By Interactive Metronome - October 4, 2011

Learning and not left behind!

Learning and not left behind!

How many of you have a child that has problems in reading or math? Well you aren’t alone. According to the US Department of Education, as many as 1 out of every 5 children have a learning disability and what’s even more alarming are the statics that these children are likely to suffer from:


  • 75% – 80%of special education students identified as LD have their basic deficits in language and reading; Source: National Institutes of Health
  • 35% of students identified with learning disabilities drop out of high school. This is twice the rate of their non-disabled peers. (This does not include the students who are not identified and drop out); Source: National Longitudinal Transition Study (Wagner )
  • 50% of all students in special education in the public schools have learning disabilities — 2.25 million children; Source: U.S. Dept. of Education
  • 60%of adults with severe literacy problems have undetected or untreated learning disabilities; Source: National Adult Literacy and Learning Disabilities Center
  • 50%of juvenile delinquents tested were found to have undetected learning disabilities; Source: National Center for State Courts and the Educational Testing Service
  • Up to 60%of adolescents in treatment for substance abuse have learning disabilities: Source: Hazelton Foundation, Minnesota
  • 62%of learning disabled students were unemployed one year after graduation; Source: National Longitudinal Transition Study (Wagner)
  • 50%of females with learning disabilities will be mothers (many of them single) within 3-5 years of leaving high school; Source: National Longitudinal Transition Study (Wagner)
  • 31% of adolescents with learning disabilities will be arrested 3-5 years out of high school.



So what this tells me, is it’s important to address LD sooner than later. Your child doesn’t have to become another statistic. That’s exactly what Conner’s mom decided to do and look where he is now!


Conner is in 3rd grade and is considered a social boy; he has a consistent circle of friends and plays both baseball and basketball. Conner’s teachers and parents have expressed concern over his attention issues.  He often has trouble attending to a task long enough to complete it, especially if the task is challenging to him. Conner began receiving Special Education Services for Learning Disabilities in reading, writing and math. 


Interactive Metronome (IM) was introduced as part of Conner’s Special Education Services. IM is a researched-based program that provides a structured, goal-oriented process that challenges the child to synchronize whole-body exercises to a precise computer-generated reference beat. The child attempts to match the rhythmic beat with repetitive motor actions. An auditory-visual guidance system provides immediate feedback measured in milliseconds (ms), and a score is provided. Over the course of the training, the child learns to:

  • Focus and attend for longer periods of time
  • Increase physical endurance and stamina
  • Filter out internal and external distractions
  • Improve ability to monitor mental and physical actions as they are occurring
  • Progressively improve coordinated performance.


Conner participated in 7 weeks of Interactive Metronome (IM) training twice a week. On his initial assessment, he scored within the normative range for motor control but fell outside the range when the test was repeated with auditory distractions.  When the post-IM assessment was repeated 7 weeks later his motor control scores with divided attention had significantly improved and fell well within the normative range this demonstrated a marked improvement in Conner’s ability to attend and concentrate.                

Module tests taken through the Learning Institute, aligned with the third grade curriculum for our district, are taken every few weeks. Conner’s percentile scores are listed below.


Module Test  #

















Another evaluation given to Conner both pre- and post IM was the Gray Oral Reading test, first conducted 2 months prior to receiving IM and re-administered post IM training.


Results are listed below and indicate the grade equivalent for each category.






















His Oral Reading Quotient increased from 85 to 109, and his went from the 16th percentile to the 73rd!


Conner’s attention span has increased in the academic setting, making it easier for him to complete assignments on time.  His teacher reported that he began taking more responsibility for his assignments, including his independent reading log, which had been a problem prior to IM training. She also reported that Conner was able to successfully complete math work in the classroom.


Kara Conrad   

Resource Teacher      

Caldwell Elementary

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