Primitive reflexes are automatic, stereotyped, rhythmical movements directed by the brain stem and carried out without involvement of the cortex of the brain.  They are in place to ensure the baby's survival in the early months of life and provide a training platform for many later voluntary skills.  They should however have only a short life-span, and should be inhibited or controlled by higher centers of the brain after the early hazardous months of the baby's existence.  The primitive reflexes are succeeded by the postural reflexes which enable the maturing child to interact effectively with his environment (Goddard, 1996).  If primitive reflexes remain beyond 6 to 12 months of life they are termed aberrant and may result in immature patterns of behavior and despite the acquisition of later skills may cause immature systems to remain.  Someone may therefore retain behaviors associated with a young child. 
The individual therefore laboris under the burden of faulty or inefficient equipment that affects their ability to learn despite adequate intellectual capacity. 

Where the reflex profile is only marginally abnormal remedial teaching alone will probably be sufficient.  Where there is a moderate degree of reflex abnormality a combination of specialized teaching and some a physical exercise or motor training program to improve balance and coordination will probably be of benefit.  However, where there is a cluster of aberrant reflexes and neuro-developmental delay probably exists, a reflex inhibition program designed specifically to treat the aberrant reflexes, will probably be necessary. 

As aberrant reflex activity is corrected many of the academic, emotional and physical problems the child labored under, disappear and the postural reflexes fall into place. 

For children, fill in the Questionnaire if you want to have your condition assessed;
For adults email me at e.j.vard@open.ac.uk

REFERENCES

Bee, Helen (1997)  The developing child.  Addison-Wesley Longman, New York  8th ed.

Bee, H. and Boyde, D. (2010) The Developing Child, 12th ed, Allyn & Bacon, Pearson International edition, Boston.

Blythe, P. (1992)  A physical approach to resolving learning difficulties
  Paper presented at the 4th European Conference on    Neuro-Developmental Delay in Children with Specific    Learning Difficulties.   Chester, 1992.

Goddard, Sally (2002) Reflexes, Learning and Behaviour, A window into the Childs Mind. Fern Ridge Press, Eugene, U.S.A.

Meggit, C. (2007) Child Development, an Illustrated Guide, DVD ed, Heinemann, UK.

Parke, R D and Gauvain, M. (2009) Childe Psychology, A Contemporary Viewpoint, 7th ed, McGraw Hill, New York.

Tassoni, P. (2007) Child Development 6 to 16 years, Heinemann, UK.

Farnham-Diggory, S. (1992)   The learning-disabled child.  Cambridge, MA:     Harvard University Press.

Field, J. & Blythe, P (1989) Towards Developmental Re-education. 
  Field Educational Publications, Worcs., U.K.

Goddard, S.  (1996)     A Teacher's window into the child's mind. 
  Fern Ridge Press, Oregon, U.S.

Goddard Blythe, S. & Hyland, D. (1998) Screening for neurological dysfunction     in the specific learning difficulty child.
  The British Journal of Occupational Therapy,     October 1998, 61 (10) pp. 459-464.