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NeuroMotor Development



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Edward Jonathans
      Brief Bio - Background

 SJSU Grad
  Kinesiology
  Stanford PCA Trainer - 2002

 Software Industry Exec
   - Digital Imaging Systems
 2003 Clinical Research Study
   The effects of computerized timing
   training on Parkinson’s Disease
NeuroMotor Development
            How we learn…
 Adaptations for survival

    Neuro-Anatomy
      Timing Stuctures
      Brain Structures
      Affects of Dis-Regulation

         Timing Training
            applications and clinical outcomes
The Ancient Brain
Movement provides our earliest paths
towards learning…
Our daily activities all involve timing:
   Listening - Daily Routines - Play -
   Movement - Dance - Reading -
   Writing - Math - Sports - Attention



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The Evolving Brain
Our daily activities all involve timing and
rhythm:
“Music invokes by some of the same neural regions that
language does, but far more than language, music taps into the
primitive brain structures involved with motivation, reward and
emotion. Computational systems in the brain synchronize
neural oscillators with the pulse music and begin to predict
when the next strong beat will occur. As the music unfolds the
brain constantly updates its estimates for when new beats will
occur and takes satisfaction in matching the mental beat with a
real-in-the-world one”.

     “Music speeds up and slows down just as the real world does
         and our cerebellum finds pleasure in adjusting itself to
         stay synchronized”.
          Dan Levitin - "This is Your Brain on Music”
The Evolved Brain
       - ur Brain on Google?

 Discontinue cursive handwriting instruction?
  *avg. male HS student speaks <100 words p/day
   but send >200 text p/day [ = 1400 words]
     Speech to text as a preferred communcation
    input method?
           Self Navigation w/ out GPS
              Cognitive Journals vs. Twitter/fBook?
Neuro-Anatomy
“The millisecond timing system, which is involved in a number
of classes of human behavior (e.g., speech, music, motor
control) and that primarily involves the brain structures of the
cerebellum, basal ganglia, and the dorsolateral prefrontal
cortex

       - Buhusi & Meck, 2005; Lewis & Miall, 2006
Rhythm and Timing affect the development
      and quality of motor movements
 Brain Plasticity        Hemispheric Interaction

 Inhibitory/Excitatory  Inter-hemispheric coupling
facilitation of Motor   (bi-lateral coordination)
planning

 Sensory feedback         Attention


 “auditory rhythm may offer an essential component of
     enhanced sensorimotor control to make
     hemiparetic arm training more effective.”
                                     Thaut et al. (2002)
The Dis-Regulated Brain
Symptoms of Neuro-Motor delays:
   Language Fluency
   Auditory Processing delays
   Visual tracking / processing speeds
   Difficulty with muti-step problem solving
   Timing and Sleep disregulation
   Sensory integration
   Erratic Socio-Emotional behaviors
   - poor impulse control/physically aggressive

   Clumsy/Poor Balance - Low muscle tone
      spasticity: verbal-motoric ticks
Functional Neuro-Plasticity

By facilitating cortical organization through repetition
  and the development of new and established neural
  pathways an Interval Timing Training program has the
  potential to bridge the brain-body gap and facilitate
  permanent functional change.
       “Attention, learning and problem solving depend in part on
       the ability to plan and sequence actions and ideas. The
       Interactive Metronome helps individuals systematically
       exercise and often improve basic motor planning and
       sequencing capacities” - Stanley L. Greenspan, MD
Neuro Motor Assessment Tool

 Incorporating IM assessments into existing
   assessment repertoire the clinician can
   measure timing and pinpoint performance
   breakdown areas with greater ease.
    Cognition
    Neural pathways
    Motor control and planning
    Sensory processing such as proprioception
Practical Motor Learning

1. Feedback and challenge facilitates
   the development of new neural
   pathways
2. Repetition and learning are essential
   components of neuroplasticity
   “These results indicate that representational map
    plasticity is driven by skill acquisition, learning, or
    practice of a newly acquired action, but not by
    simple repetitive motor activity”
      (Butler and Wolf, ’07; Plautz, et al ’00;24 Classen, et al ’9825)
Practical Motor Learning

Rhythmic auditory stimuli have an
  effect on coordination and
  dynamic balance
      “After walking with RAS, there appears to be a
       carryover effect that supports the possibility of
       motor plasticity in the networks controlling
       motor rhythmicity…. Using RAS demonstrates
       good potential to improve mobility and reduce
       fall risk.”
                                   Hausdorff et al,. 2007
Practical Motor Learning

“Feedback increases the rate of improvement,
   enhances performance on tasks that are
   over learned, and participants report tasks
   seem less fatiguing and more interesting
   when feedback is provided”
                                  Gilmore, 2001


