Understanding the Link Between Retained Primitive Reflexes and Learning Issues, Visual/Oral Processing

This study looks at how early reflexes—automatic movements present in infancy—may still be active in some children with learning challenges. By measuring these reflexes, researchers hope to better understand how movement and brain development may relate to learning. Enjoy!

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Abstract:
The paper aims to show that the children with learning disabilities have a high level of unconstrained primitive reflexes and that their undeserved suffering also comes from the increased presence of instinctive reflexive movements. This qualitative study is conducted with 20% of the children with learning disabilities 6-10 years old,in the city of Vlora,Albania. Also their cognitive development is held “as hostage” by stumbling power of the reflexive movements for the creation of new nerve pathways and schemes. The study is represented by a rich references with contemporary information on the role of primitive neurological reflexes in utero, in the first years of life and the non-integration consequences within their biological time. The study primarily measured the primitive retained reflexes in children in the study. As an instrument for measuring primitive reflexes, the study used "home test" developed by Sally Goddard Blythe. Measurements were made in just eight primitive reflexes based on the work of Petter and Sally Goddard Blythe; Moro, Rooting, Sucking, ATNR, TLR, Handheld, Galant, and STNR. Data were collected from the measurements on the type and percentage of the retained primitive reflexes. It was proven that children with learning disorders have a high level of retained primitive reflexes compared to other children. The findings of this study lead to the need for scientific research to inhibit the primitive reflexes at a young age, but also when they are present beyond their biological age.

 

1. Introduction Learning Disorders refers to a heterogeneous group of problems that appear with obvious difficulties in the ability to understand spoken language, language expression, reading, writing, and mathematical calculations. It is believed that disorders in learning are caused by a mal-function of the central nervous system, which are present from birth and resistant to changesalong the time.They do not depend on the socio-cultural background where the child is part and even from of the way of teaching. During the first two years of primary school, this disorder becomes apparent and therefore their diagnosis is made at the end of this period. During this period, the process of learning in these children results slow and incomplete, compared to their peer group. Increasing the number of children with difficulties in learning is a problem that requires special attention from the sciences of psychology and pedagogy as well as neurobiology. Central nervous system (CNS)is the control center for thinking, learning and moving.

 

There are many factors that contribute to a person's ability to move well, to speak fluently, to play and to enhace the necessary daily skills to live and learn. The development stages of the SNC are developed in a regular sequence and are the same for all people, egardless of the racial, cultural and geographical influences.The nervous system maturation process begins with primitive reflex movements and continues with complicated brain processes leading to optimal functioning. (Sally Goddard Blythe) According to the studies so far given data that,brain during developmental phases is vulnerable to developmental disorders that may have different etiologic backgrounds (Teichert, Tomoda, & Andersen, 2006; Fagiolini, Jensen, & Champagne 2009; Kolb Gibb , 2011). One of the factors influencing these disorders is the presence of primitive reflexes beyond their biological age as a consequence of their lack of integration in time. (Allen & Capture, 1986; Zafeiriou, 2004, Sanders & Gillig, 2011). Also, the primitive unconstrained reflexes are related to certain specific neuropsychiatric disorders (Keshavan & Yeragani, 1987; Youssef & Waddington, 1988; Zafeiriou, 2004, Links et al, 2010; Nicolson et al, 2011; Sanders & Gillig, 2011). Studies by Rider 1971, Wilkinson 1994, O'Dell and Cook d Blythe and Hyland in 1997, Bein-Wierzbinski, Goddard Blythe in 2001, Kespwr G in 2003, Taylor M, S Houghton, E Chapman in 2004 Goddard Blythe SA in 2001, 2003, 2005, 2006, 2012, 2013, Agree on the role of primitive reflexes in the child's neurological development and in the learning process. Also,the movement has a positive impact on the learning process, (Fredericks, Kokot and Krog (2006), but it is emphasized the necessity of considering the content of the motion program in relation to the purpose.

 

It is also noted that there are a number of factors that affect the refraining of primitive reflexes, developmental delays and consequently learning outcomes. (The Institute for Neurophysiological Psychology (INPP) in Chester. Factors are also problems during pregnancy, childbirth, growth and development during the first 12 months of life. 2. Literature Review 2.1 Historical context of studies for primitive reflexes Notable from amongst the first pioneers to today's most renowned researchers are: Descartes (1596-1650), Sir Charles Bell (1774-1842) François, MAGENDIE (1783-1855), Sir Charles Scott Sherrington (1857-1952), Rudolf Magnus (1873- 1927), Arnold Lucius Gesell (1880-1961), Temple Fay (1895-1963, Jean Piaget (1896-1980), Lev Semyonovich Vygotsky (1896-1934), Berta Bobath (1907-1991), Glenn Doman (1919-2013), Peter & Sally Goddard Blythe, Kerstin Linde & Harald Blomberg, Svetlana Masgutova, Wibke Bein-Wierzbinski In many studies, indications are found that the unconstrained initial reflexes generally erode, leading to tracks in various limitations and disability (Ayres (1979.1982) Bein-Wierzbinski (2001) Bobath and Bobath (1955), Caputa (1981) DeMyer (1980), Holt (1991), Gazzaniga (1973), Gesell (1947), Blythe (1992), Goddard (1989, 90, 91) Miriam Bender (1976), 0, Dell and (1996) Rosanne Kermoian (1988), Veras (1975) Berne, SA (2006). In 1970, Gustafson discussed for the first time the presence of the primitive unconstrained reflexes and their effect on the process of learning for children with and without neurological damage. From this study emerged the Moro reflex effect and ATNR STNR in the learning process. In 1972 Rider B1 , found that children with learning disorders had the presence of reflexes unconstrained significantly compared with normal children.

