Rhythmic: links rhyme, rhythm, and song to movement. Verbal cues and counting are embedded into each task so that participants learn to verbally talk themselves through a movement

Intention: before a movement can be carried out, the participant must consciously want to achieve it. Participants express their intention and are mentally prepared to carry out the action.

The strength of rhythmic intention is that participants begin to solve problems on their own, emphasizing the "I Can!" attitude. Counting, repetition of action words and songs give the participant a sense of timing, vital in coordinating movement.

For example: I put my feet flat, I put them flat, I put them flat, 1 2 3 4 5. "I put my feet flat" is the intention and counting is the rhythm.

• Emphasizes the "I"
• Participants take responsibility and become actively involved in their movement gradually phasing out dependence on others
• Helps prepare the individual mentally to learn a movement
• Participants express the intention and help form the internal speech pattern
• Develops motor memory
• Regulates the timing and quality of movement
• Teaches parents and caregivers how to help the child actively participate instead of doing it for them
• Outward verbal action taking, that becomes internalized so that in the future the participant can eventually explain this task and problem solving skill to their helper.

Think about all the movements and transitions a person performs every day – it is easy to forget how complex even the “simplest” of tasks can be.

For example:

• To stand up, are you aware that you must put your feet flat, shift your weight forward, push up through your legs, extend your hips and knees…all while maintaining your balance?
• To eat a sandwich, consider how your body works to successfully take a bite!

The complexity of everyday tasks can lead to frustration and feelings of failure for people with motor disorders. Conductive Education can help teach these meaningful everyday skills by breaking down each task into smaller more manageable steps.

See how hard work and perseverance can help individuals achieve skills that most of us take for granted!

Every task series is a step towards independence!

Conductive Education is not an exercise program. The task series is a daily routine of activities developed based on the age and abilities of the participants. Each functional activity is broken down into smaller, more manageable components. The task can then be built upon to develop more complex activities with the goal of using strategies to achieve a meaningful motor goal.

Participants have the time and opportunity to practice and reinforce functional skills that lead to independence.