RMT
Rhythmic Movement Therapy is a system of reflex integration used to ensure that the brain is functioning in the most efficient way. If a child does not follow the typical pattern of development it can lead to difficulties in movement, function and processing emotions. Reflexes are automatic responses to stimuli and primitive reflexes help a baby survive during the first months of life. If these reflexes do not become integrated naturally, they will remain and have an impact on the next stages of development.
Reflex integration mimics infant movement patterns to inhibit primitive reflexes and establish lifelong reflexes. Reflexes are part of the foundations of development therefore when we consistently work on integrating them we see improvements in emotional regulation, academic learning, social skills, fine and gross motor skills and wellbeing.
At HFCMAT we use RMTi to help the children who are finding school and life challenging, offering 1:1 sessions and daily movement plans that are completed at home and in school. We have also introduced RMTi for school readiness into our early years settings to ensure that our children have the best possible chance of success from the very start of their education journey. These are group sessions and focus on play therapy that ensures that the foundations for learning are strong.
Case Study
Background:
Pupil C is a Year 2 male student who had not been diagnosed with any specific learning difficulties but displayed aggressive behaviors and had difficulty engaging with peers. He was also struggling with emotional regulation and frequent mood swings, leading to disruptive behavior in class. Pupil C’s family provided insight into his early years, including challenges during his pregnancy, a difficult birth, and a challenging home environment.
Intervention at The Element:
Upon joining The Element, Pupil C underwent a full therapeutic assessment, including Rhythmic Movement Therapy (RMT). RMT was used to address reflex integration and promote neurological development, which is vital for emotional regulation and social interaction.
His interventions were complemented by structured lessons, one-on-one support, and small group activities focused on improving social skills and self-esteem,
Teachers and staff observed that Pupil C became more self-regulated, improved his handwriting, and responded better to structured routines. His aggression towards peers decreased significantly, and he developed more positive relationships with classmates.
Parental Feedback: Pupil C’s parents reported a massive improvement in both his behavior at school and his overall happiness. He became more engaged at home, helping with chores and participating in family life, and his punctuality improved as he was excited to attend school each day.
Next Steps: Pupil C will continue to receive RMT as part of his ongoing development. The positive changes seen at The Element will be used as a foundation for further academic and behavioral growth, ensuring that he remains on track for success as he progresses through school.
Impact and Outcomes:
After 12 weeks of intervention, significant progress was made in several key areas:
40%
reduction in challenging behaviors
40%
reduction in retained primitive reflexes
50%
improvement in social participation
60%
improvement in subject well-being
50%
After 12 weeks of intervention, significant progress was made in several key areas: