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Copyright © 2018 Alene Villaneda, Integrated Learning Strategies

All rights reserved. This document may not be copied or distributed

without prior written permission. If you have this file (or a printed
version of this document) and did not pay for it, you are depriving
the author and publisher of their rightful royalties. Please pay for
your copy by purchasing it at http://www.ilslearningcorner.com.

If you have a friend or colleague who you think would find this book
useful, they are required to purchase their own copy at
http://www.ilslearningcorner.com.

You cannot post this document or the information in it on any

electronic bulletin board, Website, FTP site, newsgroup, etc. The
only place from where this document should be available is on the
Integrated Learning Strategies website.

Disclaimer: The activities and exercises in this handbook are

designed for children and require close adult supervision and
assistance. The activities and exercises in this book are not
intended to replace therapeutic evaluation or intervention by a
trained therapist. By doing any of the exercises or activities in this
book, you take sole responsibility for how the activities are done.
Integrated Learning Strategies assumes no responsibility.

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This book is designed for therapists, teachers, other child development professionals, and
parents to use as a guide for supporting cognitive development, retained primitive reflexes,
gross motor skills, behavior issues and emotional grounding.

Therapists can use the exercises and activities on their own or to create training programs for
clients to use in therapy sessions or to give to families to practice at home.
In every classroom, teachers will encounter children who struggle with behavior issues, low self
-esteem, attention and focus issues, fidgeting, emotional outbursts and several gaps in
learning. The activities and exercises in this handbook are helpful for “rewiring the brain” to
support emotional stability, attention, reading, behavior issues, fight or flight, Sensory
Processing Disorders, developmental delays and other learning challenges or disorders (for
example, Autism, Dyslexia, ADHD, Dysgraphia, Auditory Processing Disorders, etc.).

All of the exercises and activities in this book are designed to be slow, purposeful and easy for
anyone to work into their daily routine. If you have concerns about your child's development or
ability to complete any of the activities in this book, consult a pediatric therapist, occupational
therapist or behavioral therapist.

For better results, combine the exercises included in this handbook with music therapy for
better auditory processing and emotional grounding.

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When I first began running my center in my home more than 20 years ago, I had never even
heard the term “primitive reflexes,” let alone “retained primitive reflexes.” This concept was
completely foreign to me and I had no idea at the time the impact it could have on a child’s
learning.

I knew how to help every-day children that struggled in math, reading and spelling, but as the
years passed, I noticed each case began to get harder and harder. How could I possibly teach a
child to read or learn sight words if they were constantly walking around the room, rocking
back and forth in their chair or laying on my desk? I knew there was something more. We were
missing something to help these kids learn, but what was it?

As I began taking training courses, I soon realized the connection between movement and the
brain. My students simply couldn’t learn sight words or hear they were adding or omitting
sounds in words because their body and their brain couldn’t physically and mentally capture
what I was trying to teach. I knew my methods could make a difference, but not until we closed
these other gaps.

When I talked to parents about their child, they would start opening up to me about how their
child had some type of traumatic birth experience, how their child had multiple ear infections
or how they experienced some type of brain injury in the developmental years. Almost all of
their responses were connected to two things, birth and development. This was the beginning of
my “aha” moment.

As Carla Hannaford once said, “The typical school curriculum offers very few if any kinesthetic
learning techniques even in light of the research on the importance of movement to the
learning process, showing that drama, music and art increase SAT scores for both linguistic
and mathematical assessment.” [Hannaford, Smart Moves – Why Learning is Not All in Your
Head]

I was certain this was the key and that is when I began using movement in my practice to
rewire and change the brain. More trainings and courses led to better results with my kids, but
there were still gaps that I just couldn’t put my finger on. The kids were getting better, but still
struggling in certain developmental areas. Finally, while sitting in a training session, I heard
the term “retained primitive reflexes.” What were retained primitive reflexes?

The more I studied primitive reflexes, the more I realized it was yet another piece to the puzzle
my students were missing. Answers began coming together of why my kids were wrapping
their legs around their chair, laying on their desk, displaying signs of sensory issues, wetting
the bed after age five, sitting in the w-position, fidgeting, having emotional outbursts, not
tracking words on the page and could not read simple notes from the chalkboard.

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As I began testing my students for retained primitive reflexes, I realized that 65% to 70% of all
my students had one or multiple retained primitive reflexes. I was completely shocked! The
problem was, I only saw these kids 2 to 3 times a week for maybe 30 to 45 minutes each time.
How could I expect to make a difference in that short amount of time? I had to get back to
basics.

In all of our sessions, I began working on the six most fundamental and basic retained
primitive reflexes, but the progress was slow. That is when I recruited the parents of my
students.

Most parents, schools, teachers and even physicians don’t understand or check kids for
retained primitive reflexes. The more I saw these kids, the more I wanted to help educate
parents, teachers and other professionals in these areas. I knew there were other parents and
professionals out there like me who were searching for answers. They were my best resource to
find and help these kids.

Once parents understood the importance of the exercises and worked with their kids at home,
we started noticing even more progress during our sessions and the quality of their
performance skyrocketed. I couldn’t believe the changes in my students and how all the
learning processes were coming together.

As I talked with more parents and professionals around the world, I realized how little people
knew about retained primitive reflexes and how most people didn’t know how to help at home
or in their practice. I received email after email and phone call after phone call of how I could
help their kids or students succeed. That is when I knew I had to share my experience and the
knowledge and resources I had with everyone.

This guide and resource was especially created for you. It’s easy to explain format and step-by-
step process will take you through the testing and exercises for six primitive reflexes I find
retained in most of my students. As you use it in your home or practice, remember each child is
unique and different. What works for one, doesn’t always work for the other. It takes time,
dedication and patience, but the results are real and helpful in the child’s learning
development.

Always remember, “Movement is essential to

learning. Movement integrates and anchors new
information into our neural networks. Every time we
move in an organized manner, full brain activation
and integration occurs, and the door to learning
opens. Movement facilitates the development of
increased blood vessels that carry learning-essential
water, oxygen, and nutrients to the
brain.” [Hannaford, Why is Movement So
Important?]

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There is no body/mind connection

The biggest myth of all! It’s a fact. The body and mind are not only connected, children need
movement to build the neural connections in the brain for higher learning. The normal “sit and
listen” model still dominates our schools and is anything but normal. It goes against exactly
what the brain needs, and it’s astonishing we continue to use these practices in our classrooms.
Evidence shows the same parts of the brain that process movement are the same parts of the
brain that process learning. A child’s visual and auditory system, memory, language and
attention all have a relationship to movement. What are we questioning? How is this not a no-
brainer?

The body is not a tool for learning

Wrong! The body is THE tool for learning, no question about it. The body is what fosters and
shapes learning in the brain, not the other way around. Rolling, crawling, walking, jumping
and other movement activities are essential for building the brain in the early childhood years.
The ability for the brain to develop is based on new movement and play experiences. However,
the time for brain development narrows as the child gets older. It’s very simple. “Move it, or
lose it!”

My child’s symptoms or diagnosis can’t improve

Of course symptoms can improve if given the right intervention! The brain is resilient, “plastic”
or changeable, active and is constantly developing as a child grows. Many people want to
“mask” the problem with medication, but it won’t “fix” the overall problem. The problem is still
there, we are just hiding it. If kids are inactive during the day, their brain becomes “switched
off” and they cannot learn. To improve behavior, attention, comprehension, retention,
organization, communication and executive function, we must “awaken” the brain with
movement. Only then, will we see improvements in children with multiple learning challenges.

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My child will grow out of primitive reflexes

This is a common phrase we hear from parents. “My doctor says my child will just grow out of
it.” This is not the case for most, if not all children. The body “hangs on” to primitive reflexes for
survival, especially if the child has had some type of brain injury. It is only through consistency,
frequency and duration that we can make the changes needed for the brain and the body to
integrate these reflexes. If the child doesn’t receive intervention, you will most likely continue to
see attention issues, emotional problems, learning delays and development interruptions as the
child grows older. The gaps continue to widen.

