Following-up the Catching-up
We are happy to notice that our article Catching-up: Children with developmental coordination disorder compared to healthy children before and after sensorimotor therapy gains much interest. We have received inquiries concerning the theoretical and practical basis of the method we have used. That is why we would like to refer to some of our previous articles, which have addressed these issues.
The present article is the fourth in a succession of publications [1, 2, 3, 4] where we have evaluated our results from sensorimotor therapy (SMT) according to the method ‘Retraining for Balance’ (RB). We have followed scientific / academic praxis by referring back to the first or original article as well as to the other two articles. The first publication [1] aimed at examining whether SMT utilizing RB could be an appropriate technique for sensorimotor improvements and at describing how the method was developed. The following two articles [2, 3] elaborated this further.
Researchers such as Jean Ayres [5] and Ester Thelen [6] have opened up new avenues of knowledge. Ayres broadened the understanding for how the vestibular system works while Thelen developed a novel theoretical perspective on motor development.
An early attempt to create a construct for motor theory and practice was made by Blythe and McGlown [7] at the Institute for Neuro-Physiological Psychology (INPP) in Chester, England. They developed basic techniques for the discovery and inhibition of primary reflexes. These techniques were related to in a study by McPhillips, et al. [8], who found that standardized repetition of specific stereotypic infant movements helped integrate certain primary reflexes, particularly the asymmetric tonic neck reflex, which had a positive effect on reading ability. These results were supported in other studies [9, 10]. Still other studies [11, 12] showed a significant correlation between reading difficulties and a remaining asymmetrical tonic neck reflex.
In previous articles [1, 2, 3], which were cited in the present study [4], we stressed that the clinical experiences and assessments of Dr. Peter Blythe have been and still are important sources of inspiration for us along with the efforts from other pioneers. The studies discussed above [8, 9, 10, 11, 12] were limited to one or a few primary reflexes. Another conceptual approach for improving sensorimotor proficiency, Retraining for Balance (RB), was developed at Vestibularis, in Mönsterås, Sweden. RB is partly based on the work of INPP but modified to include and stress the importance of vestibular stimulation in accordance with Ayres [5]. The method consists of seven parts: (a) stereotypical fetal and infant movements (i.e., exercises partly inspired from INPP), (b) vestibular stimulation, (c) auditory perceptual stimulation, (d) tactile stimulations, (e) gross motor basic movements/milestones, (f) sports related gross motor skills, and (g) complementary play exercises.
There are several different methods and variants in the field of motor training. Our view is that there should be no conflicts of interest here since those theorists and practitioners who are active in the field are keen to achieve the best possible results. Therefore, it is important that all of us who are active in the field of motor training are open and ready to learn from each other as well from scientific examinations of different methods. Hopefully it will, in a near future, be possible to gather people working with various forms of motor training in order to exchange experiences from clinical work and planning future research in order to further develop knowledge in this exciting area.
Greetings from the authors
Mats Niklasson, Torsten Norlander, Irene Niklasson & Peder Rasmussen


References
1. Niklasson, M., Niklasson, I., and Norlander, T. (2009). Sensorimotor therapy: using stereotypic movements and vestibular stimulation to increase sensorimotor proficiency of children with attentional and motor difficulties. Percept. Mot. Skills 108, 643–669. doi: 10.2224/sbp.2010.38.3.327.
2. Niklasson, M., Niklasson, I., and Norlander, T. (2010). Sensorimotor therapy: physical and psychological regressions contribute to an improved kinesthetic and vestibular capacity in children and adolescents with motor difficulties and concentration problems. Soc. Behav. Pers. 38, 327–346. doi: 10.1080/092434505000114173.
3. Niklasson, M., Rasmussen, P., Niklasson, I. and Norlander, T. (2015). Adults with sensorimotor disorders: Enhanced physiological and psychological development following specific sensorimotor training. Front. Psychol. 6:480. doi: 10.3389/fpsyg.2015.00480.
4. Niklasson, M., Norlander, T., Niklasson, I. and Rasmussen, P. (2017). Catching-up: Children with developmental coordination disorder compared to healthy children before and after sensorimotor therapy. PLoS ONE 12(10): e0186126. https://doi.org/10.1371/j....
5. Ayres, A.J. (1973). Sensory integration and learning disorders. Los Angeles, CA: Western Psychological Services.
6. Thelen, E. (1989). The (RE) discovery of motor development: Learning new things from on old field. Developmental Psychology, 25, 946-949.
7. Blythe, P., & McGlown, D. (1979). An organic basis for neuroses and educational difficulties. A new look at the old minimal brain dysfunction syndrome. Chester, UK: Insight Publications.
8. McPhillips, M., Hepper, P. G., and Mulhem, G. (2000). Effects of replicating primary-reflex movements on specific reading difficulties in children: a randomized, double-blind, controlled trial. Lancet 355, 537–541. doi: 10.1016/S0140-6736(99)02179-0.
9. Jordan-Black, J-A. (2005). The effects of the primary movement programme on the academic performance of children attending ordinary primary school. Journal of Research in Special Educational News, 5, 101-111.
10. Wahlberg, T., & Ireland, D. (2005). Can replicating primary reflex movements improve reading ability? Optometry and Vision Development, 36, 89-91.

11. McPhillips, M., & Jordan-Black, J-A. (2007). Primary reflex persistence in children with reading difficulties (dyslexia): A cross-sectional study. Neuropsychologia, 45, 748-754.
12. McPhillips, M., & Sheehy, N. (2004). Prevalence of persistent primary reflexes and motor problems in children with reading difficulties. Dyslexia: An International Journal of Research and Practice, 10, 316-338.