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 ejv2@tutor.open.ac.uk
REFERENCES
Bee, Helen (1997) The
developing child. Addison-Wesley Educational Publishers
Inc. 8th ed.
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.
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.