My child doesn’t need any help after primitive reflexes are integrated
This statement couldn’t be more false. Not only is this just the beginning, it’s only one piece to
the greater puzzle. Most children become so delayed because of retained primitive reflexes, they
can’t pave the way for higher learning concepts. Once the body finally integrates the reflexes, we
can then target specific areas of the brain with movement activities to stimulate academic
growth. Your child may need more visual activities for reading or fine motor exercises for pencil
grip and handwriting. Don’t think that your work is done. This is just the beginning!

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Having a computer in the classroom used to be a luxury or even a “perk” if you could get your
hands on one. Now, many schools are overloaded with electronics, iPads and Kindles.
Technology has opened up so many wonderful opportunities for us and our children, but has it
also hindered their learning development?

Recent studies show young adults have surprisingly less hand strength and hand grip than
older generations, which could be one result from using more electronic devices and less pencil
time. When children have weak hand strength, simple learning tasks could become difficult,
such as holding a pencil, establishing right or left-hand dominance, poor fine motor skills, and
writing letters and numbers correctly.

However, developing your child’s hand strength and fine motor skills is linked to more than just
handwriting and pencil grip. Researchers have also found a connection between how the brain
transitions from right-brained learning (creative, emotions) to more left-brained learning
(logical, critical thinking). If the brain fails to transition from right-brained learning to left-
brained learning, children become more emotional instead of logical as they get older. That may
be why many parents and teachers today see more attention issues in the classroom, retained
primitive reflexes, sensory struggles, meltdowns , anxiety and emotional grounding issues.

More movement and less screen time means more positive changes to the brain and better
chances that these issues are less likely to develop in the child. This is especially important for
your child’s primitive reflexes. The more movement, the more likely the reflexes will integrate
better and faster.

“It is becoming more and more common for schools to have

classes with many children who have not experienced
appropriate amounts of sensory experience, movement, play,
music, and speech. As a result, these children are not yet
developmentally ready to make use of what education has to
offer.” [Goddard-Blyth, The Well Balanced Child]

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What is a reflex?
A reflex is a motor response or action the body makes in response to sensory or motor input
and happens in most children and adults automatically. For example, when a mother touches
her baby’s cheek (tactile), the child leans into the mother in search of food. This is known as
the rooting reflex. Reflexes control everything that regulates the body even when we don’t
realize we are receiving sensory information (breathing, heart rate and blood pressure).

Reflexes also take care of us in dangerous and painful situations (for example, when we
experience sensitivity to hot and cold, fight or flight, scary or safe).

What are Primitive Reflexes?

Primitive reflexes are automatic movements. Some are present at birth and some emerge after
a baby is born. These reflexes lay the foundation for the child’s nervous system, which is
responsible for processing information through taste, touch, smell, sight and sound. If the
nervous system is not developed properly, the child will have trouble regulating, processing
and interpreting information from one or more of their senses. Primitive reflexes are needed
for the survival of the baby and control the child’s movement in the first year of life.

Some primitive reflexes are still present in the child when they are born and a few of them
even help the baby emerge from the birth canal. These reflexes control the child’s motor ability
when they are first born and should integrate or “disappear” as the child gets older to make
way for other reflexes that develop when the child begins crawling, walking, reaching, grasping
and talking. If the reflexes are not integrated or remain “active” or “retained,” they can
interfere with the child’s learning ability and brain development.

Every child should use each primitive reflex at the proper time of development. Each reflex is
needed for developing higher areas of the brain and serves a specific purpose for a period of
time. Higher areas of the brain must eventually take over and “replace” these reflexes with
higher learning processes.

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What causes Primitive Reflexes to be retained?

There are a number of different reasons why a primitive reflex fails to integrate. Surprisingly,
many children typically hold on to these reflexes because of something that happened at birth.
Increases in caesarean births could be a contributing factor for some children because some of
the reflexes are needed when passing through the birth canal during natural birth. Another
reason could be a traumatic birthing process that resulted in premature births, breach
positions or births involving forceps or suction.

Babies that do not spend enough time on their tummy in the prone position or lack space
during the creeping and crawling stages could also be prone to retaining reflexes.

Kids that are born perfectly healthy with no birthing issues can also retain them later in life if
they have some type of brain injury. I had one student who was born with no complications and
was a normal healthy child. However, when she became a toddler, there was an accident in her
home where a TV fell on top of her and she sustained an injury to her head. Initially all of her
reflexes were integrated as a baby and toddler, but after her injury, her body went back into
survival mode, which activated the reflexes again and caused several learning delays.

Signs of Retained Primitive Reflexes

There are many signs parents, teachers and therapists can watch for in the child or student to
determine if they have one or multiple retained primitive reflexes. Some are easy to detect,
while others are more subtle. Below are some of the signs and symptoms you may see in your
child or student.

Note: For this workbook, we only discuss the six reflexes most commonly retained by children.
Additional retained reflexes will be included in a later workbook edition.

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Primitive Reflexes and your child’s sensory processing are connected and cannot be separated.
The following displays the connections between primitive reflexes and the child’s senses:

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You may see a number of these signs in your child or student if they retain Primitive
Reflexes. There are a number of characteristics and behaviors that could ignite these
responses from the child at any time if the child’s body holds on to these reflexes.
Here are just a few situations we hear from parents on a regular basis:

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When children first enter school, it is generally

assumed that they can already sit still, pay
attention, hold a writing instrument and use their
eyes to track words or writing across the page (even
if they can read yet or not). For most children, these
skills come naturally and without difficulty.
However, if a child has retained primitive reflexes or
has other disconnections in the brain, these simple
tasks put the child at a disadvantage because they
lack the physical and mental abilities to succeed in
these foundational areas that support higher levels
of learning. It’s important to remember, there is a
definite brain and body connection. No question
about it!

The body acts as a receiver of information and

becomes the vehicle where knowledge is stored and
expressed. If the body cannot function properly
because the child has a retained reflex that places all
their focus on the noises and distractions going on
around them, the brain cannot focus on reading,
writing, listening to the teacher and having the
emotional maturity to act logically in stressful
situations.

Just like a car, if the tires, bumper and hood of the car aren’t stable or in place, the engine
(brain) can’t make the car go without a stable and working body. The body is the vehicle for
developing the brain; it’s not the other way around. The brain will continue to act “broken” if
the body fails to function. This is where movement comes into play.
For your child or student to build the neural connections in the brain for higher learning, they
must use their body as the vehicle. Movement lies at the heart of all learning.

Speech, language, behavior, emotions and attention are all linked in some way to the function
of the motor system. What we must remember is the body is a “use it or lose it” tool. If we
aren’t repairing, restoring and buffering our “vehicle” or body with movement exercises, the
brain or engine will shut down and there will come a time when it is too late to fix or turn back
time. Now is the time to rewire the brain and repair or restore the connections in your child’s
brain.

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The honest answer is there is no timeline. You have to remember when a child retains primitive
reflexes their body goes into survival mode. As mentioned above, the child uses these reflexes as
survival skills so it can take a very long time to integrate these reflexes, especially if they have
retained multiple reflexes. It’s not a quick fix.

However, to give you more of a guideline, we have seen many children integrate the reflexes
within three to four months if they only have one or two reflexes retained (best case scenario).
In more severe cases or in cases where children have multiple reflexes retained, we have seen
children hold on to the reflexes for six months to a year. Remember, each child is unique and
different. What works for one, doesn’t always work for another.

To integrate the reflexes faster, consistency is a must! After you have tested your child or
student for retained reflexes, the exercises must be performed at least 3 to 5 times a week,
unless otherwise instructed (five times a week for better and faster results). Don’t skip a week
until the reflexes are fully integrated. Skipping a week or taking a break could cause the
reflexes to stay with the child or the child can revert backward in their progress.

