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Institute for Neuro-Physiological Psychology
The INPP Method
The Reflexes in More Detail
Other Programmes
What is Neuro-Developmental Delay?
Assessment & Treatment
Bilateral Integration
Auditory/Listening
Interactive Metronome®
FAQ’s
Copyright © Lyn Wells
What can be done to help?
Frequently Asked Questions
If the INPP programme is so good why isn’t it available on the NHS or through the state school system?
The school’s version of the programme is available in a number of UK schools. The individual clinical version is not available.
The clinical version involves many hours of detailed and repeated individual assessments over a long period of time, and it would be too expensive to provide. Another reason is that although Pediatricians and Doctors are increasingly referring patients to Neuro-Developmental Practitioners it is still relatively unknown as an intervention. The fact that the ideas behind the programme may seem counter-intuitive deters many. People often tend to go with what makes sense to them given their background and experience. For many people dyslexia and other specific learning difficulties are seen to be school /educational problems and therefore only more of what schools and educators traditionally do ( i.e. more teaching) will help to fix the problem.
What is the difference between a school and a clinical programme?
The schools programme was developed by the INPP to make some level of intervention of this type available to children more generally within the PE curriculum. Whilst the programme is limited by the fact that it is general rather than tailored to meet the more specific needs of a child’s reflex profile, gains in academic and behavioural benefits have been shown following several research studies in schools in the UK and Germany(See www.inpp.org.uk)
The clinical version involves many hours of detailed and repeated individual assessments over a long period of time, and it would be too expensive to provide. Another reason is that although Pediatricians and Doctors are increasingly referring patients to Neuro-
What is the difference between a school and a clinical programme?
The schools programme was developed by the INPP to make some level of intervention of this type available to children more generally within the PE curriculum. Whilst the programme is limited by the fact that it is general rather than tailored to meet the more specific needs of a child’s reflex profile, gains in academic and behavioural benefits have been shown following several research studies in schools in the UK and Germany(See www.inpp.org.uk)
Why do you often also advise doing auditory retraining?
Many individuals with NDD are found to have auditory processing issues and/ or phonological problems. Auditory issues are frequently found to be present where there are also reading and /or spelling difficulties. For many children, especially those with specific retained reflexes, auditory over-sensitivity can make it very difficult to screen out irrelevant background noise in the classroom and therefore make them more easily distracted. The auditory and vestibular systems share neurological pathways and for this reason improvements following auditory re-training may also be seen in balance and coordination as well as improved sensory integration, social and communication skills.
Will my child be ‘fixed’ after this?
It is important for parents to understand that there are no magical or easy solutions anywhere to be found in terms of easily resolving the problems of children with developmental delay. Our intervention usually helps, over and over again we find that sometimes it does so in spectacular ways and other times change is more subtle.
Parents usually report that their child seems to feel more comfortable in themselves following the programme. Sometimes the presenting problems are helped but remain only partially resolved and other interventions may be suggested following the programme. For example whilst oculo-motor issues (eye-movement problems) usually improve considerably a referral to a visual or behavioural optometrist may still be recommended if a child’s vision-related issues do not fully resolve. For some children the INPP programme may ultimately become one of several interventions utilised. However, as the aim in neuro-developmental therapy is to identify and remediate the earliest stage in development it is advisable usually to undergo this programme before remedial education or other approaches which involve higher cognitive skills.
Does The INPP Programme involve a big commitment?
Does The INPP Programme involve a big commitment?
Yes planning and supervising the daily exercises will inevitably impact upon your life and it is important to be sure that you are able to provide the commitment to see it through. The INPP exercise programme involves once daily prescribed exercises which usually take 5 to 10 minutes. Listening to sound therapy CD’s takes an additional 10-15 minutes daily. The programme cannot work unless the prescribed movements are done daily and exactly in the manner taught.
How much does the INPP Programme cost?
How much does the INPP Programme cost?
The cost of doing the INPP program over one year is equivalent to around £12-13 per week. If sound therapy is also recommended this will be extra. (See Fee Structure)
I had to abandon the INPP programme before it was completed – do we have to start back at the beginning?
Not necessarily, please get in touch to discuss this.
Is there any research into the INPP Programme?
There is a growing body of research into the effects of abnormal primitive reflexes some of which is listed below (For further information see www.inpp.org.uk):
Goddard Blythe,S.,(2001) Neurological Dysfunction as a significant factor in children diagnosed with dyslexia . Proceedings of the 5th International British dyslexia Association Conference. University of York. April,2001
McPhillips,M.,Hepper,P.G.,and Mulhern,G. Effects of replicating primary-reflex movements on specific reading difficulties in children: a randomised, double-blind, controlled trial. The Lancet 2/2000 ; Vol 355: 537-541
Taylor,M., Houghton,S and Chapman, E. Primitive reflexes and Attention Deficit/Hyperactivity disorder: Developmental origins of classroom dysfunction. International Journal of Special education(2004), Vol 19,No1
Is there any research into the INPP Programme?
There is a growing body of research into the effects of abnormal primitive reflexes some of which is listed below (For further information see www.inpp.org.uk):
Goddard Blythe,S.,(2001) Neurological Dysfunction as a significant factor in children diagnosed with dyslexia . Proceedings of the 5th International British dyslexia Association Conference. University of York. April,2001
McPhillips,M.,Hepper,P.G.,and Mulhern,G. Effects of replicating primary-
Taylor,M., Houghton,S and Chapman, E. Primitive reflexes and Attention Deficit/Hyperactivity disorder: Developmental origins of classroom dysfunction. International Journal of Special education(2004), Vol 19,No1
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