Academic Improvement
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 web site.

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
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.

More specifically the studies revealed the following.

1. Cognitive Processing and Academic Achievement.

Significant correlations with teacher ratings and various
sub tests of the California Achievement Test (CAT)
indicate IM timing relates to cognitive processes related
to vocabulary, reading comprehension, language
mechanics and expression, math comprehension and
applications, science, social studies, spelling and study
skills. Validity coefficients of IM timing and CAT grade
equivalent scores ranged from 0.28 to 0.42 indicating that
students who are better in timing and rhythmicity are
relatively stronger on these academic tasks and visa