Rhythmic Movement Training™

What is Rhythmic Movement Training™(RMT)

Rythmic Movement Training™ is founded on replicating the rhythmic movements an infant naturally makes in order to stimulate the brain to build better foundation. Such movement training has been used in Sweden for more than 25 years.

RMT™ provides sensorial stimulation to develop nerve nets of the brain stem, cerebellum, basal ganglia and neo-cortex to develop. It has the effect on improving attention and concentration.  RMT™ also found very beneficial to people with ADHD as it decrease the hyperactivity and impulsivity.

Rhythmic Movement Training™ (RMT) explores the role of babies’ natural developmental movements during various stages of development:

These movements are crucial for laying down the foundations of neural network pathway growth and myelination in the brain. They are also important for establishing head control, muscle tone and posture, the basis of our ability to move through life with ease and choice.

RMT™ works with integrating the retained, or underdeveloped, infant reflexes (also called primitive reflexes or neo-natal reflexes) that are involved in learning challenges such as ADD/ADHD, dyslexia, dyspraxia, writing problems, focusing and comprehension challenges, co-ordination difficulties and Asperger’s Syndrome.


Rhythmic Movement Training (RMT) originated in Sweden in the 1970s when a self-taught therapist, Kerstin Linde used the observational skills she had developed as a photographer to devise a series of movements based on what infants naturally do in the first months after birth that are rhythmical and start as uncoordinated activities and transition to coordinated movements. She first called her method Rhythmic Movement Pedagogy and later Harmony Doctrine.

RMT International , as founded by Moira Dempsey, continues to expand the original work of Kerstin Linde into a powerful way of working with people of all ages, promoting the integration of postural , sensory , emotional and behavioural challenges, in a safe and gentle way.


For who?

This drug free approach to people with learning, emotional and behavioral challenges is now available in Malaysia. Teachers, therapists, parents and people who are interested in acquiring these special skills can contact Breakthru Academy for more information.

Find out more course contents of each RMT™ classes from the menu on the bottom.

Register for a RMT course:

If you need further advise, you may contact office at 03-4149 7977 (Ms Mika) or WhatsApp 012-3292681 (Ms Phoebe Long, RMT International Instructor)


Reflex Related Research Articles

  • Capute, A. J., Palmer, F. B., Shapiro, B. K., Wachtel, R. C., Ross, A., Accardo, P. J. (1982). Primitive reflex profile: A quantitation of primitive reflexes in infancy. Developmental Medicine and Child Neurology, 26, 375–383.
  • Fawcett AJ, Nicholson RI. Persistent deficits in motor skill of children with dyslexia. J Mot Behavior 1994; 27: 235–39.
  • Fawcett AJ, Nicolson RI, Dean P. Impaired performance of children with dyslexia on a range of cerebellar tests. Ann Dyslexia 1996; 46: 259–83.
  • Goddard-Blythe & Hyland (1998) Goddard-Blythe, S. & Hyland, D. (1998). Screening for neurological dysfunction in the specific learning difficulty child. British Journal of Occupational Therapy, 61, 459-464.
  • Goddard, S. (1995). The Role of Reflexes in the Development of the Visual System. The Journal of Behavioural Optometry Vol. 6: 2.
  • Gonzales, S.R., Ciuffreda. K., Hernandez, L.C., & Escalante, J.B. (2008). The correlation between primitive reflexes and saccadic eye movements in 5th grade children with teacher-reported reading problems. Optometry and Vision Development : 39(3):140.
  • INPP – Includes a full list of articles and books related to work with reflexes and movement that Sally Goddard-Blythe and Peter Blythe have done as a part of their work in the UK. 
  • McPhillips, M., Hepper, P.G., & Mulhern, G. (2000). Effects of replicating primary-reflex movements on specific reading difficulties in children: a randomised, double-blind, controlled trial. The Lancet. Vol 355: February 12, 2000.
  • McPhillips, M. & Sheehy, N. (2004). Prevalence of Persistent Primary Reflexes and Motor Problems in Children with Reading Difficulties. DYSLEXIA 10: 316–338.
  • McPhillips, M. & Jordan-Black, J. A. (2007). Primary reflex persistence in children with reading difficulties (dyslexia): A cross-sectional study. Neuropsychologia, 45: 748–754
  • Morrison DC. Neurobehavioural and perceptual dysfunction in learning disabled children. Lewiston, NY: C J Hogrefe, 1985.
  • Ramus, F., Pidgeon, E., & Frith, U. (2003). The relationship between motor control and phonology in dyslexic children. Journal of Child Psychology and Psychiatry, 44(5), 712–722.
  • Schmahmann JD, Sherman JC. The cerebellar cognitive affective syndrome. Brain 1998; 121: 561–79.
  • Taylor, M., Houghton, S. & Chapman, E. (2004). Primitive reflexes and attention-deficit/hyperactivity disorder: Developmental origins of classroom dysfunction. International Journal of Special Education, Vol 19:1.
  • Wilkinson, G.J. (1994). The relationship of primitive postural reflexes to learning difficulties and underachievement. Unpublished master’s thesis, University of Newcastle Upon Tyne School of Education, Newcastle, England.
  • Zafeiriou, D. I. (2004). Primitive Reflexes and Postural Reactions in the Neurodevelopmental Examination. PEDIATRIC NEUROLOGY Vol. 31 No. 1