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Assessing Neuromotor Readiness for Learning

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Assessing Neuromotor Readiness for Learning
  • Based on the proven INPP model for neuromotor development screening and intervention, which is unique in having been rigorously evaluated in research and practice
  • Expands and revises an INPP manual which has previously only been available to training customers, and which is a foundation stone of the overall INPP approach
  • Places emphasis on children's physical development and how neuro-motor skills provide the foundations for learning success.
  • The package includes batteries of tests for younger and older children, a developmental movement programme.

Reviews

The tests and exercises are not a diagnostic tool, but with training are to be used as a screening device to help teachers understand further the difficulties of some children in their school, and to re-evaluate their needs and provide an effective intervention programme. The programme identified in the book should, in my view, be part of all teacher training.
Maria Robinson, Independent Adviser in Early Years Development

Sally Goddard-Blythe has worked for many years to help young children respond to the demanding tasks of school: speaking and understanding speech, reading and writing, and the logic of using tools. All depend on moving with balance and versatility, and with clear sight and hearing. In this rich manual for screening and development of motor awareness, teachers and other professionals working with children aged 4 to 7 and upward, are offered the fruit of Sally Goddard Blythe’s four decades of research and practice. Assessing Neuromotor Readiness for Learning will help to give every child confidence and pleasure in moving to learn.
Colwyn Trevarthen, Professor Emeritus of Child Psychology and Psychobiology, University of Edinburgh

 

Table of Contents

  • 1 Introduction
  • 1.1 Overview
  • 1.2 Rationale for Screening and Remediation of Neuromotor Immaturity
  • 1.3 What is INPP?
  • 1.4 The INPP Developmental Movement Programme for Schools
  • 1.5 What is Neuromotor Immaturity?
  • 1.6 What is the Significance of Primitive Reflexes to Education?
  • 1.7 What are Primitive Reflexes?
  • 1.8 What is the Significance of Neuromotor Maturity to Education?
  • 1.9 What is the Purpose of Developmental Screening Tests?
  • 1.10 Why Assess Posture and Balance?
  • 1.11 Why Carry Out Assessments for Balance?
  • 1.12 What is the Difference Between Static Balance and Dynamic Balance?
  • 1.13 What is the Significance of Postural Control to Learning?
  • 1.14 Primitive Reflexes: Why Have These Three Reflexes Been Selected for Evaluation?
  • 1.14.1 The Asymmetrical Tonic Neck Reflex (ATNR)
  • 1.14.2 The Symmetrical Tonic Neck Reflex (STNR)
  • 1.14.3 The Tonic Labyrinthine Reflex (TLR)
  • 1.15 What Evidence is There Linking Balance, Posture and Reflexes to Educational Achievement?
  • 1.16 What Evidence is There That Intervention in the Form of Movement Programmes Aimed at the Level of Primitive Reflexes Improves Educational Outcomes?
  • 1.17 How to Use The Screening Tests
  • References

 

  • 2 Developmental Screening Tests for Use with Children Aged 4–7 Years
  • 2.1 General instructions
  • 2.1.1 Scoring
  • 2.1.2 Tests
  • 2.2 Neuromotor tests
  • 2.2.1 The Romberg Test
  • 2.2.2 One Leg Stand
  • 2.2.3 The Crawling on Hands and Knees Test
  • 2.2.4 Crossing the Midline, Test No. 1
  • 2.2.5 Crossing the Midline, Test No. 2
  • 2.2.6 Finger and Thumb Opposition Test
  • 2.3 Tests for Primitive Reflexes
  • 2.3.1 Asymmetrical Tonic Neck Reflex (ATNR)
  • 2.3.2 The Symmetrical Tonic Neck Reflex (STNR)
  • 2.3.3 Tonic Labyrinthine Reflex (TLR) – Erect Test
  • 2.4 Tests for Visual Perception and Visual-Motor Integration
  • 2.4.1 Pencil and Paper Tasks
  • 2.4.2 Additional Measures
  • 2.5 Score Sheets for 4–7 Year Old Test
  • 2.6 Observation Sheets
  • 2.7 Interpreting the Scores
  • 2.7.1 Tests for Gross Muscle Coordination, Balance and Reflexes
  • 2.7.2 Tests for Visual Perception and Visual-Motor Integration
  • References

