Movement Programme:
What is INPP?
What is Developmental Delay?
How is that first year of life linked to my child's difficulties today?
Sound Therapy:
What is Johansen Individualised Auditory Stimulation (JIAS)?
How JIAS Works
Who can benefit from JIAS?
Listening and Language
Appointment Structure
About Sarah
Contact Sarah
Useful Links

Sarah Marshall
M.A. Hons (Psych)
Neuro Developmental Therapist (INPP)
Sound Therapist (JIAS)

 Feedback from Parents

A mother of a ten year old girl who wrote after the Initial Assessment:

I just wanted to say thank you for your fascinating analysis yesterday. I will be writing to (learning support teacher) this weekend, to thank her for recommending you. In return I have no hesitation in recommending you to her as a practitioner. I know that sounds like a premature assessment but you worked with such an understanding and awareness of V's condition.

A mother of an 11 year old boy wrote after the Diagnostic Assessment:

Many thanks for the report. Just to let you know A has had his first consultation with an audiologist and his result is identical to your findings- we are pleased we found you! Thankfully everyone is now 'on-board'. We have already seen an improvement in his writing. Bedwetting has stopped completely- it must be the exercises. We do appreciate all you are doing.

A mother of a seven year old boy wrote after 2 months on the programme:

Got hold of Dr X yesterday, he is hoping to see J in the next 4 - 5 weeks, but in the mean time he feels that he is in exactly the right hands with you! (According to the questionnaire I filled out). I'm so glad I got in touch with you from the start.

I wish you had seen him skiing last week, he was wonderful. He came 3rd in the slalom race at the end of the week, but that was just so the girls could have 1st and 2nd!! His spelling is amazing, with usually 7 or 8 out of 8 each week. His maths is still a little shaky but we'll get there. We continued his exercises even on holiday.

A mother of an eight year old girl wrote after 4 months on the programme:

I have seen a marked improvement in J in all manner of ways. It has even been commented upon by people outside the family. Hyperactivity has improved quite a bit. J's teacher has mentioned this twice in the past few weeks.

I had been struggling along trying to help her to read though she just was not 'connecting'. She has known her phonics for ages but has not before managed to sort it all out in her head in order to try to start to read. This has suddenly changed, and I mean all of a sudden! She has made that connection and is going 'great guns' now. Also, she is able to listen and take in instructions and information in a new way- this had been a major problem.

There has also been a serious improvement in her sleeping patterns. We were exhausted as she was getting up sometimes two to three times a night and waking us up. This has changed dramatically. She now sleeps through until 8am! She has never done this.

A mother of a seven year old boy wrote after 11 months on the programme.

Just a little update on C's progress. C is still working hard and doing his exercises every night (well almost!). It's been hard work this last year for all of us but we've kept going and can now look back and see how much he has changed.

The most important thing for us was the social side of his behaviour. A year ago, he was ignored by his peers and, and to make it worse, didn't really seem to notice or care. He sat on his own in class. He wasn't invited to parties, never joined in games and had trouble in PE. Even if a child did acknowledge him, he just ignored them. He didn't even know any of their names!

Now the other kids call him over or shout 'Bye C!' or 'Hi!' and he replies using their name. He sits with the other kids in class. He gets invited to parties. He won the ' pass the parcel' at the P3 Xmas party. He enjoys Discos and Fireworks. He's a yellow belt in Karate and has started to ride his bike. He's just finished writing a big pile of xmas cards to his friends. (And has received a good few too!) Today, though, was the day to top it all as C received the award for outstanding behaviour and achievement. He had to stand up in front of the whole school assembly whilst they all applauded him. We are so proud of him, and have realised how far he has come!

A mother of a 13 year old girl wrote 6 months after her daughter completed the programme:

I have not written before because I was waiting for T's exam results and report card to see how things have progressed academically. Basically a miracle has happened!

She has done extremely well without any assistance from me whatsoever. She was 3rd in the whole year group of over 200 pupils for Geography, 5th for Computing, and 11th for Chemistry. She was above average in everything else. Her spelling is not always perfect but that is not the end of the world. I am delighted for T. It has boosted her confidence after we felt Primary school undermined it. It is quite amusing- her really smart friend is no longer as friendly with her- she cannot accept that T has outperformed her!

This is all thanks to you and your patience, and INPP. Maybe later in life T can understand more about it. I only hope the new Head teacher will become interested in INPP and address the learning difficulties which some pupils have within the school.

A mother of an eight year old boy wrote 2 months after her son completed the programme:

We are so pleased that our home programme has finally finished, but at the same time so grateful for everything it gave us. C's exercises and music therapy have undoubtedly helped him enormously. I am delighted how hard he has worked for the last year and a half, and I have seen huge changes in him- physically and emotionally. You struck the right balance between fun and formality. You explained things regularly and well. You helped the whole family appreciate the value of the INPP Programme.

A mother of a thirteen year old girl wrote a year after finishing the programme:

Her reading has improved tremendously, and in maths she has gone from being almost bottom of the class to having full marks consistently. She is now functioning at a level I always knew she was capable of. We have tried many types of therapy over the years, and I am just thankful I finally found something that worked for her.

 Sarah Marshall adds:

"Appropriate screening and assessment is key since the INPP Programme is not a 'cure for all'. For the right child the exercises can finally address the underlying physical factors that have been hindering them for years."

Draw A Person Test (Naglieri) can be used to see the child's perception of their own body. At start of programme: Below 1st percentile (Deficient)

9 months into INPP Programme: 79th percentile (High Average)
No practice or coaching was given between or during tests.

T's mother added: "He is making wondrous strides ahead, especially in terms of attention"

Some examples of visual-perceptual and visual-motor integration improvements from carrying out the INPP Programme


Reflexes Learning and Behaviour (2005), Goddard Blythe, S
The Well Balanced Child, Goddard Blythe, S. / www.inpp.org.uk

For research studies please see www.inpp.org.uk.
Some studies are noted in brief below:

The Times Education Supplement described various studies carried out in schools using an INPP movement programme. The experimental groups carried out reflex inhibition exercises for 10mins each day over the academic year. These experimental groups noted marked improvement in motor skills, academic performance & social skills.

At Mellor Primary School in Leicester, the experimental group showed a 23 month improvement in reading age compared with just 10 months in the control group. There was also accelerated improvement in drawing & spelling.

A similar study at Knowle Church of England primary in Solihull showed a 14 month gain in reading accuracy & comprehension compared to just 8 & 4 months in the control group. There was also increased motor competency & better social skills evident in the exp group.

Improvements go beyond education: Schools have noted a "dignity to the children that was not there before", "they no longer bump into each other" they are "calmer and more focused".

A study by McPhilips, Hepper, & Mulhern published in Lancet in 2000 investigated the effect of a programme of daily exercises to inhibit primitive reflexes on specific reading difficulties in children. Only the experimental group that carried out the specific INPP reflex inhibition exercises showed: A decrease in saccadic eye movements & a substantially greater increase in reading ability & writing speed.