Find Out More
- Academic Improvement
- ADHD
- Alzheimer’s
- Amputee
- APD
- Asperger’s
- Autism
- Brain Injury
- Career Advancement
- CP
- Developmental Disorders
- Dyslexia
- General Brain Fitness
- LD
- MS
- NLD
- Parkinson's
- PDD
- Stroke
- SPD
- Sports Performance
- Stuttering
Contact Us for more information!
IM Specific Research & White Papers
Year |
Publication |
Title |
Author |
|
2001 |
American Journal of Occupational Therapy |
Effect of Interactive Metronome Training on Children with ADHD A study of 56 pre-teen boys diagnosed with ADHD found that those using IM showed statistically significant improvement in attention and concentration, motor coordination, language processing, reading and math fluency and the ability to control impulsivity. |
Robert J Shaffer, Lee E. Jacokes, James F Cassiy, Stanley I Greenspan, Robert F Tuchman and Paul J Stemmer, Jr. |
|
2001 |
American Journal of Occupational Therapy |
Theoretical and Clinical Perspectives on the Interactive Metronome: A View From Occupational Therapy Practice This published white paper includes the perspective of six Occupational Therapists describing IM’s usefulness in addressing school, home and social relationship problems in children. |
Jane Koomar, Jeannetta D Burpee, Valerie DeJean, Sheila Frick, Mary J Kawar and Deborah Murphy Fischer |
|
2002 |
High/Scope Press |
Timing in child development A study of 585 children found significant correlations between the students’ mental timing as measured by IM and their academic performance in reading, math, language, science, social studies and personal study skills. This study shows that brain timing plays a foundational role in a child’s academic performance. |
Kristyn Kuhlman and Lawrence Schweinhart |
|
2002 |
The Journal of General Psychology |
Training in timing improves accuracy in golf This published study demonstrates a connection between IM’s timing exercises and improvements in complex movements as seen in dramatic improvements in golf shot accuracy. |
Terry M Libkuman and Hajime Otani |
|
2003 |
White paper |
Interactive metronome- Underlying neurocognitive correlates of effectiveness A white paper by psychologist Dr Patrick Gorman explaining the underlying neuro-cognitive mechanisms of IM training. |
Dr. Patrick Gorman |
|
2003 |
White paper presented at the annual meeting of the National Association of Elementary School Principals |
Learning Problems and the Left Behind This study of 40 4th and 5th grade “at risk” children showed dramatic gains in reading and math fluency in only 4 weeks. 40 similar students in the control group showed no improvement at all. |
Dr. Cindy Cason, Ph.D. |
|
2003 |
White paper |
Processing speed and motor planning: the scientific background to the skills trained by Interactive Metronome® technology A white paper by psychologist Dr. Susan Diamond explaining the scientific background to the benefits seen by using IM. |
Susan J. Diamond, Ph.D. |
|
2003 |
White paper |
A study of 13 patients measured across a broad spectrum of function shows that gains made with IM are still present 6 months after therapy was completed. |
Lee E. Jacokes, Ph.D. |
|
2004 |
White paper presented at national ASHA conference 2004 |
Improving Motor Planning and Sequencing to Improve Outcomes in Speech and Language Therapy Dr LorRaine Jones, a Speech-Language Pathologist helps explain the connection between IM’s timing exercises and improvements in speech and language therapy. |
LorRainne Jones, M.A.,CCC-SLP, Ph.D. |
|
2004 |
White paper presented at national PM&R conference 2004 |
The role of functional MRI in defining auditory-motor processing networks A summary of a study using fMRI in defining the organs of the brain activated in repetitive auditory-motor training and the potential of IM to make improvements in those areas. |
Dr. Neal Alpiner: MD |
|
2005 |
Physiotherapy Theory and Practice, |
This case study shows IM’s training results for a 9-year-old boy with attention and motor coordination difficulties being treated by physical therapists. |
Melinda L. Bartscherer, PT, MS and Robin L. Dole, PT, EdD, PCS |
|
2007 |
Psychology in the Schools |
Improvements in interval time tracking and effects on reading achievement A study published in the journal Psychology in Schools showed that children completing a training program with Interactive Metronome achieved accelerated reading outcomes. A gain of 7 - 20% in reading achievement was shown in the 49 children whose reading and pre-reading skills were pre and post-tested. |
Gordon E Taub, Kevin McGrew, and Timothy Z Keith |
| 2008 | Contemporary Issues In Communication Science and Disorders |
A Preliminary Study of the Effects of Interactive Metronome Training on the Language Skills of an Adolescent Female With a Language Learning DisorderThis published study demonstrated the effect of IM training on expressive and receptive language skills in an adolescent female with a language learning disorder (LLD). The authors suggest that IM training may be a useful tool in the treatment of communication disorders for a wide range of clinical conditions.
|
Jessica J. Sabado and Donald R. Fuller |
|
2009 |
Journal of Sports Science and Medicine |
Improved motor-timing: effects of synchronized metronome training on golf shot accuracy This European study is an independent recreation of earlier IM research studying golfers. This new study showed the same results: working with IM’s timing exercises improves golfers’ control of their swing and improves shot accuracy. |
Marius Sommerand Louise Rönnqvist |
|
2011 |
International Journal on Disability and Human Development |
This study addresses the lack of motor coordination in ADHD children and suggests that going through IM training would have a significant effect on improving focus in ADHD children. |
Gerry Leisman and Robert Melillo |
|
2011 |
American Journal of Occupational Therapy |
This study of two stroke patients with hemipareis shows remarkable functional gains made using IM years after the patients suffered their strokes. |
SarahC. Beckelhimer, Ann E. Dalton, Charissa A. Richter, Valerie Hermann, and Stephen J. Page |
| 2012 | Communication Disorders Quarterly |
This study shows that after only 4 hours of IM training, larger gains were made in most areas of reading achievement over the control group. In a 4 week time period, the IM group did 15 minutes of training before a traditional reading intervention while the control group just did the traditional reading intervention. The improvements over the control group are listed below.
|
Michaela Ritter, Karen A. Colson, and Jungjun Park |