This is one of the most prevalent reflexes in children with learning disabilities, as much as 75% of these children have a retained STNR. A retained STNR is often accompanied with ADHD symptoms and causes problems with copying from the board and vertical tracking (Goddard Blythe, 2007). In this reflex, as the infant’s head is raised, the arms straighten and the legs bend. This helps her sit up. If this reflex is active too long, it can prevent the development of other skills, and they will have trouble maintaining certain positions because the upper and lower sections of the body are at odds with each other (Kokot, 2010). The STNR is often active in children who have not crawled.
Some of the signs of a retained STNR is slumping while sitting or sitting like a “sack of potatoes,” a clumsy child, difficulties with binocular vision, sitting in a “W” position, difficulty swimming and having messy eating habits. Because it is hard to keep their legs bent and while their head is down and arms are bent, many children have to wrap their feet around the legs of their chair. Therefore, elastic bands may be tied around the legs of chairs to counteract the STNR. If the child has difficulty with finishing homework tends to avoid it, then it would be prudent to check the presence of the STNR.
Children with a retained STNR often have their work sprawled over the entire page with columns running diagonally down the paper (O’Dell & Cook, 2004). Number reversals (12 vs 21) is also a problem. To help support mathematics in children with STNR, we need to allow students to position themselves in a comfortable position, whether that be standing or laying on the floor. We need to place few problems on a page so that they have more room to write, and it does not overwhelm as much as when they see many problems at once. Graph paper can be helpful to keep the columns straight. If copying from the book or board is necessary, allow fellow students to do this task so that the effected children are concentrated on solving the problems.
Works Cited
Goddard Blythe, S. (2007). The well Balanced Child: Movement and learning. Gloucesterschire, UK: Hawthorn Press.
Kokot, S. Integrated Learning Therapy: Unraavelling causes of Learning and Behaviour difficulties –online video: www.ilt.co.za/video-gallery retrieved on 8/21/13.
O’Dell, N. E. & P. A. Cook. (2004). Stopping ADHD. New York: Penguin Group.
Some of the signs of a retained STNR is slumping while sitting or sitting like a “sack of potatoes,” a clumsy child, difficulties with binocular vision, sitting in a “W” position, difficulty swimming and having messy eating habits. Because it is hard to keep their legs bent and while their head is down and arms are bent, many children have to wrap their feet around the legs of their chair. Therefore, elastic bands may be tied around the legs of chairs to counteract the STNR. If the child has difficulty with finishing homework tends to avoid it, then it would be prudent to check the presence of the STNR.
Children with a retained STNR often have their work sprawled over the entire page with columns running diagonally down the paper (O’Dell & Cook, 2004). Number reversals (12 vs 21) is also a problem. To help support mathematics in children with STNR, we need to allow students to position themselves in a comfortable position, whether that be standing or laying on the floor. We need to place few problems on a page so that they have more room to write, and it does not overwhelm as much as when they see many problems at once. Graph paper can be helpful to keep the columns straight. If copying from the book or board is necessary, allow fellow students to do this task so that the effected children are concentrated on solving the problems.
Works Cited
Goddard Blythe, S. (2007). The well Balanced Child: Movement and learning. Gloucesterschire, UK: Hawthorn Press.
Kokot, S. Integrated Learning Therapy: Unraavelling causes of Learning and Behaviour difficulties –online video: www.ilt.co.za/video-gallery retrieved on 8/21/13.
O’Dell, N. E. & P. A. Cook. (2004). Stopping ADHD. New York: Penguin Group.
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Cat Arches
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Core Activation
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Additional activities to integrate
Crawling against a force. For example, the child is crawling on a mat forward with hands pointed in the forward position while the opposite hand and foot is moving forward at the same time. The adult facilitator is facing the child on her knees with hands on the shoulders of the child to provide slight resistance while crawling.
In a table position with hands directly under the shoulders, have students look straight ahead, lean forward and hold for a count of 7 seconds while exhaling and then resume to the resting position.
In a table position with hands directly under the shoulders, have students look straight ahead, lean forward and hold for a count of 7 seconds while exhaling and then resume to the resting position.
Need More Guidance?
If you would like to learn more strategies to integrate this reflex, including the highly effective isometric exercises, or would like to build an individualized program for your child, please fill out the questionnaire below, send it to me and request a consultation time.
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