Check out these great tips on how to use Interactive Metronome® in the school setting. See how to work with children from resource classes to gifted students in public and private schools. A great way to boost your private practice and make more money while advancing your career.
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Using Interactive Metronome® in Schools
1. By: Mary Jones, OTR/L
Sensational Kids LLC
Bradenton, FL
Using Interactive
Metronome in Schools
2. Which School Environment?
Public - traditional
An educational institution funded with tax
revenue and administered by local
government or government agency.
Public - Charter
Elementary or high schools that receive
public money but have been freed from
some of the rules, regulations and statutes
that apply to other public schools in
exchange for some kind of accountability for
producing certain results, which are set forth
in each schools charter. No tuition fees are
rendered due.
3. Which School Environment?
Private
• Not administered by local, state or
national governments.
• Funded by student tuition and
sometimes private donation.
Home Based
• The education of children at
home, usually by parents or
tutors , as an alternative to a
traditional school setting.
4. What Age?
Pre-school (age 3-5 years)
Elementary (kindergarten
to 5th
or 6th
grade)
Middle (also known as
intermediate or junior high
school – 6th
or 7th
grade to 8th
or 9th
grade)
High (also called secondary
school – 9th
to 12th
grade)
5. Groups?...What Size
Group – small: 2-4; Large: 6-8; Class: 18-24
Individual - Direct
Single IM station
Multiple IM stations
Multiple Triggers
6. What Space?
Classroom – assigned
Classroom - generic
Designated treatment
space
Indoors
Outdoors
Large
Small
8. Marketing to Schools….
What do you say?
1. What is Interactive Metronome?
2. Why is timing important?
3. How does IM help children?
4. The neurological influence of IM
5. The academic relevance of IM
6. The athletic relevance of IM
9. 1) What is Interactive Metronome?
A computerized brain training program
Administered by certified licensed
professionals
Addresses a child’s mental/interval timing
10. 2) Why is timing important?
Improved timing and rhythm perception
translates into significant improvements in
developmental progress, academic
achievement and sports performance.
11. 3) How does IM help children?
All daily activities involve timing and rhythm:
- Listening - Daily Routines - Play - Movement
- Reading - Writing - Math - Sports - Attention
There is a strong connection between rhythmic
ability and skilled motor acquisition.
IM training involves reducing timing error during a
child’s interaction with a synchronized metronome
beat
12. 4) Neurological influence of IM
Brain plasticity
Hemispheric interaction
Inter-hemispheric coupling
(bimanual coordination)
Inhibitory/excitatory
facilitation
Association
Motor planning
Attention
Sensory feedback
13. 5) The Academic Relevance of IM
Pathways Center Pilot Study
Jacokes (2004)
Use of IM in Benton Public Schools
Pilot study by Debra Law, OT;
Patricia Snowden, SLP; Aamie
Mason, SLP
Improvement in Interval Time
Tracking and Effects of Reading
Achievement
Taub, McGrew & Keith (2007)
14. Pathways Center Pilot Study
Jacokes (2004)
13 subjects
Pre/post assessments included:
1. CLEF-3: Clinical Evaluation of Language Fundamentals, Third
Edition
2. Bruininks-Oseretsky Test of Motor Proficiency
3. Sensory Profile – Care Giver Questionnaire
4. Interactive Metronome Parent Questionnaire
5. Self Perception Survey
6. Handwriting Evaluation Tool
7. The Listening Test
8. Draw A Person
15. Pathways Center Pilot Study
Jacokes (2004)
Improvements noted in:
Balance & bilateral coordination
Sensory processing (10 subscales of Sensory Profile)
Handwriting (legibility, copying speed, simple dictation)
Auditory processing (concept formation, reasoning)
Attention/concentration (parent report)
All improvements were maintained at 3 months, with
further improvements 6 months post-IM treatment
16. Applied Intelligence
• Problem Solving & Critical
Thinking Skills
• Ability to Retain & Apply
Learning
Developmental
• Fine Motor Skills
• Gross Motor Skills
• Communication Skills
• Adaptive Behavior
• Independence
• Hearing/Vision
• Sensory Awareness &
• Tolerance
Classroom Behavior
• Self Control
• Attend Over Time
• Work Independently
• Organizational Skills
• Attention to Detail
• Willingness to Work
Perceptual Processing
• Ability to Interpret & Analyze
Information
Psychological/Social Skills
• Self Management
• Self Esteem/Self Concept
• Responsibility
• Integrity
The Use of IM in the Benton Public Schools
Pilot study by Debra Law, OT; Patricia Snowden, SLP;
Aamie Mason, SLP
18. Improvement in Interval Time Tracking
and Effects of Reading Achievement
Taub, McGrew & Keith (2007)
86 children grades 1 – 4
IM training accounted for
18-20% growth in reading
fluency
Significant impact on critical
early reading skills
Phonics
Phonological awareness
Rapid automatized naming
(reading fluency)
Published in Psychology in the
Schools
19. 6) Athletic relevance
Performance Training of St.
