• Therapeutic Science for Rehabilitation
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• v.7 no.4
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• pp.57-66
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• 2018

Objective: The purpose of this study is to investigate the effect of interactive metronome (IM) training on attention among children on the autistic spectrum. Methods: This is a single case study, using ABA design, of one child with autism spectrum disorder (ASD) who had attentional difficulties. A total of 20 sessions were conducted: 3 baseline sessions (A), 14 intervention sessions (B), and 3 follow-up baseline sessions (A'). During the intervention period (B), IM training was performed. Inattention and attention activities were measured as the dependent variables in all three phases (A, B, and A'). Results: Compared to baseline, the subject's inattention decreased in the IM training mediation period, and the performance of activities requiring attention also improved. The intervention effect was maintained even during the follow-up baseline period. Conclusion: The results of this study suggest that IM training positively influences attention among children with ASD with attention deficit symptoms. Further, it provides the clinical basis of IM training as an intervention for children with ASD.

• The Journal of Korean Academy of Sensory Integration
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• v.14 no.1
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• pp.19-30
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• 2016

Objective : The purpose of this study was to identify the effects of Interactive Metronome (IM) training on short-term memory and attention for children with mental retardation. Methods : For this study, single-subject experimental research was conducted using an ABA design. We observed two children, twice a week for 9 weeks, which was 18 sessions in total. We evaluated the children's brain waves without intervention and the child's pseudo randomly selected sample of one short-term memory task as assessed in the baseline A phase for three sessions. In the intervention phase the children received 40-50 minutes of Interactive Metronome training twice a week, a total of 12 sessions. The short-term memory test and long form test as assessed after treatment, without brain wave in short form test measuring. During the baseline A phase, data were collected using the same procedure as the baseline A phase. Results : After the interactive metronome training, positive changes was observed in brain waves, attentions and short-term memory. Conclusion : The results of this study expect that IM training has a potential for improving cognitive functions of children with mental retardation. In addition, the results of this study can be used as basic data in attention and short-term memory of occupational therapy intervention for children with mental retardation.

• The Journal of Korean Academy of Sensory Integration
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• v.16 no.1
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• pp.14-24
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• 2018

Objective : The purpose of this study was to identify the effect of Interactive Metronome (IM) training on postural control and hand writing performance of children with Attention Deficit Hyperactivity Disorder (ADHD). Methods : Participant was a third grade elementary school student diagnosed with ADHD. ABA design was used and a total of 30 sessions were held for 3 sessions every week for a total of 10 weeks. In the intervention period, IM training was conducted for 40~50 minutes before intervention for writing, and the writing task was carried out. We evaluated the handwriting legibility and speed. Before baseline A and within a month after A' phase, Clinical Observation of Motor and Postural Skills (COMPS) was evaluated to examine the changes in postural control of the student. Results : After the IM intervention, the postural control of the student improved in the score of slow movement, finger-nose touching, and asymmetrical tonic neck reflex. The handwriting legibility and speed has also tended to increase during the intervention period, but it has not significantly changed. Conclusion : This study could be used as an evidence that the IM training aimed at postural control and handwriting ability could enhance the ability to improve postural control and thereby provide fundamental knowledge for future studies.

• The Journal of Korean Academy of Sensory Integration
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• v.19 no.2
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• pp.26-35
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• 2021

Objective : The purpose of this study is to investigate the effect of Interactive Metronome (IM) training on the reading fluency of an elementary school student. Methods : This study followed the ABA design, a single-case research method, and was conducted on one elementary school student. From October 2019 to December 2019, a three-session baseline phase (A), twelve-session intervention phase (B), and three-session post-baseline phase (A') were conducted. The intervention was IM training, and long-form assessment (LFA) of IM and BASA:R were performed for each session. In addition, BASA:R was conducted three times at baseline and post-baseline. Result : Compared with baseline, there was a significant improvement in reading fluency after the IM training intervention. Conclusions : IM training can be useful for increasing reading fluency. The results of this work demonstrate the efficacy of IM training as a clinical intervention to improve reading fluency in elementary school students.

• The Journal of Korean Academy of Sensory Integration
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• v.18 no.3
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• pp.27-38
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• 2020

Objective : The purpose of this study is to apply interactive metronome (IM) training to a child with praxis problems who are attending elementary school and to measure the change in participants' timing following IM training. Methods : A total of 11 sessions were conducted using a single subject design. The participant was a boy aged 12 years and two months. During period A, the IM Long Form Assessment (LFA) and the Short Sensory Profile (SSP) were administered along with clinical observation. During period B, IM training was conducted. During all sessions, tasks 1 and 2 of the IM Short Form Assessment (SFA) were carried out, and changes in the participant's timing were recorded. Results : As a result of the initial assessment, the participant was suspected to have bilateral integration and sequencing deficits. In SFA tasks 1 and 2, the accuracy of the participant's timing increased during the B period compared to the A period. In addition, the trend line of SFA task 1 showed a negative slope during the B period but a positive slope during the A period. Conclusion : This study indicates that IM has a positive effect on the timing of children who have problems with praxis. This result provides a basis for applying IM training in clinical practice.

