Educators
Many research studies show that individuals who can resist interference from distractions, or information that is not related or important to the task at hand, are the most successful at holding information in their working memory, processing it, and learning. These studies illustrate that for learning to occur, the student must be able to do 3 things effectively: 1) hold bits of information actively in working memory, 2) update the information in working memory as needed, and 3) PERHAPS MOST IMPORTANTLY, self-direct attention ONLY to what is important!!! How many children do you see in educational settings today that display difficulty with these three important skills?
These critical learning skills are all governed by our brain’s “internal clock,” or its ability to perceive time and produce precisely timed actions. Timing in the brain, or what is known as temporal processing, has been shown to be deficient in several conditions commonly encountered in academic settings: ADHD, Autism, Auditory Processing Disorder, Reading Disorders, and Dyslexia. For example, it is widely accepted that many children with developmental dyslexia do not perceive auditory timing and rhythm cues in speech as well as typically developing children, leading to language learning differences. Thankfully, research also shows that the right intervention can promote or restore synchronous timing skills.
Interactive Metronome (IM) is an engaging, rewarding, and systematic program that improves timing in the brain, thus improving the ability to learn, retain, and apply new information in the academic setting and beyond. IM is used in the schools to improve:
- Focus & Concentration
- Sequencing & Organizational Skills
- Auditory & Language Processing
- Reading & Math Achievement (including critical pre-reading skills)
- Handwriting
- Self-Control of Impulsivity and Hyperactivity (classroom behavior)