Repetition. Repetition. Repetition! Exercises for retained primitive reflexes do not vary like
other exercises to help a child cross the midline, build their fine motor skills and strengthen
their hand-eye coordination. Typically, there are only one or two exercises for each reflex and
the key is repetition. Help the child do the recommended exercise for each primitive reflex 5 or 6
times per day. If the child is unstable or has difficulty completing the exercises, you can either
cut back on the number of times you complete the exercise or you can break it up throughout
the day.

Last, but not least, the child must complete the exercises
slow and purposeful. No exceptions! Many kids want to
rush through the exercises or they feel they are moving
too slowly and their natural reaction is to speed up the
process. Slow them down if you have to. Each exercise
must be done at a snail’s pace with deliberate and
precise movements. Performing the exercises slowly will
integrate the reflexes faster and more efficiently.

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The Fear Paralysis Reflex is one of the first reflexes to emerge when the baby is developing in
the mother’s womb. This reflex is supposed to integrate into the Moro reflex even before the
baby is born. If the baby does not fully integrate the Fear Paralysis reflex, the Moro reflex
may not integrate either and can cause a ripple effect for all remaining reflexes. This is why
children often retain multiple reflexes and have multiple challenges in different areas of
learning because most reflexes build on each other and can lead to physical, mental and
emotional challenges throughout life.

The Fear Paralysis Reflex plays a protective role for both mother and fetus. When the mother
encounters a threat, the fetus experiences an immediate loss of motor function, also called loss
of motor paralysis. This allows the mother to use all of her bodily resources to respond to the
threat, but it can cause severe damage to the child’s sensory function and nervous system.
Because the Fear Paralysis reflex acts as a protection for the unborn fetus, it automatically
reduces the unborn baby’s exposure to the stress hormones that are present while the mother
is dealing with the threat. This may be the reason why the child hangs on to this reflex
because it went into survival mode inside the womb. [Brandes, The Symphony of Reflexes]

If the Fear Paralysis reflex is not integrated before the baby is born, you will most likely see
signs of its presence in the behavior of the child.

How to recognize the signs of a retained Fear Paralysis Reflex

If the child has retained the Fear Paralysis reflex, you may notice the following signs in your
child or student:

 Sensitivity to sensory information (touch, sound, light, smell and taste)

 Balance issues, clumsy, falls over or struggles with sports
 Difficulty with visual perception - doesn’t know what is right in front of them (For example,
a moving ball coming toward them or taking notes from the chalkboard)
 Experiences anxiety, chronic fears, phobias (real or imagined) and possible panic disorders
 Trouble with eye contact, shyness and isolation
 Avoids social situations
 Low stress tolerance and shows signs of “freezing” when in a stressful situation
 Expressive verbal language disorders

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How to test for a retained Fear Paralysis Reflex

To test for the Fear Paralysis Reflex, you may need to apply slight pressure to different parts of
the body to engage a response. If the child is not receptive to this test, the walking test is
sufficient.

– Walking Test

Ask the child to remove their shoes and socks so you can watch their toes as part of the test.
Make sure the child has plenty of room and ask them to walk toward you in a straight line. As
the child walks toward you, watch for the following signs:

 Fails to make eye contact

 Stares without blinking
 Holds breath
 Has tension in the body
 Clenches fists (fingers twitch)
 Sways
 Toes curl or twitch

If the child displays any of these signs, the Fear Paralysis reflex is most likely retained.

- Pressure Points Test

Important: If this test is too overwhelming for the child, only administer the walking test
above, or if you know the child already has the Fear Paralysis reflex from the walking test, skip
this test. If the child experiences a strong emotional reaction to this test, do not continue and
apply deep pressure massaging to the arms and legs to calm the child. Strong emotional
reactions indicate that the reflex is retained.

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Use the Cha-Cha method by tapping on certain points of the body to determine if the child has
the Fear Paralysis reflex. Gently tap any of these areas using the fleshy part of your fingertips
(do not use your nails). If you gently tap on the chest below the collarbone, use a flat hand
instead of your fingertips. Watch the child’s eye for blinking or freezing open. The child may
also display some of the other symptoms above if they have retained this reflex.

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Exercise for a retained Fear Paralysis Reflex

Unlike the other reflexes below, exercises for the Fear Paralysis reflex should only be done
twice a week. We don’t want to risk engaging the reflex too much when completing the
exercises. There are two exercises your child or student should complete for this reflex.
Complete both exercises once per session and make sure the child is breathing in and out, not
holding their breath.

Exercise #1 – Knees Side-to-Side

1. Instruct the child to lay flat on their back, legs straight and arms resting on the mat (or
other soft surface).

2. Ask the child to slowly bring their legs up to a bent position, knees facing the sky.

3. Direct the child to slowly drop their legs (still bent) to the right side so their legs touch the
mat or floor and hold for five seconds.

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4. Instruct the child to bring their bent legs back up to the center (knees facing the sky) and
hold for one second.

5. Direct the child to slowly drop their legs (still bent) to the left side so their legs touch the mat
or floor and hold for five seconds.

6. Ask the child to bring their legs back to center.

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Exercise #2 – Frog Legs

1. Ask the child to lay flat on their back, legs straight and arms resting by the side of their
body (you may need a mat or soft surface).

2. Instruct the child to slowly slide their right leg along their straight leg (left leg) so the leg
is bent out to the side like a frog leg (right foot should rest on the child’s left upper thigh).

3. Hold position for five seconds and then ask the child to slide their right leg back down to
the start position.

4. Repeat exercise using the left leg.

5. Instruct the child to slowly slide their left leg along their straight leg (right leg) so the leg
is bent out to the side like a frog leg (left foot should rest on the child’s right upper thigh).

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6. Hold position for five seconds and then ask the child to slide their left leg back down to
the start position.

7. Ask the child to now slide both legs upward together so the soles of their feet press
against each other (legs bent outward like a frog).

8. Hold position for five seconds and then ask the child to slide both of their legs back down
to the start position.

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The Moro reflex is present at birth and is connected to all the senses in one way or another.
This is one of the reasons why so many children with sensory issues or Sensory Processing
Disorders (SPD) often retain the Moro reflex because it is so closely connected to the senses.
The Moro reflex also works hand-in-hand with the Fear Paralysis reflex. Because they often
work together, it’s easy for the child to retain both of these reflexes. They are often called the
“duet” and can cause similar issues in a child, but “fixing” them requires different exercises.

Children use this reflex as a survival mechanism when there is a potential threat. The reflex in
the child initiates a response when there is a change in movement, auditory (loud noises),
visual (they see something scary), or vestibular (cries or gets scared when the body is lowered
unexpectedly or the child will have gravitational insecurities).
If your child has retained the Moro reflex, both arms will rapidly move outward from the body
as if surprised, their hands will open and the infant freezes before the arms and hands return
to the resting position across the body. The Moro reflex should only be active in the baby from 2
to 4 months old.

How to recognize the signs of a retained Moro Reflex

If the child has retained the Moro reflex, you may notice the following signs in your child or
student:

Behavioral Characteristics

 Always in “Fight or Flight” mode

 Emotional instability; mood swings
 Anxiety and Phobias
 Poor impulse control; tendency to be aggressive
 Dislikes change or surprises; poor transitioning skills

Visual Characteristics

 Light sensitivity
 Challenges with eye tracking and sustaining visual attention for reading
 Eye movement and visual perception problems (struggles to read from the chalkboard)
 Difficulty with black print on white paper

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Auditory Characteristics

 Hypersensitive to sound
 Difficult ignoring background noise
 Difficulty with focus and attention

Motor Characteristics

 Inner ear problems, especially with balance

 Poor coordination
 Physically timid
 Poor Stamina
 Tense muscle tone
 Sensitivities to foods (picky eater, avoids certain foods, can’t eat certain textures, gags)

Other Characteristics

 Allergies; chronic illness

 Cravings for sweets
 Easily fatigued

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How to test for a retained Moro Reflex

There are several different ways to test for a retained Moro reflex. You should administer each
test to determine if the outcome is the same.

Duck Walk

You are essentially having the child or student walk like a duck. Instruct the child to walk
normally with their heels about 4 to 6 inches apart, toes pointed outward in a V shape.

