Sally Goddard Blythe

Este directorul Institutului de neuro-fiziologie si Psihologie din Chester. Acesta a fost infiintat in 1975 de catre Dr. Peter Blythe pentru a cerceta efectele imaturitatii functionale al Sistemului Nervos Central la copii cu dizabilitati specifice de invatare si la adultii care sufera de Agorafobie si Sindrom de Panica. Acest Institut alcatuieste protocoale pentru identificarea si evaluarea disfunctiei neurologice si intocmeste programe de recuperare pentru a corecta disfunctiile.

Programul Institutului se adreseaza copiilor pe baze individuale, iar Sally Goddard Blythe a adaptat programul pentru a fi folosit in scoli asupra grupurilor sau claselor de copii.

Este autoarea mai multor carti: "O fereastra a profesorului in mintea copilului", "Reflexe, invataturi si maniere" si " Bunul echilibru al copilului".

A publicat numeroase rezultate ale cercetarilor sale si publica cu regularitate articole in Times Educational Supplement si in alte Reviste de specialitate sau adresate publicului larg. Institutul este acum un centru international de instruire dentru profesionistii care doresc sa practice aceste metode.

 

Manifestarea inteligentei prin miscare - videoconferinta


The paper  is in 2 parts:

Part 1 presents in introduction to: (i hour)

  •  Signs and symptoms of immature primitive and postural reflexes in the classroom - visual, auditory and postural.
  • Comorbidity in specific learning disorders - Neuro-Developmental Delay as a common underlying factor.
  • The effects of abnormal reflexes on the functioning of the vestibular-cerebellar, vestibular ocular and vestibular spinal systems.
  • The importance of postural stability for perceptual coherence.

Part 2: (1 hour and 15 minutes)

  • Links between Autistic Spectrum Disorders and Neuro-Developmental Factors
  • Results of the INPP Programme in Schools. This is a summary of findings from a series of independent studies that have been undertaken separately. The studies used a specific developmental test battery (The INPP Developmental Test Battery for use in Schools) with a total of 810 children, the object being to assess whether Neurological Dysfunction was a significant factor underlying academic achievement.

All children were tested using the INPP Developmental Test Battery together with additional standard educational measures to assess drawing and reading at the beginning and end of the programme. The progress of 339 children aged 4 -5 years of age was tracked through the school year to see whether children with higher scores on the INPP Developmental Test Battery (indications of neurological dysfunction) performed less well academically at the end of the school year. A smaller number of children (235) aged 8 - 10 years undertook a specific programme of developmental exercises  (The INPP Schools' Developmental Exercise Programme) for 10 minutes a day under teacher supervision over the course of one academic year. 205 children also underwent the INPP Tests but did not take part in the Developmental Exercise Programme.  The third group acted as a control group.

One study included a fourth group of 31 children who were given non-specific exercises for the same time period each day as the experimental group (INPP exercises) to see whether daily exercises were as, more or less effective than the specific INPP exercises.

The results showed that the children who participated in the daily INPP exercises made significantly greater improvement on measures for neurological dysfunction, balance and coordination.  Children who had scores of more than 25% on tests for Neurological Dysfunction and whose reading age was less than their chronological age at the outset, also showed small but significantly greater progress in reading than children who did not take part in the programme.