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By Interactive Metronome, Bricole Reincke - February 25, 2020
International Women’s Day (March 8) is a global day celebrating the social, economic, cultural and political achievements of women. Over the past 20 years, many people have helped to shape Interactive Metronome, and this month, we want to showcase some of the women who have worked to understand IM’s efficacy as a therapeutic modality for rehab & therapy professionals around the world!
YEAR: 2019
PUBLICATION: GLOBAL PEDIATRIC HEALTH
AUTHOR: Silvia Bonacina, Jennifer Krizman, Travis WhiteSchwoch, Trent Nicol, and Nina Kraus
RESULTS:
Simply drumming to an isochronous beat had no impact on recall of rhythmic patterns. Children who performed better at drumming to the beat of music were better at both drumming to a beat and remembering rhythmic patterns. However, children who were able to clap in time with a steady beat with the least amount of variability in their synchronization (due to real time millisecond feedback from Interactive Metronome) demonstrated better ability to drum to a beat, recall rhythmic patterns & drum to the beat of music. According to Dr Nina Kraus, rhythm is complicated, there are several rhythm intelligences, & Interactive Metronome, by itself, impacts all of these vital rhythms that are so important to the development of language and literacy. “Several clinical populations exhibit timing deficits that co-occur with to language deficits; for example, individuals with reading impairment often struggle to tap along to an isochronous beat. It is conceivable that clapping in time to feedback could be a viable intervention for populations with distinct rhythmic deficits (such as one group who struggles to synchronize to a beat and another who struggles to remember rhythmic patterns).” The authors hypothesize that the perception & production of rhythm begins as a global skill early and becomes more specialized later in life. This is in line with previous IM research and the IM Indicator Table data.
DETAILS:
YEAR: 2018
PUBLICATION: ANNALS OF THE NEW YORK ACADEMY OF SCIENCES
AUTHOR: Silvia Bonacina, Jennifer Krizman, Travis WhiteSchwoch, & Nina Kraus
RESULTS:
The Children who were able to clap in sync with an auditory beat during Interactive Metronome (IM) assessment with the least variability in timing & rhythm demonstrated more advanced neurophysiological responses associated with language skills. Further, those children that demonstrated greater rhythmic ability (or the least variability in timing) while receiving visual feedback for millisecond timing feedback demonstrated superior literacy skills in the areas of processing speed, phonological processing, word reading, spelling, morphology, and syntax. “These results suggest that rhythm skills and literacy call on overlapping neural mechanisms, supporting the idea that rhythm training may boost literacy in part by engaging sensory-motor systems.”
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YEAR: 2015
PUBLICATION: JOURNAL OF HAND THERAPY
AUTHOR: Tracy M. Shank & Wendy Harron
RESULTS:
Children who participated in Interactive Metronome (IM) training demonstrated statistically significant improvements in timing skills, behavior, & hand function in both the dominant and non-dominant hand.
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YEAR: 2012
PUBLICATION: COMMUNICATION DISORDERS QUARTERLY
AUTHOR: Michaela Ritter, Karen A. Colson & Jungjun Park
RESULTS:
The experimental reading and language intervention group that also received Interactive Metronome (IM) training demonstrated far greater gains in reading rate/fluency and comprehension compared the control group that received the same reading and language interventions alone.
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YEAR: 2012
PUBLICATION: RESEARCH IN DEVELOPMENTAL DISABILITIES
AUTHOR: Sara Rosenblum & Noga Regeve
RESULTS:
The Significant differences were found in timing abilities (millisecond timing scores on Interactive Metronome, IM) between children with Developmental Coordination Disorder (DCD) and those who are typically developing (TD) with much slower response times in children with DCD. Temporal measures of handwriting performance between children with DCD and those who are TD yielded significant differences with far greater mean in-air time per stroke for all three tasks for the children with DCD. Additionally, moderate correlations were found between timing abilities (IM scores) and temporal measures of handwriting performance in each group. Timing abilities, as measured by IM, accurately predicted handwriting performance time among children with DCD. The authors strongly recommended consideration of IM as an evaluation and intervention tool for children with DCD.