Ask the child to walk forward with straight legs, keeping the feet in the same position. Have the
child walk forward about 12 steps in a straight line and then backward in a straight line. If the
Moro reflex is retained, the child’s arms will immediately raise outward in the air or the child
will not be able to point their feet outward in the duck position. The child’s feet must remain flat
as they walk. If the child has retained the Moro reflex, you may also notice they will either walk
on their heels or walk on the sides of the feet as their arms extend outward.
No Retained Moro Reflex

Retained Moro Reflex

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Pigeon Toe Walk

Perform this test opposite from the duck walk. Instruct the child to stand with their toes about
4 to 6 inches apart with their heels outward (backward V).

Ask the child to walk forward 12 steps in the pigeon walk and then backward in the pigeon
walk. Again, if the Moro reflex is retained, the child’s arms will immediately raise outward in
the air or the child will not be able to point their feet inward. You may also notice the child
trying to press their knees and thighs together to compensate for not completing the exercise
correctly.

Retained Moro Reflex

No Retained Moro Reflex

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Startle Test

Stand behind the child for this test. Instruct the child to cross their arms lightly over their
chest, elbows bent.

Ask the child to close their eyes and fall backward into your arms. If the child has retained the
Moro reflex, their arms will immediately fling outward in the air.
No Retained Moro Reflex

Retained Moro Reflex

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Balance Test

Instruct the child to raise their arms horizontally in the air to their shoulders (arms straight
out to their sides). Ask the child to first balance on the right foot and hold for 10 seconds. Now,
ask the child to switch legs and balance on the left leg for 10 seconds.

For this test, we want to check the child’s balance. If they wobble, fall or bring their leg down to
stabilize the body, their balance system is most likely underdeveloped.

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Crossovers

Ask the child to stand straight and cross the right leg over the left leg (feet as close together as
possible, both heels on the floor, knees straight). When their legs are crossed, instruct the child
to raise their arms straight over their head and lower their head and arms so their fingers
touch their feet (or as close to the ground as they can get). Keep knees straight.

Ask the child to switch legs and perform the same exercise with the left leg crossed over the
right leg. If the child has retained the Moro reflex, the child will not be able to cross one leg over
the other, telling us that they will struggle to complete crossing the midline activities needed for
integrating the left and right hemispheres of the brain for higher learning.

For this test, we want to see if the child can cross the midline of their body and maintain their
balance. If the child can’t cross over the body on each side, chances are the right and left sides of
the brain are not working together and there is a disconnection.

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Exercises for a retained Moro Reflex

Exercises for the Moro reflex should be performed by the child at least 3 to 5 times a week for
the best results. You may need a mat or a soft surface for the child.

Exercise #1 – Shooting Star

1. Have the child lay flat on their back with their arms crossed over their chest.
2. Ask the child to also bring their knees as close to their chest as possible and cross their
feet at the ankles.

3. Direct the child to hold their breath for five seconds.

4. After five seconds, instruct the child to release their breath very slowly while they also
release their arms and legs (at a snail’s pace) outward.

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5. The legs and arms will straighten toward the sky and will slowly fall to the ground so the
arms are pointed upward in a V shape and the legs are pointed downward in a V shape
(the child will look like a star).

6. Perform this exercise five times if the child is younger and 10 times if the child is older.

Note: While completing each exercise, ask the child to switch their arms and legs each time so
the right leg and right arm are top for the first exercise, then the left leg and left arm are on top
for the second exercise. Continue to switch each time the exercise is performed.

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Exercise #2 – Tuck and Extend

1. Ask the child to lay flat on the floor or on a mat with legs extended straight in front of
them and arms by their side.

2. Direct the child to bring their knees toward their chest and have the child’s hands touch
the tops of the knees.

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3. Instruct the child to extend the legs straight in front of them and raise the arms all the
way up to their ears.

4. Hold the position for five seconds and bring the hands back to bended knees.

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Exercise #3 – Bridge
1. Instruct the child to lie on the floor with their knees bent and their arms resting by their
sides.

2. Ask the child to lift their bottom in the air while keeping their arms to their sides.

3. Hold the pose for 30 to 60 seconds.

4. Bring the body back to a resting position.
5. Complete the exercises 5 to 10 times.

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Exercise #4 – Prayer Pose

1. Instruct the child to lie on the floor with their knees bent and their hands come to their
chest as if they were praying.

2. Ask the child to lift their bottom in the air and instruct the child to hold their breath for
five seconds.

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3. When the child’s bottom is raised in the air, direct the child to lift their praying hands
toward the ceiling and release their breath at the same time very slowly.

4. Ask the child to continue releasing their hands and arms outward.

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6. Instruct the child to continue releasing the position slowly until their arms and bottom
hit the ground at the same time.

6. Return to resting position and complete the exercise 5 to 10 times.

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The TLR develops the child’s muscle response for gaining control over the head and neck
muscles. This is why tummy time exercises are so important for babies. To properly test the
child for this exercise, we will show you how to use a forward “flexion” component and a
backward “extension” component to trigger the retained reflex. Together, these movements
contribute to the development of correct head alignment for balance, coordination, visual
tracking for reading, auditory processing and support for other muscle groups.

The TLR reflex prepares the body for rolling over, crawling and eventually standing and
walking.

If the child has retained this reflex, you can identify it when the child lifts their head upward
(forward) or below (backwards) from the level of the spine when they are lying on their back
(supine position). It may also prevent the child from creeping on their hands and knees when
they were a baby because movement of the head in this position automatically triggers the legs
to extend instead of bend for the creeping and crawling stage.

How to recognize the signs of a retained TLR Reflex

If the child has retained the TLR reflex, you may notice the following signs in your child or
student:

Motor Characteristics

 Poor balance and coordination

 Weak head control; poor posture
 Weak muscle tone (Hypotonus)
 Stiff or jerky movements (Hypertonus)
 Toe-walking or W-sitting

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Visual Characteristics

 Visual insecurity
 Visual perception problems (reading from the chalkboard)
 Eye tracking issues for reading
 Visual disorientation when reading (unable to see the spaces between words or reverses
their letters when writing)
 Poor hand-eye coordination needed for reading and writing

Auditory Characteristics

 Child often asks “Huh?” or “What?” when asked to follow instructions (Auditory
Processing)
 May have trouble following multiple instructions at once
 Struggles to block out background noise (tap of a pencil) or irrelevant noises (neighbors
talking while the teacher is lecturing)

Other Characteristics

 Spatial perception problems (trouble judging space, depth, distance and speed)
 Lacks a sense of direction (right or left, up or down)
 Child may wrap their legs around the legs of the chair indicating poor muscle control
 Disorganized and forgetful
 Emotional challenges and behavioral problems

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How to test for a retained TLR reflex

There are several different ways to test for a retained TLR reflex. You should administer each
test to determine if the outcome is the same.

Head Flexion and Extension

Ask the child to stand straight with their legs and feet together (arms at their side). If the child
is able, ask them to close their eyes (you may want to stand behind them). Direct the child to
tilt their head back as far as they can and hold that position for five seconds.

No Retained TLR Reflex

Retained TLR Reflex

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If the child has retained the reflex, they will most likely fall backward. After they tilt their head
backward, have the child bring their head back to a straight position.

Now, have the child tilt their head forward toward their chest (eyes closed) and hold for five
seconds. If the child falls forward or loses their balance this means the primitive reflex is still
present.

No Retained TLR Reflex

Retained TLR Reflex

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Superman

For this test, have the child lay on their tummy, flat on the floor. While they are on the floor,
instruct them relax their body.

When you count to three, tell them to lift their arms and legs off the floor at the same time
(almost like the Superman, except for their arms are lifted at their side instead of in front of
them). Ask the child to hold that position for 10 seconds.

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No Retained TLR Reflex

If your child automatically bends their knees instead of keeping them straight when they lift
their legs off the floor or if they tilt back and forth without holding still, this is a sign that they
have retained the TLR reflex.

