I started applying RMTi with Jyun Jie in September 2014. He was a hyperactive child, who had difficulties focusing and getting to sleep. It was a challenge getting him to lie down for me to do all the passive movements. Therefore I started doing 5 minutes of movements with him every day. And by December he became much more cooperative and started to allow me to do most of the movements for at least 10 minutes. Today he enjoys the passive movements and I have even successfully introduced some active movements recently.
He is now a much calmer boy, and sleeps easier as compared to when he first started. And hence he has started to be more tolerant to taking instructions and have started adapting to school environment.
Adeline Chai, RMTi Provider, Kuala Lumpur Malaysia
I work in a special school in Milton Keynes, which caters for pupils from infants through to 25 with ASD and other learning difficulties. At present the programme is based within my class, however from September I will be using the programme around the school on a 1:1 and small group basis due to the benefits and progress we have seen with the pupils in my class.
Firstly, let me describe those I have been using it with, my class is a very boisterous, argumentative, hormonal, non- attentive but enthusiastic class of 11 -14 year old boys with ASD and other learning difficulties. We are classroom based most of the day with limited access to the PE Hall and spaces where we can carry out physical activities. Also due to staffing issues at present I have been unable to deliver the RMT programme on a wholly 1:1 basis. However, with all these restraints in place I have had very positive results with the pupils and they have embraced lots of the movements. So to explain, I use the movements as part of the PE lessons as a warm up and cool down exercise. The pupils join in with these as they see them and experience them as part of the whole lesson and so are not over stimulated by them. It is also fun for them to join in with their peers. Also to incorporate them on a more regular basis I apply the moves to a sensory circuit set up in class to make sure that some extra movements are integrated into their day.
The results of using these movements has been evident in class. Transitioning from PE to lunch was always a very noisy, unsettled period. When the RMT movements are used as part of the cool down programme the pupils are able to move from one lesson to the next in a far more calm manner. When the movements are used in class the pupils are able to sit afterwards, they remain more calm and settled after the movements all of which contributes to them being able to focus on their tasks and work to a far greater degree.
As the movements are enjoyed by the pupils they really like to use them and take ownership of them. One child in particular finds comfort in using the windscreen wipers movement when he his experiencing particularly high levels of anxiety. This works an amazing tool to focus and expend his physical energy while calming his emotional anxieties. This is just a very brief overview of some of the work with RMT and the benefits. I am constantly developing how I incorporate this programme and adapt it to suit those I work with.
Another RMT story, I assessed a 5 1/2 year old girl in October, she showed as having several reflexes on, namely ATNR, STNR, TLR, Spinal Galant, Landau, Babkin, and Moro. Functionally she scored just in the low average range on the Beery VMI, average for the Visual Perceptual subtest and very low for the Motor Coordination subtest (likely also due to her very limited attention and rushing through the activity!). It took her about 15 minutes or so to draw a picture of herself (I'm not sure if she was struggling to figure out how to draw it, or because she was so distracted and wanted to use every colour in the pencil crayon box!)...but it was a very primitive drawing. She struggled with writing her letter formations and was only able to write some of her upper case letters with lots of differences in sizes and spacing of letters. Her mother indicated that she is a "busy" child with a limited attention span. Her teacher expressed many concerns about her inability to focus in class and that she was often way off topic. She needed pretty much one to one assistance to get any sort of work done in class. I showed mom how to do 3 passives (from feet, bum rolling and rib cage rocking) and she has been doing these movements with her daughter pretty much daily since late October. She has built up to doing 3 minutes of each movement. Mom reported significant changes in her attention, and the teacher reported that she is very happy with all of this girl's progress! She is able to pay attention to task much better, her handwriting is improving (also she is practicing with a handwriting app as well) and her reading scores have done way up! Mom is a teacher as well so she understands about reading scores and told me that she was scoring in the low range in the Fall! Also, I had done a therapeutic listening trial with this girl over a period of 3 weeks in the Fall and she did really well with that as well. The mom has purchased the headphones and player and we are going to move through a 12 week block or so of the TL program! I think this will help her a lot as well! I showed her the rocking on hands and knees and rolling the head side to side today as well as the cross crawl and infinity 8 drawing along with some other visual activities. I'm planning on using my cold laser as well to help with reflex integration in the near future too!
Heidi McLarty – OT Reg. (Ont. Canada)