Assessment of primitive reflexes in children with learning disability

Abstract Background Retained primitive reflexes (RPR) in school-aged children indicate neurodevelopmental delay and have been associated with learning difficulties, such as dyslexia. According to current knowledge, there is no evidence to what extent retention of primitive reflexes may play a role in the pathophysiology of auditory processing disorders (APD). Objective The current study aimed to evaluate the existence of primitive reflexes in a group of school-aged learning disabled children with a confirmed diagnosis of APD (with or without comorbid dyslexia), aiming for a better understanding of the underlying pathophysiology of APD in those children. Methods A total of 50 school-aged children (6–9 years old) with learning difficulties were divided into two groups: a combined group consisting of 40 APD children with coexisting dyslexia and an isolated APD group consisting of 10 children (with normal reading abilities). They were examined for retained primitive reflexes (RPR) and underdeveloped head rightening reflex (HRR). Results Overall, 67% of the combined group and 70% of the isolated APD group had at least one retained primitive reflex and/or underdeveloped HRR. Conclusion Study findings support the hypothesis that APD is part of neurodevelopmental delay, which necessitates screening for primitive reflexes and APD as a client factor that may impact academic learning processes.