Retained TLR Reflex

When you complete this test, don’t tell the child what you are watching for because you want to
see their natural response to the test.

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Exercises for a retained TLR reflex

Exercises for the TLR reflex should be performed by the child at least 3 to 5 times a week for
the best results. You may need a mat or a soft surface for the child. Perform exercises slowly
and purposefully.

Exercise #1 – Head Extension

1. Ask the child to lay on their tummy, flat on the ground.

2. Direct the child to put their forehead to the ground and then slowly lift their head
upward as far as they can and hold for five seconds. Arms must remain on the mat or
floor pressing into the ground.

3. After five seconds, instruct the child to bring the head back down to the resting position.
4. Complete the exercise 10 times slowly.

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Exercise #2 – Head Flexion

1. Ask the child to lay on their back, flat on the ground.

2. Direct the child to lift their head upward toward their tummy (like a sit-up) as far as
they can and hold for five seconds. Arms must remain on the mat or floor pressing into
the ground.

3. After five seconds, instruct the child to bring the head back down to the resting position.
4. Complete the exercise 10 times slowly.

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Exercise #3 – Superman

1. Ask the child to lay on their tummy with their feet straight, flat on the ground (arms to
their sides).

2. In the beginning, only ask the child to lift their arms in front of them like Superman with
their fingers almost touching together and raise their head at the same time.

3. Hold the position for at least five seconds if possible and return to the resting position.
4. When the child or student develops enough muscle tone to hold the arms and head
straight for 5 to 10 seconds, incorporate the legs.

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5. Ask the child to lift their arms, head and legs at the same time like Superman and hold
for 5 to 10 seconds. Ensure the legs stay straight and don’t bend (you may have to assist
their legs in the beginning).

6. When the legs are finally straight and the child can perform this exercise on their own,
the TLR is no longer present.

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When I first began tutoring children and helping kids with learning challenges more than 20
years ago, Attention Deficit Hyperactivity Disorder (ADHD) seemed to be the common diagnosis
for almost every learning challenge. If your child couldn’t sit still in school, if they couldn’t pay
attention to the teacher or retain what they were learning, or if they had behavior problems,
they were automatically labeled as ADHD. As research has improved, studies now show that
many of these children were misdiagnosed with ADHD. Recent research presents a strong link
between primitive reflexes and ADHD, particularly with the Spinal Galant Reflex and the Moro
Reflex.

The Spinal Galant Reflex is fully developed when a baby is born and it helps the baby get down
the birth canal. This could be one reason why the reflex is retained if a child has a cesarean
section or some type of traumatic birth. The Spinal Galant encourages movement and
development of range of motion in the hips. This important reflex prepares the baby for
crawling and walking. In a newborn, softly stroking each side of the spine on the lower back
initiates a side flexion in the baby and the child’s hip rises toward the touch. If there is
stimulation on both sides of the lower spine, this will activate the reflex, which frequently
causes urination and could be another reason why bedwetting happens in children over the age
of five.

In addition, the Spinal Galant helps the development of the middle ear for hearing and balance,
which can directly affect the child’s attention and focus in the classroom (another reason why
we often mistake ADHD for a retained Spinal Galant reflex). The Spinal Galant Reflex usually
integrates or disappears in normal development by 12 months. If the reflex is still present in a
child that is older, it may cause bedwetting, attention issues, fidgeting and difficult behavior.
The child may also dislike tags in clothing or clothing that is tight around the waist because it
activates the reflex.

Every time a student’s back is against a chair, the reflex is activated so the child wiggles in his
or her chair. This constant irritant affects the child’s concentration and short-term memory. If
the reflex remains only on one side it may influence posture and walking. If posture and
walking are affected, it may present itself as clumsiness. If the child is able to calm the reflex
and stop moving, they are likely to lack the energy they need to focus and learn.

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Similarities between symptoms of ADHD and signs of a retained Spinal Galant reflex are as
follows:

How to recognize the signs of a retained Spinal Galant Reflex

If the child has retained the Spinal Galant reflex, you may notice the following signs in your
child or student:

 Inability to sit still, fidgeting, squirming

 Seems to be in constant motion
 Struggles to sit with his back against the chair
 Attention, focus and concentration issues
 Poor Concentration and Short Term Memory
 Bedwetting past the age of five
 Sensory issues (from clothing or textures)
 Hypersensitivity to touch or ticklish
 Struggles to listen and to comprehend verbal instructions
 ADHD Tendencies
 Can struggle with fine motor coordination and penmanship

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How to test for a retained Spinal Galant

Here is one way you can test for a retained Spinal Galant. If the child has a retained Spinal
Galant reflex, the child will wiggle, show discomfort, dip their back or they will say it’s
extremely ticklish.

Back Trace

You will need a marker or sharpie for this test. Ask the child or student to get on their hands
and knees. Ensure their arms and back are completely straight (their back should be flat like a
table). Make sure the child has a light t-shirt on during this exercise. If they have a heavy
sweater or sweatshirt on, ask them to remove it.

Take the marker and gently trace it down the left side of the child’s spine (from the top of the
neck all the way down to the lower back approximately two inches from the center of the spine).

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When you reach the bottom of the spine, apply slightly more pressure on the lower back to see
their reaction. Repeat the test three times on both the right side of the spine and the left.
Sometimes the reflex will not present itself the first time, but it will by the third time you
perform the test.

Notice the reaction of the child. Was it ticklish? Was there any pain? Did they dip their back
when you traced the marker down their spine? Were the signs worse when you reached their
lower back? If they display any types of discomfort, ticklish parts or dipping of their back the
closer you got to the lower back, it is a sign of a retained Spinal Galant reflex.

If your child had any of the reactions listed above, ask them questions like “How ticklish was
it?” “How badly did it hurt?” These types of questions will help you understand how mild or
severe your child’s symptoms are and how much intervention is needed to correct the retained
reflex.

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Exercises for a retained Spinal Galant reflex

Exercises for the Spinal Galant reflex should be performed by the child at least 3 to 5 times a
week for the best results. You may need a mat or a soft surface for the child. Perform exercises
slowly and purposefully.

Exercise #1 – Snow Angel

1. Ask the child to lay flat on their back, legs straight with their arms beside them.

2. Instruct the child to very slowly (snail’s pace) bring their arms outward first until their
arms get to their shoulders and then begin to bring the legs outward at the same time so
the child is creating a snow angel.

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3. Direct the child to extend their legs as wide as they can and lift their arms all the way up
to their ears.

4. When the arms reach the child’s head, ask them to bring the snow angel back down to
the resting position (continue to perform the exercise slowly as the child comes back to a
resting position).

Note: Most kids tend to rush through this exercise because they often make snow angels in the
snow. Ask the child to slow down if they rush too fast. The slow movements of this exercise
build the neural connections in the brain to integrate the reflex.

Exercise #2 – Hand and Foot Walk

1. Ask the child to stand straight, and then bend over and place their hands on the floor in
front of their feet, keeping both arms and legs straight (in the bear position).

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2. Instruct the child to walk their legs forward one step, catching the feet up to the hands
(keep arms and legs straight).

3. Direct the child to now walk their hands forward one step and pause.

4. Continue exercise across the floor like a caterpillar.

5. Perform exercise 5 to 10 times.

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The ATNR reflex coordinates the extension of an arm and a leg in response to the head being
turned in their direction. The ATNR is responsible for all the kicks and wiggles we feel long
before our children are ever born. This reflex assists infants during the birthing process, getting
them into the proper position. And once they’re born, it ensures their head tilts to the side while
they’re on their stomachs to keep their airways clear, and is the first step toward developing
hand-eye coordination. You will notice the development of this reflex as babies begin to reach
for objects.

Proper development of the child’s hand-eye coordination is crucial for the development of the
visual system needed for reading and writing. If the child
retains the ATNR reflex, it can prevent the child from
performing more complex functions like hand-eye
coordination that is eventually need for writing across
the page, following a line of text, copying notes off the
chalkboard and crossing the midline of the body.