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YEAR: 2012
PUBLICATION: WHITE PAPER
AUTHOR: Hannah Grossman & Mary E. Brenner
RESULTS:
The group that received IM + ball training improved the most in the area of processing speed (2 years 9.5 months) compared to IM training alone and the control group. The group that received IM training alone improved the most in the areas of reading fluency (8 months) and math fluency (7.5 months) compared to the other groups.
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YEAR: 2012
PUBLICATION: DEVELOPMENTAL NEUROREHABILITATION
AUTHOR: Anna-Maria Johansson, Erik Domellof & Louise Ronnqvist
RESULTS:
Two children with cerebral palsy (CP) demonstrated smoother and shorter bimanual movement trajectories, especially for the
affected side. Additionally, one child exhibited increased smoothness of the non-affected side. Noticeable improvement in motor learning occurred immediately post training and was maintained at 6 months post training.
DETAILS:
YEAR: 2011
PUBLICATION: AMERICAN JOURNAL OF OCCUPATIONAL THERAPY
AUTHOR: Sarah C. Beckelhimer, Ann E. Dalton, Charissa A. Richter, Valerie Hermann & Stephen J. Page
RESULTS:
The Two men in the chronic stage of recovery from stroke demonstrated reduced arm impairment (indicated by FM scores of 12.0 and 14.0) and increases in average functional ability (10.85 and 11.1 points on the AMAT), perceived quality of life (12.0 and132.0 points on the SIS), and perception of overall recovery (110.0 points for each participant on the SIS) following combination of Interactive Metronome (IM) training.
DETAILS:
YEAR: 2008
PUBLICATION: CONTEMPORARY ISSUES IN COMMUNICATION SCIENCE AND DISORDERS
AUTHOR: Jessica J. Sabado & Donald R. Fuller
RESULTS:
The An adolescent female diagnosed with LLD demonstrated substantial improvement in language skills following Interactive Metronome (IM) training.
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YEAR: 2005
PUBLICATION: PHYSIOTHERAPY THEORY AND PRACTICE
AUTHOR: Melinda L. Bartscherer & Robin L. Dole
RESULTS:
A young boy demonstrated significant improvement in fine and gross motor skills following Interactive Metronome (IM) training. His parents also reported greater flexibility, cooperation and attention span.
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YEAR: 2003
PUBLICATION: WHITE PAPER
AUTHOR: Susan J. Diamond
RESULTS:
This author reviewed the literature pertinent to brain plasticity, hemispheric interaction, motor planning, attention, memory and language, the role of the evoked potential electrical signal, and the role of soft signs to discover more about the brain interactions witnessed following IM training.
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YEAR: 2003
PUBLICATION: WHITE PAPER presented at The Annual Meeting of the National Association of Elementary School Principals
AUTHOR: Dr. Cindy Cason
RESULTS:
Students who received IM training performed significantly better on tests of reading & math fluency and improved 1-2 grade levels in reading comprehension and fluency as compared to matched controls.
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YEAR: 2002
PUBLICATION: FRONTIERS IN HIGH SCOPE PRESS
AUTHOR: Kristyn Kuhlman & Lawrence Schweinhart
RESULTS:
Metronome timing was strongly correlated with motor control/coordination, the ability to sustain attention and concentration, age, and kindergarten achievement. Timing was discovered to be developmental with older children demonstrating better metronome and musical timing than younger children. Additionally, metronome and musical timing were significantly correlated with performance on the California Achievement Test (children at or above the 80th percentile had significantly better metronome timing than children at the 59th percentile or below). Metronome and musical timing were both more strongly correlated with a child’s ability to focus than household income or parents’ highest level of education.
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