Who is TSMT® II Recommended For?

Group-Based Planned Sensorimotor Training (TSMT® II) is recommended for children aged 18 months to 12 yearswho exhibit one or more of the following challenges:

Speech and Motor Development

• Delayed or impaired speech development
• Motor development delays, coordination difficulties

Attention and Concentration Issues

• Short-term memory and working memory deficits
• Difficulty maintaining multi-channel attention
• Challenges in remembering task sequences
• Struggles with independent work completion

Learning Difficulties

• Learning-related disorders (dyscalculia, dyslexia, dysgraphia)
• Poor spatial awareness
• Difficulty distinguishing left from right
• Weak synchronization functions

Behavioral Challenges

• Anxiety, low self-confidence
• Weak self-regulation, mild hyperactivity
• Difficulty cooperating in social situations

Sensory Processing Disorders (SPD)

• Issues with sensory integration and regulation

Who is Eligible for Group-Based TSMT® Therapy?

Children participating in the Longitudinal Complex Assessment who achieve 50-75% in Nervous System and Motor Maturity but score below 75% in the Cognitive Attention area are recommended for group-based therapy.

It is essential that children in this program are cooperative and capable of working independently or with minimal support in groups of 4-8 participants.

What Results Can Be Expected?

TSMT® II is particularly beneficial for children who:

• Struggle with motor coordination
• Show signs of hyperactivity
• Are not yet school-ready
• Need focused attention development

How Does the Therapy Work?

The therapy takes place in a gymnasium setting, filled with stimulating sensory input, usually without parental presence. Exceptions include infant groups and children with severe developmental delays who can still integrate into a group.

Each training group consists of 4-8 children with similar skill levels, ensuring a tailored and effective learning experience.

Exercises are conducted in a pre-arranged room with structured training elements, targeting:

• Gross motor skill refinement
• Improved attention control
• Sensorimotor synchronization
• Enhanced praxis (motor planning)
• Body schema development
• Spatial orientation
• Lateralization and dominance development
• Serial processing and rhythm skills
• Multi-channel attention improvement
• Integration of primitive/infantile reflex profiles

These skills form the foundation for successful school adaptation, helping children become more confident and independent learners.