The Research 2018-01-24T10:09:13+00:00

THE RESEARCH

Essential Reading

Hearing Equals Behaviour (Guy Berard)

The Brain’s way of Healing (Norman Doidge)

Reflexes, Learning and Behaviour (Sally Goddard Blythe)

Nutrient Power, Heal your biochemistry and heal your brain (Dr William Walsh) – http://www.walshinstitute.org/

Neurodevelopmental Movement Research (INPP)

Results of many studies indicate that there is a clear link between retained primitive reflexes (neurodevelopmental immaturity) and underperformance. Importantly, they have also found that, the more the nervous system is matured through a targeted movement programme, the better the gains in reading, writing, maths, processing speeds, ocular-motor functioning and the ability to sit still and pay attention.

Dr Julie-Anne Jordan Black (2005)

This 2 year study followed 683 children who had carried out a reflex integration programme and compared them to those who had not. The results showed that a retained primitive reflex was significantly linked to poorer performance in Reading, Spelling and Maths. The programme successfully inhibited the reflex, leading to very significant gains in Reading and Maths in particular.

Taylor, Houghton and Chapman; University of Western Australia (2004)

This study showed a clear link between retained primitive reflexes and ADD diagnosis

North Eastern Library Board (2004)

This study of 672 children showed a clear link between neurodevelopmental immaturity (retained reflexes) and educational underperformance.

Jändling M* (2003)

A follow-up study of a group of children, two years after they had completed the INPP Developmental Exercise Programme demonstrated that the children had maintained the gains they had made two years earlier.

Bein-Wierzbinski W* (2001)

This study of 52 elementary children in Germany showed that, as the primitive reflexes were inhibited by the INPP movement programme, ocular-motor skills and reading ability improved.

Blythe, Goddard (2001)

This paper studied 54 independently diagnosed Dyslexic children. It found that all of them had retained primitive reflexes and, as a result, all had poor ocular-motor and visual perceptual functioning. It highlighted the critical role retained reflexes can play in the symptoms and diagnosis of Dyslexia and demonstrated the hypothesis that these reflexes may be a causal factor.

Lancet, McPhillps, Hepper and Mulhern* (2000)

A double blind controlled study examining the effects of replicating primary reflex movements on specific reading difficulties in children. This study showed that, as neurodevelopmental delay was reduced, so reading and writing ability and speeds improved. This improvement didn’t occur as obviously in two control groups who either did random exercises or no exercises at all.

University of Indianapolis* (1997)

This study found exercises based on movements involving creeping (crawling) against resistance were of value in overcoming hyperactivity.

Wilkinson, University of Newcastle. (1994)

This study showed a clear link between underachievement at school and abnormal primitive reflexes. In fact, Wilkinson was able to predict underachievement with accuracy, simply by assessing the child’s retained reflex profile.

Faulkner P (Bucks School)* (1989)

This study found that children with reading difficulties who were given regular reading help, 5 days a week over 3 months improved their reading scores by 5 months of age. However, those simply given INPP movements to do 4 days a week over 3 months, without any reading practice, improved their reading age by 9 months of age.

Bender (1970s)

Bender found that the primitive reflex was still retained in 75% of children with learning difficulties, but was not present in any children without such difficulties.

*Indicates use of INPP Programme
The Institute for Neuro-Physiological Psychology was set up in 1975 by PhD Psychologist Peter Blythe. His aim was to research into the effect of immaturity in the functioning of the central nervous system on specific learning difficulties and on adults suffering from agoraphobia and panic disorder.

Auditory Therapy (AIT) Research

Results of almost forty independent studies show that a course of Berard AIT is likely to improve, comprehension, ability to speed read, auditory processing speeds, face recognition and memory for images, words and numbers. It’s also been shown to reduce hypersensitivity to sounds and help regulate other areas of hyper- or hypo- sensitivity, as well as hyperactivity, anxiety levels, shyness. A clear link has also been show between children who underperform in class and those who have ‘distortions’ in how they hear.

Berard AIT Supports Memory Training Programme. The Mediterranean Project (2013)

This study tested whether a memory training programme could be improved by adding Berard AIT into the mix. The results showed an improvement of 100% over and above memory training alone, across all types of memory for 6-11 year olds; an improvement of +91% above memory training alone for 11-14 year olds and an improvement of +56% for age 15-65 years above memory training alone. The conclusion: Berard AIT significantly helps memory functioning for all age groups.

The Berard AIT Method and Attention Disorders and Behavior Disorders – A Pilot Study (2015)

This study looked at a wide range of children and teenagers with attention and behavioural difficulties. It found that a course of Berard AIT resulted in significant improvements in hyperactivity, anxiety, shyness scale, perfectionism and ADHD symptoms.

Berard AIT Supports Speed Reading Training Program – The Marmara Project (2015)

This study showed that, by improving reading attention span, peripheral vision, reading rate and reading comprehension, a course of Berard AIT resulted in significantly improved speed reading ability.

Electrophysiological & Behavioral Outcomes of Berard AIT (2015)

This study of Autistic patients showed improvements in both early and late processing of auditory information. The researchers also detected a decrease in hyperactivity, irritability, and repetitive behaviors.

Study on the Correlation between Hearing Quality and Learning Ability (2001)

This study showed that it is possible to predict how well a person performs academically based on how accurately they hear.

Behavior Changes Related to Sensory Modulation (2014)

This study of Autistic children showed significant improvements in sensory modulation following a course of Berard AIT

The Effects of Auditory Integration Training (AIT) on Mismatch Negativity in Children with Autism (2014)

This study showed that following a course of Berard AIT, Autistic patients showed a significant reduction in hypersensitivity to sounds and a reduction in hyperactivity, irritability and lethargy. There were also significant improvements in emotional regulation, behavior, receptive language processing and comprehension.

Auditory Integration Training: A Double-Blind Study of Behavioral, Electro-physiological, and Audiometric Effects in Autistic Subjects (1999)

This study showed behavioural improvements and normalization of brain wave activity in Autistic patients following a course of Berard AIT.

Epileptic Activity in Autism and Acquired Aphasia: A Study Using Magneto-Encephalography (1997)

This study showed a more balanced and symmetrical brain wave pattern following AIT.

The Efficacy of Auditory Integration Training: Tabulated Summaries of 28 Reports (1993-2004)

This showed that, across 28 independent research studies into the efficacy of Berard AIT, 82% showed significant improvements in functioning.