 

  • 3 Developmental Screening Tests for Use with Children from 7 Years of Age
  • 3.1 General Instructions
  • 3.1.1 Scoring
  • 3.1.2 The Tests
  • 3.2 Tests for Gross Muscle Coordination and Balance
  • 3.2.1 Tandem Walk
  • 3.2.2 Walking on the Outsides of the Feet (Fog Test)
  • 3.3 Tests for Aberrant Primitive Reflexes
  • 3.3.1 The Asymmetrical Tonic Neck Reflex (ATNR)
  • 3.3.2 Symmetrical Tonic Neck Reflex (STNR)
  • 3.3.3 The Tonic Labyrinthine Reflex (TLR)
  • 3.4 Tests for Oculomotor Functioning
  • 3.4.1 Test for Fixation, Convergence and Control of Saccades (Valett)
  • 3.4.2 Test for Visual Integration
  • 3.5 Tests for Visual-Speech Recognition
  • 3.5.1 Sound Discrimination (Individual Sounds, Sound Blends and Syllables)
  • 3.5.2 Sound Synthesis
  • 3.6 Tests for Visual Perception and Visual-Motor Integration
  • 3.6.1 Visual Perception
  • 3.6.2 Visual-Motor Integration (VMI)
  • 3.6.3 Spatial Difficulties
  • 3.6.4 The Tansley Standard Visual Figures Test
  • 3.6.5 Figures Based on The Bender Visual Motor Gestalt Test
  • 3.6.6 Scoring the Visual-Perceptual Tests
  • 3.6.7 Additional Measures
  • 3.7 Score Sheets (7þ Test)
  • 3.8 Observation Sheets (7þ Test)
  • 3.9 How to Interpret The Scores
  • 3.9.1 Tests for Gross Muscle Coordination, Balance and Reflexes
  • 3.9.2 Tests for Visual Perception and Visual-Motor Integration
  • 3.9.3 Tests for Auditory–Speech Recognition
  • References

 

  • 4 The INPP Developmental Movement Programme
  • 4.1 How to use the INPP Developmental Movement Programme
  • 4.1.1 Developmental Movements
  • 4.1.2 Why Use a Movement Programme to Improve Educational Performance?
  • 4.1.3 Instructions for Use of the Exercises
  • 4.1.4 Guidelines for Schedule for Exercises
  • 4.2 The Developmental Movement Programme
  • 4.2.1 Introduction
  • 4.2.2 Windmills
  • 4.2.3 Caterpillar
  • 4.2.4 The Curious Caterpillar
  • 4.2.5 The Sea Anemone
  • 4.2.6 The Octopus (Part 1)
  • 4.2.7 The Agitated Caterpillar
  • 4.2.8 The Parachute
  • 4.2.9 The Octopus (Part 2)
  • 4.2.10 The Head Lift
  • 4.2.11 The Fish
  • 4.2.12 The Lizard
  • 4.2.13 Hand to Foot
  • 4.2.14 Hand to Knee
  • 4.2.15 The Hinge
  • 4.2.16 The Bracket
  • 4.2.17 Lower Body Rotation
  • 4.2.18 Upper Body Rotation
  • 4.2.19 The Tadpole Who Turns into a Frog
  • 4.2.20 The Drunken Frog
  • 4.2.21 The Alligator
  • 4.2.22 The Commando Crawl
  • 4.2.23 The Cat
  • 4.2.24 Three-Point Crawling on Hands and Knees
  • 4.2.25 Cross-Pattern Crawling on Hands and Knees
  • 4.3 Additional Optional Exercises for Integration of Left and Right
  • 4.3.1 Differentiated Angels in the Snow
  • 4.3.2 Finger Exercises
  • 4.4 Post Script
  • References
  • Resources

Pub 2012  UK Pb larger format 96 pages

 

 

 

 

 

 

 

 

 

 

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Equilibrium Kinesiology &
Brain Gym Supplies
Established 1984

PH: 03 9578 1229
(info@braingym.com.au)

PO Box 155
Ormond VIC 3204, Australia
ABN 93 816 861 143

 
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