Thomas Aquinas High
School Student-Athletes
Jackokes (2003)
Motor Study: Journal of
General Psychology
Libkuman & Otani (2002)
20. 6) Athletic Relevance
St. Thomas Aquinas High School Student-Athletes
Jacokes (2003)
29 student-athletes
IM training in groups of 15-17 over 15 days
Pre/Post Measures:
Team timing (IM Short Form Test scores)
Team focus (IM IAR Scores)
Team mental processing (WJ III Reading & Math
Fluency)
Team execution (survey)
21. 6) Athletic Relevance
St. Thomas Aquinas High School Student-Athletes
Jacokes (2003)
Results:
Team timing
increased from 55th
to 99th
percentile
decrease from 46ms to 15 ms
Team focus
90% increase in IAR on Short Form Test
Team mental processing
Reading fluency increased 2.03 years
Math fluency increased .99 years
22. 6) Athletic Relevance
St. Thomas Aquinas High School Student-Athletes
Jacokes (2003)
Team execution survey results:
Improved Team Focus by 45%
Increased Overall Team Synchronization/Timing
by 62%
Raised Overall Team Execution by 56%
Decreased Offensive Miscues by 50%
23. 6) Athletic Relevance
St. Thomas Aquinas High School Student-Athletes
Jacokes (2003)
Student-athlete comments post-IM training:
“I am in the right place at the right time.”
“I feel I get less mentally tired at practice since we started training.”
“I tend to have a better time of zoning out all that is around me
aside from the task at hand.”
“I can adjust to a defense better, especially reading the blitz and
calling audibles.”
“My ability on defense to read routes and offensive formations and
react to plays has improved greatly.”
“My reading concentration has improved and I now read much
faster.”
“I feel my body is more in sync with my mind and it reacts better
than prior to IM training.”
24. 6) Athletic Relevance
Motor Study
The Journal of General Psychology
Comparison of IM-
trained golfers to a
control group
Pre/post tested on
computerized driving
range
Significant
improvements in golf
shot accuracy
25. 20% Overall Gain in Shot Accuracy
35% Increase for advanced golfers who had consistent swing
mechanics
6) Athletic Relevance
Motor Study
The Journal of General Psychology
26. Research Considerations
where to start…
Go to www.interactivemetronome.com
Open “Research” tab
Follow listings for :
- Published and completed scientific papers
- Papers in the process of publication
- Ongoing Research
- Efficacy of timing and rhythm interventions
- Temporal Processing and Gait
- Research Packets.
Temporal Research Resources are available in the following areas:-
* ADHD * Executive Functions
*Attention * Intelligence
* Auditory Processing * Memory/working memory
*Autism * Mental Timing Theory
*Brain Injury * Motor Skills
* Dyslexia * Music
* Processing Speed * Reading
* Speech
27. How to fit IM into the school
curriculum
Individual or small-to-medium group sessions
during non-academic periods (i.e.,
break/lunch periods).
Individual or small-to-medium groups in
designated therapy space during periods
assigned by teaching staff.
Individual interventions during homeroom
based activities
Before or after-school, onsite scheduling for
individual or group sessions
Laptop set up most flexible with use of
mobile storage i.e. bag/cart
30. Managing attentional challenges
Learning differences
SPD
Spectrum
ADHD/ADD/NDD
Strategies
Motivation
Size of room
Pacing of sessions
Allow for more repetition
Allow for more concrete presentation of session material
Calming strategies pre-during-post IM
31. Keeping a student engaged
Useful tools to help modify IM activities:
Velcro
Multiple Triggers
Specialized Triggers
Colored Tape
Weighted tape
Fidget items
‘Quick fix’ items
Reinforcement items
Age-appropriate toys and games
32. Group considerations
Rhythm group with passive metronome
Obstacle course with IM component
Multiple triggers – turn taking/social
skills/game playing/speech and
cognitive overlay.
Speakers over headphones
33. Session content and duration
Content
discipline considerations
age considerations
modifications
Duration
the more repetitions and
engagement, the better the
results….
however, a little can go a
long way…
34. Determining treatment goals and
reviewing progress – collaboration with
professionals and parents.
Treatment goals: Functionally and academically based Discipline specific
Progress based on gains as measured by standardized tests
DeGangi - Berk Test of Sensory Integration
Bruininks - Oseretsky Test of Motor Proficiency (BOT2)
Woodcock Johnson III
Academic Benchmark test scores
Minnesota Handwriting Test
Beery Visual Motor Integration Testing (VMI)
Sensory Integration and Praxis Test (SIPT) or parts of.
ADHD Monitory System (Rabiner, D. Phd)
Gray Silent Reading Test
Stanford Reading Test
Developmental test of Visual Perception (DTVP)
Connor’s Behavior Rating Scale
35. Determining treatment goals and
reviewing progress – collaboration with
professionals and parents.
