Research Question: Will daily engagement in activities tailored to the evidence-based vestibular research result in improved attention and learning outcomes for children ages 6-9 years of age after an 8-week classroom-based intervention?

"Vestibulotherapy" is an emerging frame of reference aiming to help neurotypical children with under-performing vestibular systems develop neural pathways supporting communication and learning.

Theory based upon systematic review: Given adequate vestibular activation through targeted activities (in an otherwise under-performing vestibular system), myelination and neuroplasticity propagate along learning pathways leading to greater neural connectivity and efficiency for sequencing, ordinance, attention, memory, body schema, spatial cognition, executive function, and interoception.

As a result of prescribed vestibular interventions and gained attributes supporting learning, students will experience increased academic growth and success as outlined by the following model.

Inclusion Criteria:

• neurotypical development
• between the ages of 6-10 years of age
• performance challenges in school in the areas of math, spelling, organization, sequencing, attention, or engagement
• demonstrate attributes of vestibular dysfunction per the Vestibular Profile
• may have ADD or ADHD
• May have challenges with speech articulation
• good potential for learning and engaging in prescribed interventions

Exclusion Criteria:

• Neurodiverse development (with the exception of ADHD or ADD)
• Absence of vestibular challenges
• Absence of learning challenges.
• unable to participate in interventions on a routine basis due to attendance or other limitations.

All of the individual participant data collected during the trial, after deidentification will be shared through publications related to research outcomes.

Immediately following publication. No end date.

Anyone who wishes to access the data.

Outcome measures will be reviewed by a neutral party to avoid bias.