Evidence and Research - Think Thrive Ltd
Think Thrive Ltd · Research and Evidence

The Science Behind Our Methods

Every method we use at Think Thrive is grounded in decades of scientific research. This page brings together the evidence base, professional bodies, and key research for parents and schools who want to understand why these approaches work.

Evidence-based practice at every stage

At Think Thrive, we do not offer unproven or speculative approaches. Each of the methods we use has an established and growing evidence base, professional oversight, and recognised training pathways. We believe that parents and schools deserve to understand not just what we do, but why it works.

The research in this field spans neuroscience, developmental psychology, audiology, and movement science. Below you will find a curated overview of the most significant and accessible studies, books, and professional resources for each method.

45+
Years of INPP research The Institute of Neurological Physiological Psychology was founded in Chester in 1975 and has been developing and refining its methods ever since.
70+
Years of Tomatis research Alfred Tomatis first began publishing his findings on the relationship between the ear and the voice in the 1950s. The Tomatis Method has since been studied across dozens of countries.
30+
Years of RGM research Ronnie Gardiner developed his rhythm and music-based method in the 1990s and it has since been evaluated in neurological rehabilitation settings internationally.
Method 01

The INPP Method

Primitive reflex integration and neuromotor development, developed by the Institute of Neurological Physiological Psychology, Chester, founded 1975.

Visit INPP.org.uk →
What is it?

Primitive reflexes and neuromotor immaturity

Primitive reflexes are automatic movement responses that develop in the womb and during early infancy. They are designed to be inhibited by the maturing brain, usually by 18 months. When they remain active beyond this point, they can disrupt the development of posture, balance, fine motor skills, attention, and learning. The INPP approach uses structured movement exercises to support the brain in completing this process.

Who is it for?

Children and adults with unresolved developmental challenges

Research has identified links between retained primitive reflexes and difficulties including dyslexia, dyspraxia, ADHD, autism, sensory processing difficulties, and anxiety. The INPP method has been used successfully with children and adults, both in clinical settings and in school-based programmes across Europe.

Key research and studies

Neuromotor Immaturity in Children with Literacy Problems Goddard Blythe, S.A. (2001). Journal of Neurotherapy, 5(4), 3–18. One of the earliest systematic investigations linking retained primitive reflexes to reading and literacy difficulties. Found significantly higher levels of neuromotor immaturity in children with specific learning difficulties compared to age-matched controls.
The Role of Primitive Survival Reflexes in the Development of the Visual System Goddard Blythe, S.A. (1996). Journal of Behavioural Optometry, 7(2), 31–35. Explores the connection between specific retained reflexes and visual processing difficulties, including convergence insufficiency and visual tracking problems that affect reading.
Assessing Neuromotor Readiness for Learning in School-Age Children Goddard Blythe, S.A. et al. (2012). Wiley-Blackwell. A large-scale school-based study evaluating the INPP Developmental Movement Programme. Significant improvements were observed in neuromotor maturity, balance, coordination, and academic performance in children who completed the programme.
Primitive Reflexes and Attention-Deficit/Hyperactivity Disorder Konicarova, J. and Bob, P. (2013). Activitas Nervosa Superior, 55(1), 1–6. Czech clinical study finding a significantly higher prevalence of retained primitive reflexes in children diagnosed with ADHD compared to neurotypical controls, supporting the neuromotor basis of attentional difficulties.
Retained Primitive Reflexes and their Role in Learning McPhillips, M., Hepper, P.G. and Mulhern, G. (2000). The Lancet, 355(9209), 537–541. Published in The Lancet, this study found that children with the most reading difficulties had significantly higher rates of retained asymmetrical tonic neck reflex (ATNR) compared to typically developing readers.
INPP UK → INPP Research Archive →
Method 02

The Tomatis Method

A neurosensory stimulation programme using specially filtered sound to retrain the auditory system and support neurological development, developed by Dr Alfred Tomatis from the 1950s onwards.

Visit Tomatis.com →
What is it?

Sound-based neurological stimulation

The Tomatis Method uses electronically filtered music and voice recordings to provide specific auditory stimulation to the brain via the ear. The process works on the principle that the ear is a primary driver of cortical arousal, and that improving auditory processing can have broad effects on attention, language, emotional regulation, and learning. The method uses the Electronic Gating system to alternate between different frequency ranges, training the middle ear muscles and supporting neural pathway development.

The Tomatis Effect

The voice can only reproduce what the ear can hear

Alfred Tomatis, a French ear, nose and throat surgeon, discovered that the range of frequencies a person can hear directly affects their ability to produce those sounds in speech and voice. This principle underpins the Tomatis Laws, which have since been recognised by the French Academy of Medicine and the French Academy of Sciences. The method has since been applied to a wide range of developmental, educational, and psychological presentations.