IM software and documentations
Specific scoring and performance checklists
Functional performance gains
Functional rating scales
Highlight specific problem areas
Review the course of neuro-plasticity….prepare staff and families for
potential clinical/academic down turn or ‘funk’ period before leveling
out.
Academic gains
Classroom performance
Ability to complete homework assignments
36. Determining treatment goals and
reviewing progress – collaboration with
professionals and parents.
Formal and informal reporting from staff and family
Use of checklists and verbal reporting
Written and aural samples
Collect before, during and after.
Photographic and video samples
Use for data collection, education and as a reward system
Collaboration…education-education-education!
Availability – whenever you set out to influence the development of a child’s
central nervous system, have a communication system set up for staff and
families
Bricole….once again, I will leave the formatting and layout up to your magic!! Feel free to split slides if too busy…mj
Charter: State run charters are schools not affiliated with local school districts. They are often established by universities, non-profit groups and some government entities.
In addition, some school districts permit corporations to open chains of for-profit charter schools.
Home-schooling: It allows parents a legal option for providing a learning environment for their children other than publicly-provided schools.
Build rapport with classroom teachers
2. Take the time to educate the administrators about IM; starting at building level principals and working up to Dept heads for Special Ed and Curriculum.
3. Be sure when you talk to administrators that you tie in the benefits of IM with writing, math, behavior, attention/concentration and especially test scores. School Districts who perform poorly on State exams are put into performance improvement and could lose money if the trend continued. Building Principals want their building to perform well and know that their job ultimately is on the line if scores don't stay at satisfactory levels. In Arkansas, state benchmark exams are given for Literacy, Math and Science. The students who have received IM have demonstrated positive improvements in the Math and Literacy scores, with increases in Math scores happening before increases in Reading/Literacy.
4. Talk to the Director of Curriculum for the district and give them numbers from research and what that could do for the district. Again tie it into testing scores, Response to intervention (RTI). Changes in scores are definitely documented and something that can be followed over time. That is what we are doing to prove efficacy to our district. That way they will continue to pay for the minutes/units year after year. We didn't know just how much IM would affect these, but, now we can say that it definitely does!
5. You need to have a point person who will collect information, test scores, etc. to help prove efficacy over time, do training or be there to help with people who are new to IM, initiate scheduling etc. otherwise it can get overwhelming for everyone.
6. Take time to familiarize yourself with the machine and reports on the machine. Play with it for awhile and get your own task average down before you try to pattern anyone.
7. A weekly schedule is imperative if the machine is being shared, almost as much as putting the machine on a cart so that set up and take down time is minimized. Post the schedule on the cart and give copies to others using the machine so they know where it goes next.
8. IEPS: if you see a child more than their scheduled time on the IEP, get a permission slip signed by the parent allowing this. It just covers you.
9. Scheduling can be difficult and three times a week might not be possible. While more is better, any time is better than none. (You have to be intentional especially during certain times during the school year Christmas and spring are difficult) We also see kids before or after school if scheduling is too hard during school or if the student isn't a therapy kid but needs intervention. Beginning an IM program at the start of the school year has worked best for us.
In our study some of our kids who showed awesome gains only got 9/12 sessions (4weeks) and only 200-300 reps each time. My thought here is that any amount of time you can do it is better than not getting IM. I do think that at least twice a week is good and best case is 3x a week. You'll see bigger gains with more reps as long as the student doesn't become overwhelmed, bored etc.
We do a master schedule each nine weeks and move the machine to the next person on the schedule to make things flow better.
A weekly schedule is imperative if the machine is being shared, almost as much as putting the machine on a cart so that set up and take down time is minimized. Post the schedule on the cart and give copies to others using the machine so they know where it goes next.
I would consider your 3-5th graders at first only because they have more testing that you can track before and after IM (especially if you can start in Jan and go until Benchmarks) that way you'll have the documentation you'll need to get the schools to buy more machines. Of course that doesn't go with the portfolio kids.
When writing our notes we document IM as an activity to achieve a certain goal that way Medicaid will pay for it. Our speech path doesn't even mention it in her notes, rather states that she worked on timing and rhythm for fluency or something like that. Talk to the Director of Curriculum for the district and give them numbers from research and what that could do for the district. Again tie it into testing scores, Response to intervention (RTI). Changes in scores are definitely documented and something that can be followed over time. That is what we are doing to prove efficacy to our district. That way they will continue to pay for the minutes/units year after year. We didn't know just how much IM would affect these, but, now we can say that it definitely does! Our pilot study helped demonstrate to the district the cost effectiveness of using IM, they then funded through the curriculum budget 6 IM stations for the 4 elementary schools and the middle school and junior high last year. We did not and I would not charge for IM specifically, just use it as a modality part of your therapy time, just like you would heavy input activities or visual perceptual activities, etc. I agree the cost is a bit of a challenge, but well worth it. Our district/state is really into raising standardized test scores and we have proof that our kids who did IM definitely raised scores. Of course our district also offered remediation but the kids with the most significant improvements were our IM kids.