• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Interactive Metronome: Training to Win

Interactive Metronome: Training to Win






Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds


Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    Interactive Metronome: Training to Win Interactive Metronome: Training to Win Presentation Transcript

    • A Rehab Revolution
    • Introducing Interactive Metronome evaluation and training for athletes, students who wish to improve their timing, accuracy and academics. Appointments available with Dr. Doreo and staff (805)777-7184
    • History of Interactive Metronome
      • Originally developed to assist musicians with studio recording
      • Used later to help developmentally delayed students with music training
      • Formal clinical research began in 1994
    • Early Studies: Motor Skills Study
      • Special Education students
      • Improved fine and gross motor and visual motor skills
      • Results presented to the American Educational Research Association
    • Stanley I. Greenspan, MD Chairman, IM Scientific Advisory Board
      • Clinical Professor Psychiatry, George Washington Medical School
      • Contributor to over 100 articles and 27 books, including Building Healthy Minds, and The Child with Special Needs
      • Child Development Expert Featured in The Washington Post, Newsweek, Time Magazine, ABC’s Nightline, NBC, and CBS
    • Science Overview
      • Motor Planning and Sequencing are core functions of the brain.
      “ Motor Planning and Sequencing is a critical component of the deficit in a variety of developmental and learning disorders.”
        • - Stanley I. Greenspan, M.D.
    • Large-Scale Correlation Study
      • Timing and Child Development Study Published
        • Conducted in Illinois by High/Scope Foundation
        • 585 students, 6-10 years old
      • The First Link
    • AJOT Published Clinical Study
      • 3 groups of ADHD boys separated by: Control / Placebo / IM-trained
      • Statistically significant improvement in:
        • Attention
        • Motor Control and Coordination
        • Language Processing
        • Reading
        • Control of Aggression and Impulsivity
    • AJOT Published Clinical Study Interaction Effect = 0.005
    • Academic Fluency Study
      • Over 700 middle and high school students
      • Pre and Post subtest on nationally standardized Woodcock-Johnson III test
      • Results showed significant increases in grade equivalent (GE) performances in IM Group
    • Academic Fluency Study 2.21 GE Gain in Reading Fluency 1.66 GE Gain in Math Fluency 2.21 GE gain, n=718, Woodcock Johnson, 3 rd Ed. 1.66 GE gain, n=703, Woodcock Johnson, 3 rd Ed.
    • Results from Early Clinical Trials MEDIAL BRAINSTEM Neuro-Motor Pipeline BASAL GANGLIA Integrates Thought and Movement CINGULATE GYRUS Allows Shifting of Attention Cognitive Flexibility Results from a Pilot fMRI (Brain Scan) study show IM Directly Activates Multiple Parts of the “Neuronetwork”
    • Key Diagnoses
      • CVA and Brain Injury
      • Amputees
      • Parkinson’s
      • General Rehabilitation
      • ADHD
      • Cognitive / Developmental Disorders
      • Academic / Sports Performance
    • Who Can Benefit? Loss of Motor Control Loss of Speech/Cognition Loss of Balance and Gait ADD/ADHD Asperger's Syndrome Sensory Integration Language Processing Motor Control and Coordination Impulsive/Aggressive Enhanced Coordination Improved Focus and Attention Improved Academic Performance PERFORMANCE NEURO-SCHOLASTIC REHABILITATION PLANNING SEQUENCING
    • Performance on IM directly correlates with performance in:
      • Attention and Concentration
      • Mental Processing
      • Motor Planning and Sequencing
      • Language Processing
      • Behavior (Aggression and Impulsivity)
      • Executive Functioning
    • Performance on IM directly correlates with performance in:
      • Balance and Gait
      • Endurance
      • Strength
      • Fine/Gross Motor Skills
      • Coordination
    • Jake: TBI
      • 16 year old male - TBI from MVA
      • Severe impairments:
      • Sustained attention & concentration
      • Poor memory
      • Left-right discrimination
      • Gross and fine motor coordination
      • Balance
    • Jake: TBI
      • After 6 weeks of IM Training:
      • Able to attend to paper/pencil tasks for up to 50mins in preparation for school
      • Only needed minimal cues for L-R discrimination
      • Reported that he could hold conversations for longer periods of time and now able to “day dream”
    • Alexandria: Sensory Integration Disorder
      • 9 year old female – Sensory Integration Disorder
      • Impairments:
      • Poor fine motor coordination
      • Balance
      • Multiple Tantrums Each Day
      • D Average in Math
    • Alexandria: Sensory Integration Disorder
      • After 5 weeks of IM Training:
      • Able to ride her bicycle without training wheels for the 1 st time
      • Her attention increased dramatically
      • Earned and A and B on her next two math tests
      • Drastic decrease in frequency and duration of emotional outbursts
    • Diane: ADHD & Severe Learning Disabilities
      • Her therapist reported that she was “bouncing off the walls” and tried to even tried to stand on her head in her chair during her 1 st visit
      • Following 2 weeks of training:
      • Sat and read her mom a book
      • Able to sit quietly for up to 20 minutes
    • Diane: ADHD & Severe Learning Disabilities
      • Enrolled in the IM program at age 8
      • Deficits addressed:
      • Poor Attention & Concentration
      • Great difficulty processing multiple instructions
    • Benefits of IM
      • Non-invasive
      • Non-pharmaceutical (not exclusive of Rx)
      • Complements existing therapy
      • Short-term
      • Measurable outcomes
      • Functional cross-over
      • Clinical differentiator
    • Demonstration
    • Assessment 1 second = 1,000 milliseconds 0 - 15 ms Perfect 16 - 40 ms Above Average 41 - 100 ms Average 200 100 40 15 0 15 40 100 200
    • Questions and Answers
    • Other Case Studies
      • Stroke
      • TBI
      • Amputee
    • Lizette: Stroke
      • Initial Therapy:
      • Met all IP and OP functional goals
      • Discharged to home
      • Returned with cognitive shifting deficits
      • IM training initiated
      • Patient returned to work with improvement in concentration, speech, balance, and motor coordination.
    • Edward: TBI
      • Improved Auditory Sequencing
      • Improved Concentration
      • Motor improvements particularly in his lower body
      • After only his third session he demonstrated improvements in his ability to attend for much longer periods of time without stopping or talking
      14 years old
    • Veronica: Stroke
      • 37 year old female - CVA
      • Deficits addressed:
      • Poor attention & concentration
        • Unable to attend to tasks for more than 10-15 minutes without getting externally distracted
      • Decreased stamina and endurance
        • Unable to stand for more than 15-20 minutes
    • Case Study 2: Stroke
      • Following 8 weeks of IM training:
      • Able to complete simulated work activity for at least 60 minutes without becoming distracted
      • Able to stand and complete household activities for at least 45 minutes
    • Brenda: Amputee
      • 6 months of traditional therapy with poor outcome
      • Thousands of IM reps particularly using her feet
      • Significant improvements in motor sequencing
      • Improved gait & balance
    • Brenda: Amputee
      • Disney Marathon
      • FINISH LINE!
      • January 2004
    • Interactive Metronome evaluation and training available by appointment with Dr. Doreo and her staff (805)777-7184 Thousand Oaks, CA www.drdoreo.com