Academic IM-Improvement The IM training system makes available to students a structured method with which to augment and strengthen skills that will benefit them in the classroom. Exciting new evidence regarding the role of timing, planning and sequencing in academic performance is offering parents and students a new approach to learning. A recently published paper presents 5 years of clinical study that clearly demonstrates the fact that performance on the Interactive Metronome® correlates powerfully to academic performance. You can read below on this 5 year study if you want more details. Children's Psychology Associates administered the Woodcock Johnson 3rd edition standardized academics tests to 29 students before and after IM training. The results showed significant improvement in math, reading and overall academic performance. -------------------------------------------------------------------------------- More information on the 5 year clinical study on Interactive Metronome® Training taken from the IM website. Interactive Metronome Validity and Reliability For a considerable time there has been a view that timing and rhythmicity play an important role in a variety of human behaviors including motor planning, sequencing and cognitive functions such as attention and academic achievement. A number of studies have found timing related to measures of overall school achievement including mathematics and reading, to language and mathematics performance and in differentiating average readers from above average readers. Timing and rhythmicity capacities have been found wanting in clumsy children while tempo perception was found to correlate with performance measures for children and is related to music performance. Others have found timing and rhythmicity relating to self-control and gross motor behavior. Building on this body of work, a new technology has been developed, the Interactive Metronome (IM), to accurately assess and to enable individuals to systematically practice and improve timing and rhythmicity and related motor sequencing and planning capacities. Research with the new technology has confirmed and extended the findings of timing and rhythmicity described above. Studies using the IM have revealed the following. Research with three groups of children from four to twelve years and one adult group with the Interactive Metronome® has revealed important relationships. Measures of timing and rhythmicity related to motor planning and sequencing show statistically significant relationships with independent measures. These measures include: Correlations with measures of cognitive processing and academic achievement. Distinguishing between typically developing children with cognitive gifts and those with cognitive deficits. Correlations with measures of attention, motor coordination, and rhythmic activities. Evidence of the reliability of the Interactive Metronome® as a consistent measure of timing and rhythmicity. |
| Education and Academic Training |
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