention concentration
I know primers to then do the active program
and I think there’s a situation with with certainly some kids where if you do
them simultaneously you can do too much anyway right you know they just we can’t
deal with anything because you’re doing too much
it’s that idea that you know it actually goes back to that research from Bassett
that I mentioned about you know cognitive processing being involved in
processing lower areas if we’re doing if we’re doing too much then it will have
not much effect yeah but if we prime the system first and then do the active
program afterwards with movement and rhythm that’s that makes sense to me as
yes the beautiful thing is they they can be sequenced one after the other and you
know they each stand alone on their own yeah in work work is is worth as
adjuncts are our goal for our our time this evening was to spend about an hour
you know going into the movement program and where we’re coming up on that pretty
pretty shortly here so as we’re getting close to the conclusion we’re getting
we’re going to give some information about
now you as practitioners could get started with TMP how schools and
families can access it in really next steps and also Alan and I will stay on
and if you’re on the live zoom broadcast you have the opportunity to ask
questions through the Q&A bar and if you’ve got some questions we’ll hang
around for a little bit and be happy to answer those but what I like to do is to
go ahead and talk about some of those next steps but Alan any kind of closing
remarks from you before we we talked about some of the logistics I you know I
mean only to say that I guess you know I’m really excited about the movement
program I mean you would expect me to be anyway but as a as a therapist of many
years this is the program that I wanted 21 years ago that wasn’t around so that
you know I guess you know for the people who were were working with children with
really difficulties or motor problems or you know rhythm and timing issues or
just for anybody normally developing this can have an impact so you know I
recommend it which of course I would well thank you for that in and in the
same vein you know I’m I’m equally excited that we’ve had this opportunity
for advanced brain technologies learning solutions yourself Frank Greenlee
Academy to you know bring this to be after close to 15 years of work and you
know advanced brain technologies just had its 19th anniversary and ever since
the beginning of listening given my family background and the interest in
movement therapies people think why isn’t there movement with listening
program and the answer is because it needs to be done correctly and it needs
to be researched and there needs to be a good foundation and
good things come in time and the movement program we believe based on
what we know today to be that best answer for what we’re doing so I’m going
to go ahead and share my screen with the group and as I do that I just want to
walk through for the those of you that are watching the website for the
movement program is simply movement program comm is you should see here on
the screen and if you’re a professional looking at doing the movement program
it’s really very straightforward you go to the professionals link on the site
and to become a provider of TMP you can sign up for a free three hour training
course which is online so when you sign up you’ll actually have access to this
training course it’s three hours long when you’ve completed that training
course you’ll receive what’s called a provider affiliate ID and when you use
that ID to refer your clients to the website they can sign up for the program
and I’ll show you where you do that here so they would go to sign up and when
they sign up they’d create an account on the website and when they create that
account they’d enter what’s called a coupon code that’s your referral ID and
when they do that your clients get ten percent off the program price so there’s
an advantage for them working with you but you don’t need to do anything simply
refer them to the website and they can sign up for the program directly and
also as a provider affiliate you then have other benefits for referring
clients to the program as well as colleagues which you learn about in your
training and the subsequent information that you receive if you’re a family
that’s currently watching this video and you don’t have a practitioner that you
know that offers the movement program you’re welcome to come directly to
program calm there’s webinars that you can watch for families as well as the
professionals I should have mentioned but you can just come here directly and
sign up but if you are working with a TMP provider you do get that benefit of
the added discount then also for schools the movement program started in schools
so naturally it is available for schools under special license so with access to
the movement program if you go to a movement program comm and select schools
on the website you can simply contact our UK offices where you’ll interface
with Allen and his team to get information for licenses and it’s also
important to understand that the movement program is all about online it
is streaming you don’t download any software you can access from any
internet-connected device that has internet speed that sufficient say to
stream Netflix or Amazon Prime videos so if you can stream video or if you’re
using the listening program online platform and that’s working well for you
the movement program will work great on your computer and with your device so
for further information you can go to movement program com
Allen I want to thank you for getting up at a very early hour in in the UK what
time is it there presently always a pleasure it’s five plus two in the
moulding now well you’re looking quite bright and chipper for that time and I’m
just on the end of my day here in Utah so everyone thank you very much for
tuning in if you’re on Facebook live also thank you for joining us there but
those that are on the zoom call if you’ve got any questions you can go
