Frequently Asked Questions
If the INPP programme is so good why isn’t it available on the NHS or through the state school system?
The school’s version of the programme is available in a number of UK schools. The individual clinical version is not available. The clinical version involves many hours of detailed and repeated individual assessments over a long period of time, and it would be too expensive to provide. Another reason is that although awareness of primitive reflexes in neuro-developmental conditions is undoubtedly growing the INPP method / neuro-developmental therapy is still relatively unknown as an intervention. The fact that the ideas behind the programme may seem counter-intuitive initially deters many and people often tend to go with what makes sense to them given their background and experience. For many people dyslexia and other specific learning difficulties are seen to be school /educational problems and therefore only more of what schools traditionally do is seen to be the way to address the issues. Sadly, more of the same i.e. non-specialist teaching carried out by non-specialist teachers (or as is usually the case, teaching assistants) for groups of struggling learners, is unlikely to provide what the child needs in order to achieve their potential.
What is the difference between a school and a clinical programme?
The schools programme was developed by the INPP to make some level of intervention of this type available to children more generally within the PE curriculum. Whilst the programme is limited by the fact that it is general rather than tailored to meet the more specific needs of a child’s reflex profile, gains in academic and behavioural benefits have been shown following several research studies in schools in the UK and Germany(See www.inpp.org.uk)
Does the INPP programme always work?
No, it does not always work it is found to be successful in 80% of cases - this is a high success rate. There are no treatments that can absolutely guarantee success. The fact of our individuality means that there is always going to be some variation in how we respond to interventions. (Caution is advised in interpreting claims of extremely high success rates for any programme).
It is important for parents to understand that there are no magical or easy solutions anywhere to be found in terms of easily resolving the problems of children with developmental delay. Our intervention usually helps, sometimes it does so in spectacular ways and other times change is more subtle.The aim in neuro-developmental therapy is to identify and remediate the earliest stage in development.
Parents usually report that their child seems to feel more comfortable in themselves following the programme - this is important as children who have struggled with learning often become so engulfed in low self-esteem and anxiety that this becomes a secondary barrier to future learning. Sometimes the presenting problems are helped but remain only partially resolved and the INPP programme may ultimately become one of several interventions utilised.
Does the INPP Programme involve a big commitment?
Yes - supervising the daily exercises will inevitably impact upon your life and it is important to be sure that you are able to provide the commitment to see it through. The INPP exercise programme involves once daily prescribed exercises which usually take 5 to 10 minutes. The programme cannot work unless the prescribed movements are done daily and exactly in the manner taught.
I had to abandon the INPP programme before it was completed – do we have to start back at the beginning?
Not necessarily, please get in touch to discuss this.
Is there any research into the INPP Programme?
There is a growing body of research into the effects of abnormal primitive reflexes some of which is listed below (For further information see www.inpp.org.uk):
Goddard Blythe,S.,(2001) Neurological Dysfunction as a significant factor in children diagnosed with dyslexia . Proceedings of the 5th International British dyslexia Association Conference. University of York. April,2001
McPhillips,M.,Hepper,P.G.,and Mulhern,G. Effects of replicating