Beckelhimer, S. C., Dalton, A. E., Richter, C. A., Hermann, V., & Page, S. J. (2011).Brief Report Computer-based rhythm and timing training in severe, stroke-induced arm hemiparesis. American Journal of Occupational Therapy, 65, 96-100.

Leisman, Gerry and Robert Melillo. "Effects of motor sequence training on attentional performance." International Journal on Disability and Human Development Volume 9. Issue 4 (2010): 275-282.

McGrew, Kevin S, Taub, Gordon, Keith, Timithy Z. (2007). Improvements in interval time tracking and effects on reading achievement. University of Central Florida, Institute for Applied Psychometrics, University of Texas. Psychology in the Schools, 44(8), 849-863.

Joel L. Etra. (2006). The Effect of Interactive Metronome Training on Children’s SCAN-C Scores. Nova Southeastern University. An Applied Dissertation Submitted to the Fischler School of Education and Human Services in Partial Fulfillment of the Requirements for the Degree of Doctor of Speech-Language Pathology.

Bartscherer, P. M., & Dole, P. E. (2005). Interactive Metronome training for a 9-year-old boy with attention and motor coordination difficulties. Physiotherapy Theory and Practice , 257-269.

Alpiner, Neal. (2004). The role of functional MRI in defining auditory-motor processing networks. White paper presented at 65th Annual American Physical Medicine and Rehabilitation Conference, Phoenix, AZ.

Jones, LorRainne. (2004). Improving motor planning and sequencing to improve outcomes in speech and language therapy. 83rd Annual American Speech and Hearing Association, New Orleans, LA.

Jacokes, Lee E. (2003). Pathways Center final statistical analysis. Unpublished white Paper. Pathway Learning Center, Chicago, IL, Interactive Metronome.

Diamond, Susan J. (2003). Processing speed and motor planning: the scientific background to the skills trained by Interactive Metronome technology. Unpublished white paper. Interactive Metronome.

Cason, Cindy. (2003). Learning problems and the left behind. White paper presented at the National Association of Elementary School Principals, Anaheim, CA.

Jacokes, Lee E. (2003). Interactive metronome performance training of St. Thomas Aquinas high school. Unpublished white paper. Interactive Metronome.

Gorman, Patrick. (2003). Interactive Metronome- Underlying neurocognitive correlates of effectiveness. Unpublished white paper. Interactive Metronome.

Libkuman, Terry M, Otani, Hajime. (2002). Training in timing improves accuracy in golf. Journal of General Psychology, 129(1), 77-96.

Kuhlman, Kristyn, Schweinhart, Lawrence J. (2002). Timing in child development. High/Scope Educational Research Foundation, Ypsilanti, MI: High/Scope Press.

Greenspan, Stanley I, Shaffer, Robert J, Tuchman, Robert F, Stemmer, Paul J, Jacokes, Lee E. (2001). Effect of Interactive Metronome rhythmicity training on children with ADHD. American Journal of Occupational Therapy, 55(2), 155-162.

Burpee, Jeanetta, DeJean Valerie, Frick, Sheila, Kawar, Mary, Koomar, Mary, Fischer, Deborah Murphy. (2001). Theoretical and clinical perspectives on the Interactive Metronome (IM): A view from a clinical occupational therapy practice. American Journal of Occupational Therapy, 55(2), 163-166.

Sommer, Marius and Ronnqvist, Louise. Improved motor-timing: effects of synchronized metronome training on golf shot accuracy. Department of Psychology, Umea University, Umea, Sweden. Journal of Sports Science and Medicine (2009) 8, 648-656.

IN THE PROCESS OF PUBLICATION

ONGOING RESEARCH

• University of Cincinnati: Hemiplegic Arm
• Medical College of Georgia: Parkinson's Disease
• Veterans Administration: Cognitive, Behavioral & Motor Skills (unimpaired & veterans with blast injuries)

EFFICACY OF TIMING & RHYTHM INTERVENTIONS

“To deal with time, humans have developed multiple timing systems that are active over more than 10 orders of magnitude with various degrees of precision. These different timing systems can be classified into three general classes (viz., circadian, interval, and millisecond timing), each associated with different behaviors and brain structures/mechanisms (Buhusi & Meck, 2005; Mauk & Buonomano, 2004). The fastest timing system (millisecond or interval timing), which is involved in a number of classes of human behavior (e.g., speech and language, music, motor behaviors, attention, cognition, etc.), is the most important timing system for understanding and diagnosing clinical disorders (and atypical development) and for developing and evaluating effective treatment interventions for educational and rehabilitation settings. (Buhusi & Meck, 2005; Ivry & Spencer, 2004; Lewis, 2005; Mauk & Buonomano, 2004; Overly & Turner, 2009)”

Click here to read this research report in full.
Appendix A
Appendix B
Appendix C

TEMPORAL PROCESSING & GAIT

Although "pre-gait" skills such as weight shifting, unilateral stance and limb advancement are important skills to achieve in order to walk, the only true way to practice walking is to walk. The smooth transition between phases of gait cycle is an integrated activity that is difficult to learn through practice of individual parts. Utilizing the Gait Mate to reeducate a client's walking pattern is a goal-oriented approach that requires the client to solve a movement problem to successfully achieve the goal (accurate trigger hit). The client is not just responding to commands given by the therapist, but also organizing internal and environmental resources to alter motor output and accurately hit the trigger.

When using the Gait Mate, the goal may be to improve biomechanics, alter gait speed, or increase stride length. It is important to evaluate the client's current walking speed and set the initial tempo of the Gait Mate at a similar speed, often between 65-75 beats per minute. When a client has altered biomechanics, forcing them to walk at too slow of a pace can be extremely challenging and often results in further altering the client's gait pattern. Walking on the treadmill with the Gait Mate is a powerful tool as the repetitions can be set very high and the client can practice walking for several minutes. The therapist can use tactile cues to improve the client's gait pattern. Improvement in gait pattern will be rewarded with more accurate auditory biofeedback from the Interactive Metronome.

Click here for gait related resources.

Shelley Thomas, MPT, Director of Rehabilitation, Idaho Elks Rehabilitation Hospital.

RESEARCH PACKET

Interactive Metronome Research Packet