ahead and type those into the Q&A and Alan and I would be very happy to answer
those in writing or publicly to the group so we’ll just give you a couple
minutes to see if there’s anything that you’d like to ask
of us at this time now and maybe can do a little song and dance while we wait to
see if there’s any questions to entertain our viewers viewers you for it
I’m just wondering if we covered up they wouldn’t think we didn’t mention yeah
I’ll just sort of carry on and we’ll see for a couple minutes then but wouldn’t
they in terms of the the session of the movement program we have got a
relaxation session at the end of each module as well so you know in terms of
somebody being calm and ready for the day then absolutely you know that’s
that’s part of it and actually it reminds me that one one of the boys in
in England that’s doing it who’s 12 he’s his comment on what did he like
about the moogle program was well I like the relaxing bit said because we have
busy lives don’t we and we don’t get much chance to relax these days so yeah
so the little the little want to mini relaxation sequence at the end is is
great and is important in terms of stress reduction these days
yeah thank you Alan we’ve got a number of questions so we can go ahead and
begin we’re going to answer each of you live Natalie O’Donoghue asked can you repeat
the movement program with within an individual and if so at what intervals
would that be mmm so if yeah if you’ve if you’ve done the 12-week program and
you might want to do it again then of course you could now if we look at the
again the research that was done in the schools
it wasn’t repeated they did the program once we see the the improvements in
motor skills and the developmental improvements and they’re there for stay
so I guess the answer is if if as a parent you feel your child can still
benefit further having completed the program then yes of course we can
complete it but there’s no there’s no great necessity to do so I would say
actually well I’m gonna add you know we we did the movement program over the
summer with Brendan who’s seven and he’s actually asked to repeat it yeah we
believe that we’re gonna see at it benefit so we’re actually just getting
ready to finish that get that started once he finishes his current cycle of
listening yeah that’s going on so great answer
Elissa act has asked if there’s any printed materials that accompany the
movement program and we didn’t we didn’t talk about the guide we didn’t know and
then I guess in in terms of practical use of your lip when somebody subscribes
to the program through the sign up page that you were just showing there on the
website they will of course receive welcome emails and they’ll receive a
regular series of emails which briefly explains the different parts of the
program now one one of those emails has a link to the movement program movements
booklet as well so there are printed materials they don’t show all the
different activities because as you can as you can probably understand because
they it’s changing every couple of days and we’re doing all sorts of you know
eleven different sets of activities with multiple components to them
there isn’t a picture a static picture of everyone and that wouldn’t really be
of a great anything but there isn’t movements booklet that that you can get
a link to which you subscribed right right and other questions come in Alan
is interactive metronome a program that that
both think is fantastic program that I am places a huge emphasis on the role of
a median auditory and visual feedback TMP we don’t mention feedback other than
watching the videos how important do we feel that component of constant feedback
is especially in relation to attention I think that’s a really good question
because it actually for me it makes me think about the difference between
bottom-up and top-down as well in the role of attention in guiding movements
and things like that so there certainly is a role I think my first thought in
answering that is when you’re looking at interactive metronome and you and you’re
working with millisecond precision sometimes in terms of beat competency
and timing then actually immediate feedback and may well help of course so
yeah you know and and and the mobile program is not that type of program in a
way you know so when we doing you know we should be on the move sequence of
movements there earlier on and obviously you know we want somebody to be able to
match the beat but we’re not dealing with with milliseconds in terms of this
program so yes the feedback is you know does it
look like I’m doing the movement and and actually in terms of beat competency you
know when we look at testing beat competency with things like taps then
you know that gives feedback on screen anyway and and you can you can pretty
much tell or a parent will be able to tell if the child is it is a few
milliseconds out in terms of timing because if you’ve got good timing
yourself you can pick that up because it just feels off great I hope that that sufficiently
answers the question event event has asked can you stop and resume the
program before the twelve weeks and how often can they repeat it so I think it’s
useful to know when you purchase the movement program you’re purchasing a
12-week program and there is some extra time built in to allow for starts and
stops as you go through it but you’re you’re purchasing a complete protocol
for one use when you’re making that investment yeah another question is
asked if a client doesn’t have internet access for a few days during their
program how does that impact that’s not an issue because the program picks up
where you left off so ideally we don’t want large gaps from for the plasticity
benefits but a few days here and there are going to happen as we went through
the program over the summer it was never a perfect five days a week with with our
boy so the program will bookmark where you are and then you’ll go right back to
where you left off and you also if you’ve been away for a few days you
don’t have the option of backtracking a few days and then picking up and moving
