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Balsall Common School Study

Evaluation of an Exercise-based Treatment for Children with Reading Difficulties


Date: 2001-2003 Authors: Reynolds, D, Hambly, H (University of Exeter), Nicolson, RI (University of Sheffield) Journal: Dyslexia 9: pp 48-71 (2003)

Follow-up of an Exercise-based Treatment for Children with Reading Difficulties


Date: 2003-2006 Authors: Reynolds, D (University of Exeter), Nicolson, RI (University of Sheffield) Journal: Dyslexia 13: pp 78-96 (2007)

Program Research
The Dore Program aims to improve our clients abilities to learn. Each one performs an individually-tailored exercise regimen, designed to stimulate and enhance the functioning of his or her cerebellum, resulting in an improved ability to learn.

Long thought to be solely the brains coordinator of body movement the cerebellum is now known to be active doing a wide variety of cognitive and perceptual activitiesIt is clear that how we think about this brain structure and how we conceive of the brain as a whole is about to change. Rethinking the Lesser Brain James M. Bower and Laurence M. Parsons Research Imaging Center, University of Texas

Scope: 269 children screened with the Dyslexia Screening Test (DST) across 3 year groups within Balsall Common School, Warwickshire, UK. Of the children screened, 35 who were at moderate or severe dyslexia risk based on the results of the DST were chosen and divided into two equal groups based on their dyslexia risk level; one treatment group and one control group. The first group underwent the Dore intervention for 6 months; the second group was held as the control. Each child from both groups had an initial DST which was repeated every 6 months. Each child from both groups also had a balance (posturography) and eye movement (OMT) test initially and then at follow-up appointments during the 6 months.

Scope: The 35 at risk children from the earlier study were combined after 6 months into a single treatment group, and both groups completed the Dore Program. This single study group was then assessed to examine the longer term impact of the Dore Program when compared to well established national performance levels. The group was then further reassessed 6-12 months after completing the Dore Program again using national SATs assessments, repeat DST testing and ADHD attention assessments. The groups were not informed that they would be reassessed to avoid expectation effects. Results: The study showed a continuation of the substantial improvements in the Dore treated group for DST specific tests for semantic fluency (decile 6.97 to 8.52), rapid naming (decile 3.55 to 5.28) and bead threading (decile 5.76- 7.10) Significant age adjusted improvements were made in working memory (decile 4.79 to 6.31) and phonological skills (decile 3.93 to 5.55) Significant improvements were made in SATs writing and comprehension when compared with national data (improved from a previous progress rate of 0.28 levels per year to 0.48 compared to the average expected progress of 0.5 levels per year) Significant age adjusted improvements in NFER reading tests were made (32 months improvement in 24 months compared to a previous improvement of 7 months improvement in 12 months) Substantial improvements in ADHD attention skills were made (using the DSM 4 diagnostic questions those with positive ADHD level symptoms reduced their total symptom score from 8.08 positives to 3.08) The improvements were similar regardless of previous diagnosis of dyslexia, dyspraxia or ADHD

It certainly appears that the results of the Dore Program on attentional ability are lasting and are being maintained well after the Program has finished. I am not aware of any other research that shows such a significant and retained benefit. Rod Nicolson, Professor of Psychology University of Sheffield

Results: The Dore treated group showed much greater improvements than the control group for manual dexterity (effect size +1.26), balance (effect size +1.13) and eye movement results (effect size +1.3) The Dore treated group showed significant improvements in specific DST tests for phonology (effect size +0.24), naming fluency (effect size +0.46) and semantic fluency (effect size +0.75) The Dore treated group showed significant improvements in the specific DST reading tests when compared to the control group (effect size 0.35) The Dore treated group showed significant improvements in SATs writing (effect size +0.98), reading (effect size +1.14) and comprehension (effect size +1.24) when compared to the control group Those children with initially severe dyslexia at risk scores showed substantial reductions in their at risk scores (on average from a moderate risk of 0.74 to a low risk of 0.39)

Dore ADHD Study


Long-term reduction in ADHD symptoms following exercise-based treatment for learning disability
Date: 2003-2006 Authors: Rutherford, DR Presentation: The American Psychological Association International Conference, New Orleans, USA 2006

Scope: This study was based on data collected from clients who had completed the Dore Program in the UK and who had received full ADHD DSM 4 assessments at the initial and final attendance at a Dore center. The population size was 895 and no clients within this population were excluded. This population did not include all participants of the Dore Program during this period as not all participants would have completed the Dore Program to enable them to receive the full ADHD DSM 4 assessments at the start and end of the Dore Program. The ADHD DSM 4 is an internationally recognized assessment for diagnosing attention and hyperactive behavior. Of this total population, 698 were children under 16 years of age. 171 clients in this group were also part of a random follow up group assessed 6 to 12 months after completion of the Dore Program to assess long term effectiveness. Results: At the start of the study: 72.8% of all clients showed clinical levels of symptoms of ADHD broken down as follows: 56.8% were classified as inattentive only 13.6% were classified as combined type (inattentive and impulsive/hyperactive) 2.4% were classified as Impulsive/Hyperactive only After the Dore Program: 19.1% showed clinical levels of ADHD symptoms broken down as follows: 12% were classified as inattentive only 3.2% were classified as combined type ADHD 4% were classified as Impulsive/Hyperactive only

The study found that: The best improvements were shown in the inattention group (strong effect size +3.32) 94% with initial clinical inattention symptoms improved 5% with initial clinical inattention symptoms remained unchanged 1% with initial clinical inattention symptoms became worse Changes in the hyperactive/impulsive group were also positive (strong effect size +2.6) 91% with initial clinical hyperactive/impulsive symptoms improved 5% with initial clinical hyperactive/impulsive symptoms remained unchanged 4% with initial clinical hyperactive/impulsive symptoms became worse When the study looked at the long-term effectiveness: The improvements in ADHD inattention was sustained 6-12 months later The improvements in ADHD hyperactivity improved further 6-12 months later Comparisons of results to another large ADHD study: The MTA study is the largest study of standard intervention in children diagnosed with the combined type of ADHD and examined the long term effects of intensive medication, behavioral support and combined medication and behavioral support for combined type ADHD. The differences between the children in the two studies are that the MTA children have formally diagnosed ADHD of the combined type whereas the Dore study has predominantly previously undiagnosed ADHD of the mainly inattentive type. The MTA study showed a good improvement in ADHD symptom changes from initial to final assessment (effect size 1.62) but the Dore study showed an even stronger improvement in ADHD symptom changes from initial to final assessment (effect size 3.32 for attention and 2.6 for hyperactivity)

Subjective improvements Children who completed the Dore Program in a study through 2007 reported the following: 89% report symptoms associated with difficulty maintaining friendships with peers are improved 77% report symptoms improved regarding becoming frustrated very easily 68% report improved symptoms of showing aggressive behavior 75% report symptoms of taking comments very literally are improved

Dore Completion Survey Since the use of the online myDore system in 2009, clients who have completed the program report: 75.9% saw lasting improvements in confidence and self esteem 72.2% saw lasting improvements in reading and writing 68.5% saw lasting improvements in coordination and balance 61.1% saw lasting improvements in concentration 92.6% report satisfaction with the benefits they derived from the program 84.9% report the Dore Program is worth the financial investment 96.3% would recommend the Dore Program to a friend

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