Early learning in the balance: priming the first ABC

Blythe, Sally Goddard

doi:10.1111/1467-9604.00168

Cited by 19 publications

(10 citation statements)

References 6 publications

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“…Blythe believes that these three elements are the primary ABC approach upon which all later learning depends (Mountstephen, 2011). The capacity for sustained and self-directed attention increases simultaneously with maturation of perceptual-motor functions (Blythe, 2000). On the other hand, balance forms the basis of the ability to pay attention and coordinate movements effectively (Mountstephen, 2011).…”

Section: Introductionmentioning

confidence: 99%

Effects of a Motor Intervention Program on Motor Skills and Executive Functions in Children With Learning Disabilities

et al. 2019

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This study examined the effect of a motor intervention based on the attention, balance, and coordination (ABC) learning approach on motor proficiency and executive functions in children with learning disabilities (LD). Forty-five male elementary school students with LD aged 7-9 years were recruited and randomly assigned into one of three groups: two experimental groups and one control group. Experimental Group A received only the motor intervention. Experimental Group B simultaneously received both motor intervention and regular educational services. The control group received only regular educational services. The motor intervention involved sequential station exercises based on ABC; this training took place in 24 sessions, scheduled three times a week for eight weeks. We obtained children’s scores on the Bruininks-Oseretsky Tests of Motor Proficiency, N-Back Test, Tower of London, and Continuous Performance Tests at pretest, posttest, and follow-up testing. Our results showed that both experimental groups significantly improved their motor skills and most measures of executive functions, relative to no significant improvement for the control group. The improvements on some measures of executive functions in Experimental Group B were just slightly better than in Experimental Group A. This study supported Blythe’s ABC learning approach emphasizing ABC, and it extended earlier findings of benefits of this approach to populations of children with LD.

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Section: Introductionmentioning

confidence: 99%

Effects of a Motor Intervention Program on Motor Skills and Executive Functions in Children With Learning Disabilities

et al. 2019

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“…Approaches having received some traction recently are nominally based on perceptual-motor theories that attribute learning difficulties in childhood to the persistence of primitive reflexes post-infancy, that could impair normal growth and development and the ability to attain skills such as reading and writing effectively (15)(16)(17).…”

Section: Intervention Strategies For the Reduction Of Rprs And Increamentioning

confidence: 99%

Persistent Childhood Primitive Reflex Reduction Effects on Cognitive, Sensorimotor, and Academic Performance in ADHD

Melillo

Leisman

Mualem

et al. 2020

Front. Public Health

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A study was performed on 2,175 individuals between the ages of 3.2 and 22.04 years diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and drawn from 89 separate locations across the United States in satellite clinics with common practices and common staff training and equipment. The objective was to determine the efficacy of a hemispheric-based training program to reduce extant retained primitive reflexes (RPRs) and examine the relationship to motor function by metronome-based motor, DL, and cognitive tasks measured by subtests of the Wechsler Wide Range Achievement Test. After a 12-week program, RPR's were significantly reduced, as well as performance on all motor and cognitive measures significantly increased. Listening comprehension demonstrated significant increases between pre- and post-testing of 7% ( W = 1213000; df = 2094; p < 0.0001) and mathematical problem solving revealed a significant increase of 5% ( W = 1331500; df = 2091; p < 0.0001) associated with a significant reduction in primitive reflexes. The study concluded that the incorporation of relatively simple hemispheric-based programming within the educational system worldwide could relatively inexpensively increase academic, cognitive, and motor performance.

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“…Aby kontrola postularna była właściwa, niezbędne są zintegrowane odruchy niemowlęce. Bez nich nie byłoby możliwe rozwijanie wyższych umiejętności, które są uzależnione od ruchu i postawy (Goddard Blythe 2000).…”

Section: Drugi Warunek -Funkcje Motoryczneunclassified

Trudności sensoryczne a pełnienie roli ucznia na przykładzie dzieci ze specjalnymi potrzebami edukacyjnymi

Kucharczyk

Olempska-Wysocka

2017

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Streszczenie: Celem artykułu jest przedstawienie zagadnień dotyczących nieprawidło-wości w zakresie przetwarzania sensorycznego u uczniów ze specjalnymi potrzebami edukacyjnymi. Brak właściwej stymulacji dotykowej, przedsionkowej, proprioceptywnej i pozostałych zmysłów wpływa na proces uczenia się i wywiązywania z powierzonych zadań uczniów z SPE. Nieprawidłowa stymulacja sensoryczna potęguje trudności w nabywaniu kompetencji samoobsługowych, koordynacji wzrokowo-ruchowo-czuciowej, umiejętności ruchowych czy integracji odruchów niemowlęcych. Dlatego też należy zadbać o to, aby rodzice, nauczyciele i specjaliści prowadzący różne terapie z dzieckiem ze specjalnymi potrzebami edukacyjnymi wzięli pod uwagę w procesie wychowania aspekt optymalnej stymulacji sensorycznej.Słowa kluczowe: uczeń ze specjalnymi potrzebami edukacyjnymi, przetwarzanie sensoryczne, trudności sensoryczne, stymulacja sensoryczna. WprowadzenieKażdego człowieka -dziecko czy dorosłego -cechuje odmienność w zakresie potrzeb indywidualnych. Zależą one nie tylko od cech jednostkowych, takich jak temperament i osobowość, ale także od wpływu czynników tkwiących w środo-wisku rodzinnym i społecznym (Brzezińska i in. 2014). Sposób zaspokojenia tych potrzeb decyduje o zachowaniu, postępowaniu i działaniu każdej jednostki.

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Early learning in the balance: priming the first ABC

Cited by 19 publications

References 6 publications

Effects of a Motor Intervention Program on Motor Skills and Executive Functions in Children With Learning Disabilities

Effects of a Motor Intervention Program on Motor Skills and Executive Functions in Children With Learning Disabilities

Persistent Childhood Primitive Reflex Reduction Effects on Cognitive, Sensorimotor, and Academic Performance in ADHD

Trudności sensoryczne a pełnienie roli ucznia na przykładzie dzieci ze specjalnymi potrzebami edukacyjnymi

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