The midline is an imaginary line that runs vertically

down the center of the body. A child who has trouble
crossing the midline can’t perform tasks that require
their right hand to perform on the left side of their body
and vice versa. It’s also difficult for them to perform a
task that requires both hands to work together. This is
because the two sides of the brain aren’t properly
communicating with one another.

Children with a retained ATNR appear ambidextrous

and use both hands because they are unable to cross the
midline and they haven’t developed a dominant hand.
Naturally, the brain determines a dominant hand that
becomes skilled and masters our fine motor movements
and the other hand is less skilled. When a dominant hand
isn’t developed, both hands tend to remain unskilled.
This causes issues with any tasks that require fine motor skills or dexterity.

Reading also requires the eyes to cross the midline as they read from side-to-side, sentence to
sentence, paragraph to paragraph. Children with a retained ATNR reflex who cannot cross the
midline tend to hesitate or lose their place when their eyes shift from the words in front of the
left side of the body to the words in front of the right side because doing so requires the two
sides of the brain to communicate.

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How to recognize the signs of a retained ATNR Reflex

If the child has retained the ATNR reflex, you may notice the following signs in your child or
student:

Motor Characteristics

 Difficulty crossing the vertical midline of the body

 May not have established a preferred hand, foot, ear or eye; mixed laterality
 Difficulty throwing and catching (Hand-eye Coordination)
 Center of Balance can be affected as the head moves to either side so the child may look
awkward or clumsy.
 Avoids sports or lacks the skills to become better in physical activities

Visual Characteristics

 Poor eye tracking especially across the midline when reading

 Difficulty shifting visual focus from near to far (Copying notes from the board)

Other Characteristics

 Struggles to get thoughts down on paper; can’t think and write at the same time
 Poor handwriting; switches hands while writing
 Learning problems at school in basic subjects like reading, spelling and math
 Letter and number reversals

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How to test for a retained ATNR reflex

There are two ways to test for the ATNR reflex. When administering the test, you may need a
mat or a soft surface.

Frankenstein Walk

For this test, the child won’t be walking at all, but we will position them in a Frankenstein
stance. Ask the child to hold their arms out straight in front of them and bend the wrists, like
Frankenstein does when he is walking. Have the child stand straight, hold still, and ensure the
head faces straight forward.

Ask the child to turn their head to the right, hold for five seconds and come back to center.
When the head is back to center, ask the child to turn their head to the left and hold for five
seconds before coming back to center.

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No Retained ATNR Reflex

Retained ATNR Reflex

If the child has retained the ATNR reflex, the arms will automatically move with the head to
the right or the left when performing this test. If the child has not retained the ATNR reflex,
they will be able to turn their head right or left without any movement of the arms.

Head Twist

During this test, you will want to position yourself in front of the child. Ask the child to get
down on the ground on all fours with their back straight like a table (you are kneeling in front
of them a few inches from their head or body). The child must keep their arms straight before
the test begins and the child should keep the head straight in the center position.

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As you begin the test, take the child’s head lightly in your hands and gently turn the head to
the right.

When you turn the head to the right, watch the elbow on the opposite side of the child’s body
(left elbow) to see if it bends or if the child collapses.

Now, perform the same test moving the head to the left and watch the right elbow. If the elbow
bends or if the child collapses and can’t hold their body upright, they have the ATNR reflex
retained.

No Retained ATNR Reflex (straight elbow) Retained ATNR Reflex (bent elbow)

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Exercises for a retained ATNR reflex

Exercises for the ATNR reflex should be performed by the child at least 3 to 5 times a week for
the best results. You may need a mat or a soft surface for the child. Perform exercises slowly
and purposefully.

Exercise #1 – Lizard

1. Ask the child to lay face down on the floor, legs straight, head turned to the right.
2. Instruct the child to extend their right arm out diagonally a few inches from their face
(left arm is still resting by their side).

3. Direct the child to also extend their right leg diagonally, keeping the leg straight, not
bent (right arm is also still extended diagonally).
4. Ask the child to now bend the left arm at the elbow upward by their head.

5. As the left arm bends upward, slide the left leg upward until it bends at the knee as well.
6. Hold the position for five seconds.

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Important: Instead of coming back to the resting position to complete the exercise on the
opposite side of the body, instruct the child to make an immediate transition to the left side by
doing the following:

7. Direct the child to turn their head to the left side.

8. Instruct the child to slowly unbend the left arm to the same diagonal position as the right
arm next to their head (right arm is still straight so the arms make a wide V shape).

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9. Ask the child to unbend their left leg and extend it diagonally, keeping the leg straight,
not bent (now both arms and legs are extended making an X shape).

10. Instruct the child to now bend the right arm at the elbow next to their head.
11. When the right arm is bent, ask the child to slide the right leg upward until it bends at
the knee.

12. Hold the position for five seconds.

13. Continue the transition from left to right at least five times on each side.

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Exercise #2 – Head Twist

1. Ask the child to get down on all fours like they did during the test and ensure their back
is straight in the tabletop position.

2. Instruct the child to slide their arms forward (about 3 or 4 inches), maintaining the
tabletop position (don’t let the child bend their arms during the exercise).

3. Ask the child to turn their head to the right and hold for five seconds (you may have to
help the child if they appear stiff or rigid).

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4. Direct the child to bring the head back to center and slide back up into the tabletop
position.
5. After the child has come back to center, ask them to slide their arms forward again (3 or
4 inches), maintaining the tabletop position and turn their head to the left

6. Hold the position for five seconds then bring the body back to center.
7. Repeat the exercise 5 to 10 times, alternating the head turn each time the exercise is
performed (right and left).

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The STNR is briefly seen after birth and re-emerges in the baby six to nine months later, which
is a normal part of every child’s development. As the child grows, the STNR is no longer needed
so it goes to “sleep” or becomes dormant. As we take a closer look at the STNR, we know there
are both extension and flexion movements in this important reflex.

When the child is on his or her tummy and they lift their head, their arms will straighten and
they will bend their legs (extension). If the child’s head is tilted down, the opposite movement
occurs where the arms bend and the legs straighten (flexion). This reflex is necessary in infants
to help support their upper-body posture when they are in the prone position (on their stomach)
and when they begin to lift themselves from their tummy to their hands and knees.

The STNR also helps a baby learn to crawl, pull themselves up from a sitting to standing
position, and assists in training their visual perception skills. By the time the baby is about
nine to 11 months old, these reflexive movements will have done their job.
Kids who retain the STNR rarely crawl on their hands and knees. This is why a child may skip
the crawling phase or the child will walk on their hands and feet (bear walk). It is through the
stages of creeping and crawling that the vestibular, proprioceptive and visual systems begin
working together for the first time. Without this integration, sense of balance as well as poor
space and depth perception are often underdeveloped. Eye-hand coordination and eye tracking
is further developed as the baby crawls and looks from one hand to the other. The distance from
the eye to the hand when crawling is about the same distance when reading and writing later
in school.

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Integration of this reflex is also very important for the development of the visual system. When
the baby is on the floor and the head is extended and the legs bend (buttocks sitting on legs),
they can look out at a point far in the distance. When the head is down and looking at the floor
it brings the focus of the eyes to near distance. This trains the eyes to focus from near to far and
back again (binocular vision), which is important for when a child needs to read the teacher’s
notes from the chalkboard and get it back to their paper. Children with a retained STNR will
often slouch in their chair or have trouble lifting their neck to see the chalkboard because of low
muscle tone.

When the child with the STNR reflex retained sits at their desk, they tend to gravitate and
shift to a posture where they feel most comfortable. This is why you may see the child slump in
their chair with their legs stretched straight out underneath the desk, having their arms bent
holding their book. Another common sitting position is when the child will slouch with their
arms outstretched on the desk with their head resting on the desk. This position allows the legs
to bend underneath their chair. Both of these sitting positions are some of the only postures
that don’t agitate the retained STNR reflex when the child is sitting at their desk.