   IM training provides both Intrinsic and Extrinsic
   (KR / KP) feedback loops needed for motor
   learning…
Trigger Access
By placing triggers in specific locations or
  interacting with different information, the
  clinician can manipulate the learned
  responses.
    Trigger placement can isolate certain weak muscle
     groups.
    Even with limited movement patients can be engaged.
    Triggers interacting with visual information on cards or
     boards facilitate associations and cognitive skills such
     as naming, memory and processing speed.
    Multiple trigger access challenges motor planning and
     sequencing.
    Trigger placement can elicit visual motor integration
     and visual field considerations.
Types of Triggers
 The advent of new triggers and the IM Gait
  Mate increase the versatility and application
  of IM treatment.
    IM Gate Mate is used for cadence, balance and walking.
    Smaller triggers are used for fine motor development
     and coordination.
    Triggers with resistance provide a strength
     component.. (trigger inside a sponge).
    The size and shape of the triggers can facilitate
     different functional positions such as a pen trigger.
    Wireless triggers offer the opportunity for motor
     controlled stop type movements and patterns.
    Functional triggers that facilitate practicing specific
     skills such as wheelchair mobility, typing and gripping.
Body Positioning

Movement activities modified for
 success or to challenge their abilities
   Affect on alertness and maintaining body
    positions (Side lying, prone, over the ball, sitting,
    kneeling, standing, balance boards, cushioning
    and postural adjustments
   Attentional challenges by adding environmental
    distractions
   Increasing challenge without changing IM settings
    [e.g., sport specific movements in vBall, etc…]
   Facilitate the integration of body awareness and
    proximal motor control and stability
Cognition and Memory
Cognition and memory can be specifically
  targeted with IM training
    By focusing on the unaffected side of the student,
     we can affect cognitive skills needed for following
     direction, problem solving skills, sensory
     processing, attention and memory needed for
     functional carry over.
    Activities and games that challenge these
     systems in addition to performing the IM activities
     facilitate multi-tasking ability and the integration
     of core functional skills such as math,
     recognition, speech, memory and visual
     processing such as reading.
Software Settings
By manipulating settings such as tempo, visual or
  auditory cues and difficulty, we can manipulate
  the success or challenge for the student
    Slowing down the tempo for slow mental processing
     speed provides time for motor planning and self
     efficacy
    Auditory cues facilitate auditory processing , speech
     and language development
    Visual only cues facilitate visual processing ability,
     visual field deficits and visual attention
    Auto difficulty pushes timing efficiencies
NeuroMotor Improvements


“Any motor skill has to be LEARNED and thus challenges the brain as
neural circuits linking the cerebellum, basal ganglia and prefrontal
cortex get humming movements get more precise. With multiple
repetitions you are also creating thicker mylenation around nerve
fibers, which improves the quality and the speed of the signals and in
turn, the circuit efficiency”

                  - John J. Ratey, MD Harvard Medical School from his book
                                  “Spark - Supercharge your Mental Circuits”

