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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