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

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