When the child is in these positions at school, they are able to focus, read, write and complete
other projects that are required of them by the teacher. However, the problem is, a child’s poor
posture puts a strain on other body systems (visual, vestibular, proprioception) that affect their
learning potential.

If the teacher requires the student to sit “properly” at their desk, the child will most likely
fidget, squirm and stand up or wiggle their legs underneath their desk. Their body needs the
physical movement to stay comfortable because the STNR reflex still wants to control the upper
and lower limbs of the child.

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How to recognize the signs of a retained STNR Reflex

If the child has retained the STNR reflex, you may notice the following signs in your child or
student:

Motor Characteristics

 Poor Posture; slumps when sitting

 Poor balance; clumsy
 Messy eater
 Tends to lay on the desk at school
 W-sitting
 Struggles to swim
 May sit on legs while sitting on chair or wraps legs around the legs of the chair

Visual Characteristics

 Difficulty with eye tracking for reading or catching a ball

 Difficulty adjusting vision from near to far (Board to paper)
 Using the eyes together (Binocular Vision)
 Poor eye-hand coordination
 Poor depth perception (Struggles to catch a ball)

Auditory Characteristics

 Aids in the development of binaural hearing (hearing in both ears)

Other Characteristics

 ADD or ADHD symptoms

 Poor learning abilities
 Poor space and time awareness
 Difficulty aligning numbers to do math homework

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How to test for a retained STNR reflex

Here is one way to test for the STNR reflex. When administering the test, you may need a mat
or a soft surface.

Cat and Cow Head Flexion and Extension

Ask the child get down on all fours (hands and knees) and sit in front of them facing their head
so you can watch their movement. Make sure their back is flat like a table.

Take the child’s head lightly in your hands and gently move their head downward toward their
chest so they are looking at their feet and have them hold that position for 10 seconds. Watch
the child’s back to see if it arches like a cat. If you see the arch, the child has retained the STNR
reflex.

No Retained STNR Reflex Retained STNR Reflex

(straight elbow)

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After you have positioned the child’s head downward, raise the head up so they are looking
straight ahead and hold the position for 10 seconds. Watch the child’s back to see if it dips like a
cow when they moo. If the child’s back dips, they have retained the STNR reflex.

No Retained STNR Reflex Retained STNR Reflex

A child that does not have the STNR reflex retained can perform both head flexion and
extension tests without moving their back. Only the head will move while the back remains flat
like a table.

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Exercises for a retained STNR reflex

Exercises for the STNR reflex should be performed by the child at least 3 to 5 times a week for
the best results. You may need a mat or a soft surface for the child. Perform exercises slowly
and purposefully.

Exercise #1 – Head Lifts

Beginners: Start here for all children who are new to the exercise.

1. Instruct the child to lie on the floor face down and arms stretched outward to their
shoulders (Making a T shape).

2. Ask the child to lift their head upward, look at the ceiling and hold for 10 seconds.

3. Direct the child to bring the head back down to a resting position.
4. Repeat the exercise 10 times.

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Intermediate: When the child has developed enough head and neck strength to lift and
hold their head during the beginning exercises, graduate them to the intermediate head
lifts.

1. Instruct the child to lie on the floor and pull the top part of their body off the
ground so the child is resting on their elbows.

2. Ask the child to lift their head upward, look at the ceiling and hold for 10 seconds.
3. Direct the child to bring the head back down to a resting position.
4. Repeat the exercise 10 times.

Advanced: When your child has developed enough head and arm strength to hold this
intermediate position, graduate them to a more advanced level.

1. Instruct the child to lie on the floor and pull the top part of their body off the
ground so the full weight of their body is supported by their arms (straight arms,
do not let them bend). Note: The child should be strong enough now to hold their
full weight.

2. Ask the child to lift their head upward, look at the ceiling and hold for 10 seconds.
3. Direct the child to bring the head back down to a resting position.
4. Repeat the exercise 10 times.

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Exercise #2 – Rock-a-Bye Baby

1. Ask the child to kneel on the floor with their hands on their knees.

2. Instruct the child to slide their arms out straight in front of them on the mat or floor and
bend their head downward toward their chest (similar to downward dog in yoga).

3. Hold position for five seconds.

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4. After the child holds this position, direct them to continue sliding their arms inward
toward the body on the mat so they are forced to lift their body to their hands and knees.

5. Once on all fours, ask the child to keep their arms straight and rock their body forward
(slight push-up position).

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6. After rocking forward, direct the child to rock backward keeping their hands on the mat
(do not let them go all the way back down to downward dog position).

7. Continue rocking back and forth five times.

8. After five reps, instruct the child to go back to their downward dog resting position.
9. Repeat exercise 5 to 10 times.

Bridging the Gap

If a child continues through life with underdeveloped primitive reflexes, you will most likely
continue to notice gaps in higher learning and social behavior, both of which require flexibility
of thinking and response. Failure to integrate these reflexes could prevent the child from
adapting other functional skills that come automatically to other children, which could make
the gap even wider.

Children who have adapted these reflexes to their full maturity will pass through their
developmental stages with ease and will naturally progress to the next level. However, if a child
does not naturally integrate these reflexes, the brain still gives the body a second chance to
correct these areas of development so the child can perform at a more optimum level.

Parents and professionals should use these exercises as an instrument to provide a better
environment for their child and to bridge the gap so the child can reach their academic
potential.

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As your child or student completes the exercises for each retained primitive reflex, keep track of your weekly
observations of their progress, behavior, reaction and body movements. Even if the child performs the exercises
easily, continue the exercises for at least four weeks to fully integrate the reflex.

Fear Paralysis Reflex - (Only perform exercises twice a week)

Exercise #1: What was the child’s response to Exercise #2: If needed, what was the child’s
the knees side-to-side exercise? response to the frog legs exercise?

While completing the exercises, did you notice any of the following reactions in the child:

 Can’t bend legs  Uncontrolled movement

 Can’t hold for five seconds  Moves too fast
 Holds breath  Not flexible
 Can’t bring legs toward chest  Needs assistance

Asymmetrical Tonic Neck Reflex (ATNR)

Exercise #1: What was the child’s response to Exercise #2: What was the child’s response to
the lizard exercise? the head twist exercise?

While completing the exercises, did you notice any of the following reactions in the child:
 Can’t coordinate arms and legs  Moves too fast
 Not flexible  Can’t turn head
 Continues to bend arms  Falls/Collapses
 Stiff or rigid  Tension in the neck

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Moro Reflex
Exercise #1: What was the child’s response to Exercise #2: What was the child’s response to
the shooting star exercise? the tuck and extend exercise?

Exercise #3: What was the child’s response to Exercise #4: What was the child’s response to
the bridge exercise? the prayer pose exercise?

While completing the exercises, did you notice any of the following reactions in the child:
 Uncoordinated arms and legs  Moves too fast
 Can’t bring head toward knees  Falls out of tucked position
 Collapses  Can’t lift back
 Raising body upward too quickly  Can’t hold position

Spinal Galant Reflex

Exercise #1: What was the child’s response to Exercise #2: What was the child’s response to
the snow angel exercise? the hand and foot walk?

While completing the exercises, did you notice any of the following reactions in the child:
 Moves too fast  Uncoordinated arms and legs
 Stiff arms and legs  Irregular breathing

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Tonic Labyrinthine Reflex (TLR)

Exercise #1: What was the child’s response to Exercise #2: What was the child’s response to
the head extension exercise? the head flexion exercise?

Exercise #3: What was the child’s response to

the superman exercise?

During the testing process, did you notice any of the following reactions in the child:
 Can’t lift head  Can’t bring head inward toward body
 Can’t keep legs and arms straight  Drops head too fast
 Can’t hold position  No strength to lift arms and legs

Symmetrical Tonic Neck Reflex (STNR)

Exercise #1: What was the child’s response to Exercise #2: What was the child’s response to
the head lifts exercise? the rock-a-bye baby exercise?