forward again so the program does offer that flexibility for you okay and we’ve
talked about that we had a question again about TMP differing from
interactive metronome and I think we’ve addressed that question I hope if not
let us know MP braggers if if we need to go further on that there’s also what’s
the cost to get the program so the cost for an individual to do the program is
roughly two hundred and fifty dollars u.s. or one hundred ninety five dollars
British sterling with that provider code when a family uses it they automatically
receive a 10% discount off of that price for the 12-week program so that will
reduce the price accordingly for that kylie’s asked the question when working
with children with more special needs were further development what would we
recommend we use with t.o.p ndmp 12 weeks of TLP and then TMP then
continued repetition and consideration of growth goals so for more involved
kids you know we would want to generally with listening program do something like
a spectrum protocol with bone conduction we want to do that foundational
listening and then once we’ve done that foundational listening then we can take
a run through a TMP program then as we watch how well the child’s done with it
we can then assess if we want to go through and repeat that sequence and oh
and I I don’t know if you’d like a lab rate or if you might answer that ain’t
differently I know clinically that’s exactly what I did so so my clients will
yes they like that they’ll either work with usually with with these type of
clients it will be level one or spectrum or in time of course and and then into
the movement program protocol look at look at where they are and yes we’ll do
some reveal this thing yeah way to fall I just I’ll leave this name anonymous
but we’ve had a very nice comment come in to us Alan said no questions just
thanking us for bringing forth the movement program it’s exceeded her
expectations she’s two weeks from finishing the program for herself
balanced posture visual improvements coordination and muscle tone they’ve all
been areas of benefit she’s also noticed an easiness and all the movements very
comfortable in her own skin no doubt children will benefit too and to that
individual who all even Onam us thank you very much and we’re thrilled to see
how the program is helping you what wonderful way of put anything young that
I’m comfortable in my own skin it’s that big enough I think for me that that
speaks very much about everything we’ve talked about about vestibular function
and laterality and proprioception and you know because if we know where we are
physically then we know where everything else is and we feel grounded and
securing that and that’s a you know we’ve not really highlighted that much
at all but you know it’s just a great program for feeling comfortable thank
you wonderful Mary Pat Corel Carrera has
asked us and she may have missed this portion of the webinar programs
presented for being ages eight to thirteen what about using it with
younger children so for Mary Pat’s benefit can you talk about the the
over-under on the eight to thirteen ages we have that age range yeah absolutely
it’s it’s the age range that it was initially worked on within schools is
that so that’s really where we started from
certainly developmentally children of about six or seven will be able to
access the program and obviously there are some areas they’ll find challenging
as we get through the weeks but then lots of eight nine ten eleven twelve
year olds and twenty and thirty and forty year olds will also find some of
the areas challenging that’s fine that’s why we’ve got lots of repetition
repetition built in there so yes slightly of it is fine and actually
anybody over thirteen as you know has been mentioned you know people in their
sixties seventies they’re doing the program to help with vestibular function
balance and maintaining and movements and activity so it helps anybody great
Alan thank you Mary Pat I hope hope we got that answer too okay for you I don’t
see any other open questions so Alan given the very late hour and knowing
that you’re all early risers so you can get back to work
you do there but we’ll go ahead and bring this to a conclusion although now
we’ve got more questions so you’re gonna have to hang on okay the question has
been his this spin do we know of any case reports as part of post stroke
rehab Allen oh now yeah and no he’s answer to that but they the obvious
thing is that yes in terms of the development of the movement you know
when when I’ve worked with with poor stroke people with the listening program
and you know the other movement work I do and again the way that this program
goes from you know one limb to two limbs on the same side – you know sequential
movement symmetrical movement opposite limbs would be very very useful I think
poor stroke and the fact as well that there is so much repetition within it as
well and it’s small chunks so I think it would be very useful but at this stage
we have no experience of that yeah my wife Mandy has actually sent me an
instant message and asked me to share something work with print a week and a
half into the movement program Brendon who’s who’s seven it was really
resistant to reading aloud and asked he came in to Mandy and asked if she wanted
him to hear him heard to hear Marie look and so he proceeded to sit down and read
this book to Mandy and read the whole book independently and it was very
confident and was with ease so it was interesting with Brendon
he had reading breakthroughs he was learning golf then and we were working
with a pro and doing lessons and just the fluidity of his
swing and is rhythm and timing and just as I watched and proceeded through the
program his movements came along and in his maturity and
behavior improved as he went through it so it’s always very personal you know we
use all the programs we’re involved with and they’re within our family and it’s
really been a blessing that our own son has done well with TMP so Mandy thanks
for shooting that note over now with that Monday mm-hmm yeah okay Natalie has
