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IM Research
IM Academic Studies (Presented at the Learning & the Brain Conference at Harvard in 2005, Appending Publication) Click here to read the Brief of "The Impact of Synchronized Metronome Tapping Treatments on School Achievement: A Report of Two Preliminary Investigations." Imaging/MRI in Defining Auditory-Motor Processing Network Study Auditory-motor processing is complex, working through multipal neuronetworks. This present study provides a preliminary analysis of possible structures involved, specifically: Cingulate Gyrus, Temporal Gyrus, Superior Frontal Gyrus. Of note is the significance of bilateral activation for these tasks. Repetitive auditory-motor training, specifically IM holds promise for neuroplasticity of higher and lower brain centers. Click here to read the Results Summary St. Thomas Aquinas Study The staff of Interactive Metronome, Inc. trained 29 student/athletes from St. Thomas Aquinas High School, Ft. Lauderdale, Florida. IM training was conducted on a group basis with 15-17 student-athletes working in each of two groups in a computer classroom. Training occurred over a span of 15 days. Timing and focus results produced and measured by the Interactive Metronome®. Mental processing results measured by a nationally standardized test for academic achievement. Functional improvements and execution results provided by the student-athletes themselves through a written survey conducted post IM training. Click here to Read the Results ADHD Study A double-blind, placebo-controlled study of 9 to 12-year-old boys diagnosed with ADHD found those undergoing IM treatment showed significant patterns of improvement in attention, coordination, control of aggression/impulsivity, reading and language processing. This study was published in the American Journal of Occupational Therapy, March 2001. Motor Control Study A comparison of a group of special education students who received treatment with IM to a control group found the IM group improved significantly in both motor control and motor coordination as measured by two independent tests (Bruininks-Oseretsky and SIPT Motor Accuracy). Timing in Child Development Study A correlation study of 585 children in a public school district found significant correlations between IM score and academic performance in reading, mathematics, language, science, social studies, and study skills. The researchers concluded that timing and rhythmicity play a foundational role in the cognitive processes underlying performance in these academic areas. The results were published by the High/Scope Foundation, a non-profit educational research institution. Academic Fluency Study More than 1500 middle and high school students were pre-tested using selected subtests of the Woodcock Johnson III (WJ III) standardized test. The students then received 12 one-hour sessions of IM. When the IM treatment was complete, the students were post-tested using the same subtests of the WJ III. Analysis of the aggregate results showed statistically significant increases in students grade equivalent (GE) performances in the following areas:
High School Academic Study The largest public school in Florida conducted a controlled study of 360 ninth and tenth grade students to examine the correlation between improvements in students' timing and academic achievement. Post-test results showed the IM group scored significantly higher in broad reading and reading fluency as compared to the Control Group. Those students' math calculation skills, math fluency, and attention also improved significantly. Title I Study This study involved fourth and fifth grade students identified as Title I eligible and scoring in the lowest three stanines on the reading subtest of Stanford Achievement Test Edition Nine. Forty of the students participated in 12 sessions of IM training. Forty other students formed the Control Group and were matched to Research Group students on the basis of School Ability Index scores from the Otis Lennon School Ability Test.
Click here to read the report |