During the testing process, did you notice any of the following reactions in the child:
 Can’t lift head  Can’t hold up torso
 Can’t keep arms straight  Drops head too fast
 Trouble rocking  Weak arms

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This schedule provides exercise recommendations when conducting exercises for your child or student.
Depending on how severe the child has retained the reflex, you may need to add or subtract weeks for
each reflex. You can complete each level separately or together for each reflex depending on the ability of
the child. Print a copy of the schedule to keep for your records and tracking purposes.

Fear Paralysis Reflex

Present Not Week 1 Week 2 Week 3 Week 4 Add Add
Present Week Week

Level 1: Knees Side-to-Side (Only

complete exercises twice a week)

Level 2: Frog Legs (Only complete

exercises twice a week)

Moro Reflex
Present Not Week 1 Week 2 Week 3 Week 4 Add Add
Present Week Week

Level 1: Prayer Pose (4 Weeks)

Level 2: Shooting Star (4 Weeks)

Level 3: Tuck & Extend (4 Weeks)

Level 4: Bridge (4 Weeks)

TLR Reflex
Present Not Week 1 Week 2 Week 3 Week 4 Add Add
Present Week Week
Level 1: Head Extension (4 Weeks)

Level 2: Head Flexion (4 Weeks)

Level 3: Superman (4 Weeks)

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Spinal Galant Reflex

Present Not Week 1 Week 2 Week 3 Week 4 Add Add
Present Week Week
Level 1: Snow Angel (4 Weeks)

Level 2: Hand/Foot Walk (4 Weeks)

Asymmetrical Tonic Neck Reflex (ATNR)

Present Not Week 1 Week 2 Week 3 Week 4 Add Add
Present Week Week

Level 1: Lizard (4 Weeks)

Level 2: Head Twist (4 Weeks)

Symmetrical Tonic Neck Reflex (STNR)

Present Not Week 1 Week 2 Week 3 Week 4 Add Add
Present Week Week

Level 1: Head Lifts (4 Weeks)

Level 2: Rock-a-Bye Baby

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As you complete testing for your child or student, use this observation sheet after administering
each test to determine reaction, behavior, symptoms and severity of each retained primitive
reflex.
Fear Paralysis Reflex
Test #1: What was the child’s response to Test #2: If needed, what was the child’s
the walking test? response to stimulating pressure points?

During the testing process, did you notice any of the following reactions in the child:
 Fails to make eye contact  Has tension in the body
 Stares without blinking  Clenches fists
 Holds breath  Sways
 Freezes  Toes Curl or twitch

Tonic Labyrinthine Reflex (TLR)

Test #1: What was the child’s response to Test #2: What was the child’s response to
head flexion and extension test? the superman test?

During the testing process, did you notice any of the following reactions in the child:
 Fell backward  Fell forward
 Loss of balance  Can’t lift head
 Can’t keep legs straight (bends instead)  Can’t lift legs off the ground
 Limbs and head uncoordinated  Tension in the neck

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Moro Reflex

Test #1: What was the child’s response to Test #2: What was the child’s response to
the duck walk? the pigeon toe walk?

Test #3: What was the child’s response to Test #4: What was the child’s response to
the startle test? the balance test?

Test #5: What was the child’s response to

the crossover test?

During the testing process, did you notice any of the following reactions in the child:
 Arms fling open or extend  Cannot point feet inward (pigeon walk)
 Cannot point feet outward (duck walk)  Incorrect leg or arm crosses
 Loss of balance  Limbs are uncoordinated
 Uncontrolled movement  Irregular breathing

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Spinal Galant Reflex

Test #1: What was the child’s response to the back trace test?

During the testing process, did you notice any of the following reactions in the child:
 Very ticklish  Wiggles and squirms
 Experiences back pain  Jumps or is startled
 Back dipped  Lower back discomfort

Asymmetrical Tonic Neck Reflex (ATNR)

Test #1: What was the child’s response to the head twist test?

During the testing process, did you notice any of the following reactions in the child:
 Collapses  Can’t hold body upright
 Weak arm strength  Right elbow bends
 Stiff limbs and joints  Left elbow bends
 Can’t turn head  Falls forward

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Symmetrical Tonic Neck Reflex (STNR)

Test #1: What was the child’s response to the cat and cow head flexion/extension test?

During the testing process, did you notice any of the following reactions in the child:
 Back dipped  Back arched
 Stiff head/neck  Stiff limbs and ligaments
 Cannot bring head inward toward  Cannot lift head toward ceiling
chest  Falls forward
 Weak arm/leg muscles

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Current Score:_________ Last Score: _________

Child Name: ______________________________________ Date: _____________________

This worksheet tracks the weekly progress of your child’s learning and motor development as we use exercises to
integrate retained primitive reflexes. Please provide an answer for each activity so we can determine your child’s
improvements and/or other areas that need additional help.

Today, does your child or would your child have any difficulty with the following: (circle one number on each line)

Activity Extreme Quite a Moderate A little No Add

difficulty bit of difficulty bit of difficulty Total:
difficulty difficulty
My child is sensitive to noise,
Sensory

light, smell, texture, tags in

1 clothes or waistband in pants. 0 1 2 3 4

My child struggles with

Emotional/Behavior

behavior, has attention issues,

2 fidgets and can’t stay seated in 0 1 2 3 4
their chair.
My child has trouble with
emotions, anxiety, phobias,
3 fight or flight, meltdowns and/or 0 1 2 3 4
anger.
My child can’t track words when
Visual

reading, can’t read notes on the

4 chalkboard and adds/omits 0 1 2 3 4
sounds in words.
My child struggles to follow
Auditory

directions, often asks “huh?” or

5 “what?” and can’t filter out 0 1 2 3 4
background noise.
My child has low muscle tone,
6 is clumsy, can’t balance and is 0 1 2 3 4
uncoordinated.
My child still wets the bed, sits
Motor

7 in the W-position or walks on 0 1 2 3 4

their toes.
My child has trouble with hand-
eye coordination, fine motor,
9 weak hands and/or handwriting/ 0 1 2 3 4
pencil grip.
My child avoids social
1 situations, doesn’t make eye
Social

contact, prefers isolation and/or 0 1 2 3 4

0 is known as a “close talker.”
Column Totals:

Over the past 24 hours, how has your child’s overall behavior/learning development been? (circle one number)

0 1 2 3 4 5 6 7 8 9 10

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Please check all that apply to

your child’s learning, behavior,
and motor development.

Medical
 My child was born  My child was  When my child was  My child swallowed
premature. delivered by delivered, the their feces during
cesarean section. doctor removed my the delivery
child with the use of process.
a vacuum, forceps
or other means.

Child Development
 My child never  My child struggles  My child still wets  My child is sensitive
crawled as a baby to jump, skip or run. the bed at night. to loud noises.
or only scooted  My child is sensitive  My child is a picky
across the floor. to bright light. eater.

Motor Development
 My child has poor  My child has poor  My child often sits  My child walks on
balance and is posture or slumps in the W-position. their toes.
often clumsy. when sitting.  My child often  My child struggles
 My child prefers to  My child walks on wraps their legs with fine motor
sit in the w-position their toes. around their chair. skills, has weak
 My child can’t cross hand grip and poor
the midline of the handwriting.
body

Social Development
 My child doesn’t  My child can’t
make eye contact, express themselves
is shy and prefers in social situations
isolation.

Behavioral Development
 My child is always  My child is  My child has  My child
in fight or flight emotionally chronic fears, experiences
mode unstable or has phobias or anxiety hyperventilation
 My child fidgets and constant mood  My child can’t
struggles to attend swings concentrate and
and focus  My child displays has poor short term
ADD or ADHD-type memory
symptoms

Visual Development
 My child is sensitive  My child can’t track  My child has trouble  My child has trouble
to light. words on the page. maintaining with eye movement
attention while and can’t read
reading notes off the
chalkboard

Auditory Development
 My child is sensitive  My child can’t block  My child often asks  My child has a hard
to sound out background “Huh?” or “What?” time following
noise when asked to multiple instructions
follow instructions at one time

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