This paper discusses the importance of rhythm as the cohesive quality that builds the bridge between perceptual processing. Rhythm in movement and the rhythm of sustained sequence are seen as the essential elements that unify the entire inter-modal system of information processing. The introduction of an external rhythmic cue serves as a guide to which perceptual responses may be measured by both the therapist and the child. There is a subtle difference between using a method and employing a technique. What has been developed is a technique which the therapist can bring to the learning environment.
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