Case Studies

Neuro-Physiological Therapy does help children with...

  • special educational needs (SEN)
  • general learning difficulties (GLD)
  • specific learning difficulties; dyslexia, dyspraxia, dyscalculia
  • speech and language difficulties
  • autism spectrum disorder (ASD)
  • attention deficit hyperactivity disorder (ADHD)
  • schizoid personality disorder

Carnell - Y5

He is typical of many underachieving children - not just those who end up on the SEN Register but also those ‘poor ‘averagers’, for whom ‘you know that there is something there if only you could find the right button.’  In the Infants he was just about  average, but after two years in the Juniors made very little progress. His door was closing.

As time went by he was becoming more and more a cause for concern. Carnell was a tall, ungainly boy who by Year 5 had few friends. He had that unfortunate look about him, often seeming surly and unhappy. He walked a bit like a caveman. He was increasingly ‘falling out’ with other children - on average, once a fortnight over a six month period. By the beginning of Year 5 it became clear that his behaviour was worsening. He easily lost his temper and his academic progress was slowing down considerably. 

In class, the teacher noticed that he made careless mistakes when copying from the board and his handwriting was all over the place.  His teacher kept telling him to ‘sit up straight’, ‘keep still’ and ‘concentrate’.  We had tried the usual intervention programmes to help him with cognitive learning, and social behaviour but with limited, if any, success.

However, we never saw the whole picture until he became a focus of discussion following a training day with Sally Goddard Blythe, director of INPP. We observed then him closely...

At lunch time he ate his food messily. He found oppositional tasks such as unscrewing lids off jars and zipping up his coat difficult. He sat awkwardly and tended to kneel in his chair or anchor his feet firmly around the legs of his chair. He was fidgety. When sitting on the carpet his natural position was ‘W’ shaped with his legs folded back outside his body. He seemed to find it hard to hold the paper with one hand and write with the other. He could not swim very well, but seemed to swim better under the water. He could not ride a bike, and rarely participated in ball catching games, although he could catch quite well in PE, if the ball was thrown directly to him.  Forward rolls, and many other gymnastic movements involving the head dropping forward, were often impossible.  He could not skip at all. His art work was immature, with his drawing of a person being equivalent to that of a six year old.  Most of his drawings were slightly out of balance, with trees, houses and people leaning slightly to the right.

All these were signs that he might have NND. So we tested him using the assessments developed by INPP.  The assessments showed that he was a prime candidate for the  INPP school’s exercise programme, so for 15 minutes every day, for a year,  he joined a group of similarly diagnosed underachievers, for what we called the ’Morning Agility Club’.  By the end of the 12 month programme he made more than 2 years progress in all subjects.

During the 12 months of ‘Morning Agility’ his whole demeanour and posture changed. Astoundingly, for a boy whose academic progress had stalled he made twenty eight month’s progress in reading and in writing and sixteen month’s progress in maths. Through the INPP Neuro Motor programme we had found the ‘right button to push ‘. His drawing improved developmentally by three years, and he appeared in the behaviour log only twice during that twelve month period.  He joined in better with PE and according to the lunchtime supervisors he ‘smiled more often’ on the playground. 

For him, his family teachers and friends a door definitely opened.

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