• Therapeutic Science for Rehabilitation
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• v.6 no.1
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• pp.45-54
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• 2017

Objective : The purpose of this study was to investigate the effects of an Interactive Metronome on increasing attention and impulsivity control for children with attention deficit hyperactivity disorder(ADHD). Methods : This study was conducted through the ABA'design among single-case research methods with one child with ADHD. From May to July, 2014, 3 sessions of baseline phase(A), 15 sessions of intervention phase(B), and 3 sessions of post baseline(A') were conducted. The intervention was IM training, and each session carried out short form assessment(SFA) of IM and concentration tasks. In addition, long form assessment(LFA) of IM and Self-Control Rating Scale (SCRS) were conducted at baseline, intervention and post baseline. Results : After IM training as the intervention, the participation showed an increase in attention and controled in impulsivity. After the intervention, it was demonstrated that the effects were maintained or improved in the post baseline. Conclusions : IM training can be useful for increasing attention and impulsivity control of children with ADHD. The results demonstrated the efficacy of IM training as a new approach for children with ADHD.

• Therapeutic Science for Rehabilitation
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• v.12 no.1
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• pp.7-22
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• 2023

Objective : This study aimed to confirm the research characteristics and quality of single-subject literature among domestic studies that applied interactive metronome (IM) intervention. Methods : Regarding literature search, 11 single-subject studies using IM were selected from an online database from January 2011 to June 2022. Moreover, the general characteristics and quality of the research method were analyzed. Results : The qualitative level of the analyzed literature was above the moderate level. However, intervention blindness and reliability showed low compliance. The ABA design accounted for the largest proportion of methods. Most of the study participants had attention deficit hyperactivity disorder. Attention, balance, bilateral coordination, and timing were checked as dependent variables. The IM-SFT was used most frequently as an evaluation method. The mediation session applied more than 8-10 interventions for 3-11 weeks. The intervention results in all studies indicated functional improvement after intervention. Conclusion : It might be necessary to expand the application of IM interventions to diverse diseases. In addition, there is a need to study the effect on the participants' quality of life and changes in daily life along with dependent variables such as attention and balance

• Journal of Convergence for Information Technology
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• v.9 no.7
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• pp.145-152
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• 2019

The aim of this study was to evaluation the effect of Interactive Metronome(IM) training on executive function for stroke patients. Twenty patients with stroke were randomly assigned to experimental group(n=10) or control group(n=10). The patients in the experimental group received IM training with basic rehabilitation and those in the control group received traditional rehabilitation with basic rehabilitation. The patients were assessed before and after intervention using Kims frontal-executive function neuropsychology test II to evaluate executive function. The result of the present study was experimental group demonstrated more increased than control group in stroop interference, word fluency, delayed recall, executive function quotient(EFQ). Therefore, IM training was effective in improving the executive function. It is deemed that IM training can be usefully applied to improve executive function.

• The Journal of Korean Academy of Sensory Integration
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• v.13 no.2
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• pp.63-73
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• 2015

Objective : To report the effects of a specific intervention, the Interactive Metronome$^{(R)}$ (IM), on timing, attention and motor function of a children with ADHD. Methods : The study is case reports about two boys with ADHD. One boy who is born 2008 is attending general elementary school as a first year student (case 1), and another boy who is born 2001 is attending general elementary school as a second year student (case 2). For each case subject, IM training was provided during 3 weeks, from January 2015 to Febrary 2015. Evaluations were performed pre- and post-intervention in order to exam timing, attention and motor skills. The measurements uses in this study are Long Form Assessment (LFA) for the timing, RehaCom screening module for the attention, and Bruininks-Oseretsky Test of Morot Proficiency, second version (BOT-2) for the motor function. Results : The timing function was improved in both cases since both showed reduced response time for all motor tasks of LFA. In terms of attention, case 1 showed improvement of visual attention division, neglect and response Inhibition, and case 2 showed improvement of sustained attention. Lastly, in the BOT-2, case 1 showed improved the percentile rank of short (from 42%ile to 96%ile), and case 2 also showed similar improvement (from 21%ile to 66%ile). Conclusion : This study provides positive evidence that the Interactive Metronome$^{(R)}$ training has positive power to facilitate several body functions such as timing, attention and motor control of children with ADHD, through two case studies.

• The Journal of Korean Academy of Sensory Integration
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• v.13 no.1
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• pp.13-22
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• 2015

Objective : The aim of this study is to verify validity of Long Form Assessment, which is an Interactive Metronome $measure^{(R)}$(LFA-IM), as a measurement of praxis of children. Methods : The study was implemented from March 2015 to July 2015. Twenty-five children with Attention Deficit Hyperactivity Disorder (ADHD) and those without ADHD (age of 6~11) were selected from a local university hospital and community in Gyeoung-Nam province and Busan for this study. In order to examine discriminative validity of LFA-IM, Bruininks-Oseretsky Test of Motor Proficiency, second edition (BOT-2) was used to compare the difference of results with LFA-IM for both children with- and without ADHD. For concurrent validity, correlation between LFA-IM and BOT-2 was investigated using spearman correlation coefficients. Results : For the comparison between children with ADHD and children without ADHD, there were significant differences in the total scores of LFA-IM (p<.05). Regarding the concurrent validity, there was a strong negative correlation between the total scores of LFA-IM and BOT-2 (p<.05). In addition, there was high correlation between LFA-IM and BOT-2 for the area of hand control (rs=-.532), and high negative correlation for the area of fine-motor accuracy (rs=-.447), hand dexterity (rs=-.532), and balance control (rs=-.623) (p<.05). Conclusion : This study identified validities of LFA-IM as an assessment of praxis of children. The results showed that it is appropriate to evaluate praxis of children with the total score of LFA-IM and, thus, it is believed that LFA-IM has a potential clinical utility. However, there should be more researches with large number of subjects.