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Neuro Motor Dev Sja Splash

  • 1. NeuroMotor Development QuickTime™ and a decompressor are needed to see this picture. deleted
  • 2. Edward Jonathans Brief Bio - Background  SJSU Grad  Kinesiology  Stanford PCA Trainer - 2002 Software Industry Exec - Digital Imaging Systems 2003 Clinical Research Study The effects of computerized timing training on Parkinson’s Disease
  • 3. NeuroMotor Development How we learn…  Adaptations for survival Neuro-Anatomy Timing Stuctures Brain Structures Affects of Dis-Regulation Timing Training applications and clinical outcomes
  • 4. The Ancient Brain Movement provides our earliest paths towards learning… Our daily activities all involve timing: Listening - Daily Routines - Play - Movement - Dance - Reading - Writing - Math - Sports - Attention QuickTime™ and a decompressor are needed to see this picture. deleted
  • 5. The Evolving Brain Our daily activities all involve timing and rhythm: “Music invokes by some of the same neural regions that language does, but far more than language, music taps into the primitive brain structures involved with motivation, reward and emotion. Computational systems in the brain synchronize neural oscillators with the pulse music and begin to predict when the next strong beat will occur. As the music unfolds the brain constantly updates its estimates for when new beats will occur and takes satisfaction in matching the mental beat with a real-in-the-world one”. “Music speeds up and slows down just as the real world does and our cerebellum finds pleasure in adjusting itself to stay synchronized”. Dan Levitin - "This is Your Brain on Music”
  • 6. The Evolved Brain - ur Brain on Google?  Discontinue cursive handwriting instruction?  *avg. male HS student speaks <100 words p/day but send >200 text p/day [ = 1400 words]  Speech to text as a preferred communcation input method?  Self Navigation w/ out GPS  Cognitive Journals vs. Twitter/fBook?
  • 7. Neuro-Anatomy “The millisecond timing system, which is involved in a number of classes of human behavior (e.g., speech, music, motor control) and that primarily involves the brain structures of the cerebellum, basal ganglia, and the dorsolateral prefrontal cortex - Buhusi & Meck, 2005; Lewis & Miall, 2006
  • 8. Rhythm and Timing affect the development and quality of motor movements  Brain Plasticity  Hemispheric Interaction  Inhibitory/Excitatory  Inter-hemispheric coupling facilitation of Motor (bi-lateral coordination) planning  Sensory feedback  Attention “auditory rhythm may offer an essential component of enhanced sensorimotor control to make hemiparetic arm training more effective.” Thaut et al. (2002)
  • 9. The Dis-Regulated Brain Symptoms of Neuro-Motor delays:  Language Fluency  Auditory Processing delays  Visual tracking / processing speeds  Difficulty with muti-step problem solving  Timing and Sleep disregulation  Sensory integration  Erratic Socio-Emotional behaviors - poor impulse control/physically aggressive  Clumsy/Poor Balance - Low muscle tone spasticity: verbal-motoric ticks
  • 10. Functional Neuro-Plasticity By facilitating cortical organization through repetition and the development of new and established neural pathways an Interval Timing Training program has the potential to bridge the brain-body gap and facilitate permanent functional change. “Attention, learning and problem solving depend in part on the ability to plan and sequence actions and ideas. The Interactive Metronome helps individuals systematically exercise and often improve basic motor planning and sequencing capacities” - Stanley L. Greenspan, MD
  • 11. Neuro Motor Assessment Tool Incorporating IM assessments into existing assessment repertoire the clinician can measure timing and pinpoint performance breakdown areas with greater ease.  Cognition  Neural pathways  Motor control and planning  Sensory processing such as proprioception
  • 12. Practical Motor Learning 1. Feedback and challenge facilitates the development of new neural pathways 2. Repetition and learning are essential components of neuroplasticity  “These results indicate that representational map plasticity is driven by skill acquisition, learning, or practice of a newly acquired action, but not by simple repetitive motor activity” (Butler and Wolf, ’07; Plautz, et al ’00;24 Classen, et al ’9825)
  • 13. Practical Motor Learning Rhythmic auditory stimuli have an effect on coordination and dynamic balance  “After walking with RAS, there appears to be a carryover effect that supports the possibility of motor plasticity in the networks controlling motor rhythmicity…. Using RAS demonstrates good potential to improve mobility and reduce fall risk.” Hausdorff et al,. 2007
  • 14. Practical Motor Learning “Feedback increases the rate of improvement, enhances performance on tasks that are over learned, and participants report tasks seem less fatiguing and more interesting when feedback is provided” Gilmore, 2001 IM training provides both Intrinsic and Extrinsic (KR / KP) feedback loops needed for motor learning…
  • 15. Trigger Access By placing triggers in specific locations or interacting with different information, the clinician can manipulate the learned responses.  Trigger placement can isolate certain weak muscle groups.  Even with limited movement patients can be engaged.  Triggers interacting with visual information on cards or boards facilitate associations and cognitive skills such as naming, memory and processing speed.  Multiple trigger access challenges motor planning and sequencing.  Trigger placement can elicit visual motor integration and visual field considerations.
  • 16. Types of Triggers  The advent of new triggers and the IM Gait Mate increase the versatility and application of IM treatment.  IM Gate Mate is used for cadence, balance and walking.  Smaller triggers are used for fine motor development and coordination.  Triggers with resistance provide a strength component.. (trigger inside a sponge).  The size and shape of the triggers can facilitate different functional positions such as a pen trigger.  Wireless triggers offer the opportunity for motor controlled stop type movements and patterns.  Functional triggers that facilitate practicing specific skills such as wheelchair mobility, typing and gripping.
  • 17. Body Positioning Movement activities modified for success or to challenge their abilities  Affect on alertness and maintaining body positions (Side lying, prone, over the ball, sitting, kneeling, standing, balance boards, cushioning and postural adjustments  Attentional challenges by adding environmental distractions  Increasing challenge without changing IM settings [e.g., sport specific movements in vBall, etc…]  Facilitate the integration of body awareness and proximal motor control and stability
  • 18. Cognition and Memory Cognition and memory can be specifically targeted with IM training  By focusing on the unaffected side of the student, we can affect cognitive skills needed for following direction, problem solving skills, sensory processing, attention and memory needed for functional carry over.  Activities and games that challenge these systems in addition to performing the IM activities facilitate multi-tasking ability and the integration of core functional skills such as math, recognition, speech, memory and visual processing such as reading.
  • 19. Software Settings By manipulating settings such as tempo, visual or auditory cues and difficulty, we can manipulate the success or challenge for the student  Slowing down the tempo for slow mental processing speed provides time for motor planning and self efficacy  Auditory cues facilitate auditory processing , speech and language development  Visual only cues facilitate visual processing ability, visual field deficits and visual attention  Auto difficulty pushes timing efficiencies
  • 20. NeuroMotor Improvements “Any motor skill has to be LEARNED and thus challenges the brain as neural circuits linking the cerebellum, basal ganglia and prefrontal cortex get humming movements get more precise. With multiple repetitions you are also creating thicker mylenation around nerve fibers, which improves the quality and the speed of the signals and in turn, the circuit efficiency” - John J. Ratey, MD Harvard Medical School from his book “Spark - Supercharge your Mental Circuits”