The Correlation between Retained Primitive Reflexes and Scholastic Performance among Early Elementary Students

Abstract

ABSTRACT Aims: The purpose of this study was to understand the frequency of reflex retention as well as the correlation between primitive reflex activity and scholastic performance. This quantitative correlational study involved 24 kindergartners and 29 first-graders (31 males and 22 females), aged 5–7 years, who were typically developing. Researchers screened for seven primitive reflexes. The Woodcock–Johnson Test of Cognitive Abilities was administered per regular scholastic testing procedures. Frequency, descriptive, group mean difference, and correlational analyses were performed. Results found that 100% of the participants had at least one active reflex, with the most common retained reflexes being STNR, ATNR R, and ATNR L. Overall, males demonstrated a higher prevalence of the majority of reflexes when compared to females though this was statistically significant for ATNR R only. Analyses found statistically significant and moderately strong correlations between ATNR retention and poorer performance in multiple areas of scholastic performance among males. Mixed and inconsistent results were found among females and by grade. The results support previous research findings and point toward a need to consider primitive reflex retention as a contributing factor when providing therapy services to support academic and scholastic performances. However, ongoing inconsistencies in the available research point to a need for further research to guide therapists in making evidence-based decisions.