 

In 1975, the Institute of Psychology and Neuro-Physiology (INPP) created by Dr. Peter Blythe, along with his student David McGlown, used a variety of methods to assess, train and investigate the role of initial unconstrained reflexes and underdeveloped postural reactions in children with specific problems in the pits. In 1994, Wilkinson2 tested four primitive reflexes with a Wide Range Achievement Test (WRAT). The results showed that the primitive l reflexes were inhibited without an influential factor in learning difficulties and low levels of achievement in all fields. Thus, reflex TLR affects balance and Moro reflex influences on the specific problems of mathematics.

In 1996, Sally Goddard Blythe, director of INPP, created a school based on the program "rating neuromotor, stepping stones to Learn," which examines the history of the evaluation and treatment of primitive reflexes, the importance of primitive reflexes and postural responses in typical and atypical childhood development, searches around neuromotor immaturity and its effect on sensory processing and academic achievement. In 1997, O'Dell and Cook revealed that Bender exercises based on movements like walking or delay started to crawl, were valuable in stopping hyperactivity. In 1998 Goddard Blythe and Hyland, examined children who had NDD (Nature Deficit Disorder). Screening was the focus of the primitive unconstrained reflexes which were related to neurological dysfunction of children with learning difficulties4 .

 

In 2001, Bein-Wierzbinski completed a research project aimed at determining the relationship between the visual system and the primitive reflexes to get into the study and treated half of them with a specific motor program which focused on primitive reflexes and early motor development. Results showed improvement in oculo-motor function and ability of reading, as well as the integration of reflexes1 . In 2001 Goddard Blythe SA - examined the impact of neuro-developmental factors in 54 children who were diagnosed with dyslexia. Participants showed evidence that the reflexes of unconstrained ATNR together and TLR were part of neurodevelopmental factors.

In 2002 she described reflexes in the normal development of a child and what happens if some reflexes remain or if some other does not develop. They affect the ability of the child's learning or have an impact on behavior. In 2003 Kesper G, demonstrated by its ongoing study on the effects of the primitive problems on motor reflexes. In 2004, Taylor M, S Houghton, Chapman, added that primitive reflexes appear to be related to the concentration of attention disorders, ADHD, developmental Genesis-class failure2 . Also in 2004 McPhillips, M. Sheehy, N. has data on the presence of the primitive unconstrained reflexes and motor problems in children with reading difficulties3 . Goddard Blythe SA (2005) studied the relationship between the unconstrained reflexes and reading problems, as well as the efficiency of INPP program for several schools in Northumberland4 . Sally Goddard (2006) brought evidence that failure to integrate the primitive reflexes can lead to neuro-developmental delays which leads to considerable immaturity of the nervous system function.

 

In 2006 in the book: "The well balanced child" the emphasis is placed upon the importance of the whole body involvement in the learning process. Through movement, the brain reached maturity. This edition includes a new chapter with movement exercises that parents can use at home, so that their children fulfil their potential. Berne, S.A. (2006) provides information on the treatment of primitive reflexes in babies and children In order to anticipate disturbances5 . The Conference on the 40th anniversary of INPP, directed by Petter and Sally Goddard Blythe, held in London in October 2015, noted the successful implementation of INPP Program for curbing primitive reflexes in several different countries. For the first time research of INPP was attached to the findings of this study.

 

2.2. General knowledge of primitive reflexes During the development of the fetus6 , a set of reflexes is formed, which are called primitive reflexes7 and in utero are one of the first forms of movement8 . They are involuntary stereotyped movements that respond to special stimuli and are the dominant form of movements during the last months before and after the first months of birth9 . Early life periods are very important, due to two types of movements, Primitive reflexes and stereotypes10 . Primitive reflexive movements and stereotypes are very important in the development process. Primitive reflexes should be present at birth and are an indicator of the state of the central nervous system11. Reflexive movements are the first foundations of the nervous system. Very early in the uterus, reflexes and primitive movements help the brain’s development12. Most of the primitive reflexes do not last beyond the first year, but they have to be slowed down during this year13 .

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Conclusions:

1. There was a correlation between maintaining primitive reflexes and learning disorder.

2. Children with learning disabilities have a high level of primitive retained reflexes compared to other children.

3. Undeserved difficulties and suffering of children with learning disabilities come from the increased presence of instinctive movements.

4. Their cognitive development is held “as hostage” by stumbling power of the reflexive movements for the creation of new nerve pathways and schemes.

5. Children who have retained primitive reflexes have low school achievement and various concentration and behavior problems.

6. All children have unwanted reflexes regardless of the type of disorder that they carry: autism, hyperactivity, dyslexia, or disruption of communication.

7. All children saw an overlap of the primitive reflexes with two or more reflexes.

8. The data from the parents' interviews were almost the same as neuropsychiatric data from the measurement of primitive reflexes. 9. There is a lack of theoretical and practical information from the family and the school about primitive reflexes, about their role in the life of the individual.

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