Reflexes are involuntary, autonomic process that inhibits higher order functioning or development. In the intervention work, each primitive reflex is assessed to ascertain if they are still inappropriately retained. Corrections to developmental blocks are aimed at improving the processing of sensory information in order to provide the child with more mature patterns of response in any learning situations.
Effects of retained primitive reflexes
Fear Paralysis Reflex – will cause the child to feel overwhelmed and fearful and may result in depression, excessive shyness or Elective Mutism.
Moro Reflex – can have a major effect on behavior, emotions and stress levels
Tonic Labyrinthine Reflex – has a major effect on learning and coordination
Palmer reflex – affects children’s handwriting and pencil grip
Infant Plantar reflex – can affect smooth running and walking
Asymmetrical Tonic Neck Reflex – affects handwriting abilities and pencil grip
Spinal Galant Reflex – affects concentration span and can contribute to hyperactivity
Rooting and Suck Reflex – can cause speech and articulation problems
Babinski reflex – can contribute to feet problems
Symmetrical Tonic Neck reflex – will cause a child to slump when siting especially at a table or desk
Vestibular – is often related to auditory confusion and delay
Ocular Motor – affects reading, writing, concentration and focus
Based on the assessment by a practitioner qualified in the management of a reflex program, I started on a specific reflex stimulation/inhibition program from end of primary 2. Initially, the intervention was intensive requiring a visit to the therapist once a week. After the first 2 months, the visit was gradually reduced from once every 2 weeks to months. I completed the intervention on all the reflexes assessed to be inhibited by the end of Primary 4.
As retained reflexes affect motor development and motor related skills, the benefits of therapy were closely monitored by my mother based on her observation of my learning behavior and my feedback on difficulty that I encountered in my daily life.
Small improvements were observed from the initial few weeks of intervention. To begin with, I stopped having this itchy feeling on my back which caused me to wriggle especially in classroom situation. This behavior was attributed to the spinal gallant reflex.
A few months later, I could write neatly. During a therapy session to work on the ATN short for Asymmetrical Tonic Neck Reflex in the middle of Primary 3, one of my separation anxieties surfaced as well. Knowing that such emotional blockages would affect my learning, my mother encouraged me to express my fear through drawing. From my drawing, my mother was able to help me to deal with my separation anxiety experienced in the earlier years.
 My Auntie is going home |
After the session to work on the ATN reflex, my pencil grip steadied and I could enjoy any written assignments both in English or Chinese. Before the therapy, I had to try very hard to write neatly. For some unknown reason, I could not control the way the pencil moves and often ends up having to erase the imperfect work. This leaves me either with tired hands or under stressful condition, would simply give up trying.
After the therapy, I was able to make progress in my writing.
With good seat behavior and neat writing, I became teacher’s angel and not surprisingly made remarkable progress in my academic performance from the end of primary 3. In the follow-up assessment in the middle of Primary 4, it was noted that I was free from behavioral problems, compliant, and motivated to improve myself. As the learning difficulty is dealt with at lowest level of dysfunction, improvement is permanent and lasting and I do not need to repeat any of the therapy in future years.