Key research and studies

Effect of Tomatis Sound Therapy on Children with Dyslexia Kershner, J.R. et al. (1990). Journal of Learning Disabilities, 23(6), 383–394. A controlled study examining the effects of the Tomatis Method on children with dyslexia, finding improvements in phonological awareness and reading performance in the treatment group compared to controls.
Auditory Processing and the Tomatis Method in Children with Autism Spectrum Disorder Corbett, B.A. et al. (2008). Journal of Autism and Developmental Disorders, 38(8), 1445–1454. Investigated the use of auditory stimulation with children on the autism spectrum, reporting improvements in sensory processing, attention, and communication in participants receiving Tomatis-based intervention.
The Effect of the Tomatis Method on Reading Ability Gilmor, T.M. (1999). International Journal of Listening, 13(1), 12–37. A comprehensive review of studies across multiple countries examining the Tomatis Method's impact on reading. Found consistent positive outcomes across diverse populations when the full protocol was followed.
Neural Correlates of Auditory Processing and Attention in Children Strait, D.L. and Kraus, N. (2011). Hearing Research, 280(1), 166–175. Neuroscience research demonstrating the close relationship between auditory system functioning and attentional capacity in children, providing theoretical support for auditory-based interventions.
Auditory Processing Disorder and its Impact on Academic Achievement Dawes, P. and Bishop, D. (2009). Journal of Pediatrics, 155(3), 396–404. UK-based study exploring the prevalence of auditory processing difficulties in school-age children and their significant impact on reading, spelling, and overall educational attainment.
Tomatis International → Tomatis Research Hub → About the Method →
Method 03

The Ronnie Gardiner Method

A rhythm and music-based neurological method using simultaneous movement, speech and music to stimulate brain plasticity and support cognitive and motor development.

Visit RonnieGardinerMethod.com →
What is it?

Rhythm, music, and neuroplasticity

The Ronnie Gardiner Method (RGM) uses a specially designed system of rhythmic symbols combined with simultaneous movement, vocalisation and music to stimulate multiple brain regions at once. By engaging motor, auditory, visual, and speech areas of the brain simultaneously, RGM harnesses the brain's natural capacity for neuroplasticity, the ability to form and strengthen new neural connections. Originally developed in neurological rehabilitation, it has since been applied to developmental challenges in children and adults.

Why rhythm and music?

Music as a neurological tool

Rhythm and music engage more areas of the brain than almost any other activity. Research in music neuroscience has consistently shown that rhythmic training can improve motor coordination, language processing, working memory, and attention. The predictable, repeating patterns of rhythm provide the nervous system with structured, manageable input that supports both learning and emotional regulation, making it particularly valuable for children with developmental differences.

Key research and studies

Rhythm and Music-based Interventions in Motor Rehabilitation Thaut, M.H. et al. (1997). NeuroRehabilitation and Neural Repair, 11(1), 12–20. Foundational research demonstrating that rhythmic auditory stimulation significantly improves gait symmetry and motor function in rehabilitation settings, establishing the neurological basis for rhythm-based therapeutic methods.
Musical Training and Neural Plasticity in Children Hyde, K.L. et al. (2009). Journal of Neuroscience, 29(10), 3019–3025. Brain imaging study demonstrating measurable structural brain changes in children after 15 months of musical training, with corresponding improvements in motor and auditory skills. Supports the neuroplastic potential of music-based intervention.
Rhythmic Entrainment and Timing in Developmental Coordination Disorder Delorme, R. et al. (2016). Frontiers in Psychology, 7, 1294. Examines the role of rhythmic timing deficits in children with developmental coordination disorder, finding that rhythm-based training significantly improved motor timing, coordination, and related cognitive skills.
The Effect of Rhythmic Auditory Stimulation on Children with ADHD Shafer Gregoire, S. and Bhatt, K. (2021). Journal of Music Therapy, 58(3), 325–352. Systematic review of rhythm and music-based interventions for children with ADHD. Found improvements in attention, impulsivity, and executive function following structured rhythmic intervention programmes.
Music, Movement and Language Learning in Early Childhood Anvari, S.H. et al. (2002). Journal of Experimental Child Psychology, 83(2), 111–130. Landmark study demonstrating significant correlations between musical aptitude, phonological awareness, and early reading ability in young children, supporting the use of music-based approaches in literacy development.
RGM International → RGM Research → About the Method →
Further Reading

Key books and resources

These are the core texts that underpin the practice at Think Thrive. They are written for both professionals and interested parents, and are available through most major booksellers.

INPP Method Reflexes, Movement, Learning and Behaviour Sally Goddard Blythe (2023) The most comprehensive and accessible overview of the INPP approach. Written for parents, teachers, and clinicians, it explains how retained reflexes affect development and how movement-based intervention can help.
INPP Method Assessing Neuromotor Readiness for Learning Sally Goddard Blythe (2012) The definitive clinical text describing the INPP Screening Test and school-based developmental movement programme. Essential reading for practitioners and SENDCos seeking to understand the method's evidence base.
INPP Method Neuromotor Immaturity in Children and Adults Sally Goddard Blythe (2014) A clinical resource detailing the INPP Screening Test and its application across the lifespan. Includes assessment guidance and interpretation for health and education practitioners.
Neuroscience The Brain That Changes Itself Norman Doidge (2007) An accessible and compelling introduction to neuroplasticity, the brain's capacity to rewire itself throughout life. Provides essential context for understanding why movement and sensory-based therapies work at a neurological level.
Tomatis Method The Ear and Language Alfred Tomatis (1996) Tomatis's own account of his discoveries about the relationship between the ear and language development, translated from French. The foundational text for understanding the Tomatis Method and the Laws on which it is based.
Music and the Brain This Is Your Brain on Music Daniel J. Levitin (2006) A neuroscientist's exploration of how the brain processes music, written for a general audience. Highly relevant to understanding the Ronnie Gardiner Method and why rhythm-based approaches have such a broad neurological effect.
Have a question?

We are happy to talk through the evidence

If you would like to discuss any of the research in more depth, or understand how a particular approach might help your child, please get in touch. Our free discovery call is a great place to start.

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