one more question for us if you buy the 12-week program can you repeat
particular days or do you watch once and that’s it so Alan maybe you could just
repeat how the the programming of the site works for that yeah
yeah you do have the option you you watch one module a day okay so when you
log in it will it will deliver your daily modules so that will move you on
if you and as you mentioned earlier Alex if you miss you know a week or two would
want to drop back a few days you actually have the option of watching a
previous ten days module if you wish okay so that does give you some some
flexibility within that and as Alex mentioned earlier there’s you know
there’s there’s extra time added in to allow for that to happen as well great
that’s important within schools of course that in terms of any school I
don’t think in the u.s. I mean you have 12-week terms do you know so maybe six
six or seven weeks and then a week’s break anyway and that’s exactly of
course what happened in the in the schools that initially implemented it oh and we’ve had a request and we’ll just
follow up and this will be relevant to everybody
you mentioned quite a bit of research and we have links like to our website
and different articles Alan by chance could you maybe post some of those to
our movement program Facebook page tomorrow
they’re great the riff okay yeah the the majority of the research have mentioned
he’s already posted on their Facebook page absolutely yes great one of the
ones that isn’t which is I think the basic one yes I can I can put up there
absolutely so yeah if you scroll down and actually of course there’s there’s a
lot more relevant research than we talked about tonight right well good so
if you just search the movement program in Facebook like the page and then you
can access all that information Landon is asked do we provide or suggest
particular test to do pre post showing reflexes that are integrated so what
would be the reflex integration testing that was used Italy Academy for example
or that you’d suggest for practitioners Allen that well those those sort of I
mean obviously there’s the reflex testing there’s testing on gross and
fine motor this testing on beat competence in this testing on reading
ability and you know there’s a real wide range of things that can be used so they
the reflex testing that was used at Lee Academy was standing reflex testing that
you would learn if you trained in a reflex program I mean I guess the answer
to that in whichever area of work you do whether it’s more from a from a point of
view of being a reading specialist and assessing reading you know or if it’s
from an OT perspective and you’re assessing vestibular function maybe
reflexes you know or if it’s motor skills are you know visual skills yeah
so you can obviously assess you know tracking pursuit and vergence and things
like this and then pre course those but the the reason of course is there’s
nothing included with the movement program in terms of pre post is that
it’s very much it very much depends on whom is going to do the pre post and
what what other work they have in terms of
background right and in the in that question was specific to reflexes or the
study Utley Academy was the primary reflex a retention assessment with
McPhillips yes yeah yet was it was Martin McPhillips his assessment from
Belfast University yeah okay well also the balance and coordination assessment
also was was from the same researcher yeah yeah that was University of Belfast
yeah I’m no I’m not sure if that publicly available okay and just for now
reading outcomes were measured based on the Wechsler objective reading
dimensions word basic words as well and then of course the GCSE results with
which were signal now we’re statistically significant mention the
GCSEs did well why don’t we why don’t we talk about that because that was
actually what I was most about Alan so hopefully for those that aren’t the UK
what are the GCSEs yeah and what were those outcomes they the the GCSEs the
exams that are taken by 16 year olds in the UK so the main UK public
examinations and if you remember the initial the the testing and the movement
program itself was done in year 7 so this was with 11 year olds or 7th grade
is it and they then just let it sit there for five years they did the pre
post reading and things obviously in year 7 and got the great results there
and they tracked all those children through four and a half years later
until they did these public examinations with no other interventions and and they
still had obviously the control group and the groups that had done the program
and yes the the gray fantastic thing five years later was that the group who
done the Moodle program has statistically significant improvements
in GCSE exams grades in English as well so a grid an average was about great
improvement in English about half of graded maths and they didn’t assess any
others interesting is that the quote unquote good readers that didn’t get
movement program or normal teaching did worse than the predictions result yes
which tells you something about kids kids need meat yeah supports it’s also
important to share that these these are large end values so this is over 150
pupils yes yes so these aren’t small sample sizes which is why we get the
statistical significance and in all these areas oh yeah yes highly highly
significant you can see again if you if you go to I think it’s results on they
the website page you can see a right tip of this with the results and the
statistical analysis in there as well yes so no program comm results and then
we also you there there’s a page with the research outcomes and you can also
download the PDF of the research ok Alan I’m actually gonna really sign off now
everybody joining us on zoom and on Facebook live thank you very much we
really appreciate your interest and your engagement and this wraps up our
movement program webinar for this evening so everyone have a great night
and Alan we’re gonna let you go get some rest
here’s my for you thank you lovely to see yelling thank you everybody

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