The Institutes Developmental Profile is a delineation of the significant stages of child brain development through which children pass as they progress from birth to six years. The purpose of the Developmental Profile is to reduce the thousands of accomplishments that a child enjoys to those functions that are actually causes rather than mere results of other functions. It is a clear and reliable tool for measuring the degree of ability or disability—and rate of progress—of brain-injured and well children.
In the past, it was believed that this progression was predestined and unalterable as a result of genetic inheritance superimposed upon a rigid schedule of time and sequence.
The work of the staff of The Institutes from 1940 to the present has shown that this is untrue and that the order in which the significant stages take place is a function of brain development, as successively higher brain stages are brought into play. The time schedule is highly variable and depends, not upon genetic factors, but rather upon the frequency, intensity and duration of the stimuli provided to the brain by the child's environment, which is notably and most often his family.
The Institutes proposes that the goal of teaching children between birth and age six must be to take each child through these stages of normal development in their normal order and with the greatest possible speed consistent with perfection. The Institutes Developmental Profile represents that progression against which each child's progress is measured.
This table represents the stages of sensory development, as described in The Institutes Developmental Profile:
Brain Stage | Time Frame | Visual Competence | Auditory
Competence | Tactile
Competence |
VII
Sophisticated Cortex | Superior 36 mon. Average 72 mon.
Slow 144 mon. | Reading with total understanding | Understanding of complete vocabulary & proper sentences | Tactile Identification of objects |
VI
Primitive Cortex | Superior 18 mon. Average 36 mon.
Slow
72 mon. | Identification of visual symbols and letters within experience | Understanding of 2000 words and simple sentences | Ability to determine characteristics of objects by tactile means |
V
Early Cortex | Superior
9 mon. Average 18 mon.
Slow
36 mon. | Differentiation of similar but unlike simple visual symbols | Understanding of 10 to 25 words and two couplets | Tactile differentiation of similar but unlike objects |
IV
Initial Cortex | Superior 6 mon. Average 12 mon.
Slow
24 mon. | Convergence of vision resulting in simple depth perception | Understanding of two words of speech | Tactile understanding of the third dimension in objects which appear to be flat |
III
Midbrain and Subcortical Areas | Superior 3.5 mon. Average 7 mon.
Slow
14 mon. | Appreciation of detail within a configuration | Appreciation of meaningful sounds | Appreciation of gnostic sensation |
II
Brain Stem and Early Subcortical Areas | Superior 1 mon. Average 2.5 mon.
Slow
5 mon. | Outline perception | Vital response to threatening sounds | Perception of vital sensation |
I
Early Brain Stem and Cord | Superior Birth to .5 mon. Average Birth to 1 mon.
Slow Birth to 2 mon. | Light reflex | Startle reflex | Babinski reflex |
This table represents the stages of motor development, as described in The Institutes Developmental Profile:
Brain Stage | Time Frame | Mobility
Competence | Language
Competence | Manual
Competence |
VII
Sophisticated Cortex | Superior 36 mon. Average 72 mon.
Slow 144 mon. | Using a leg in a skilled role which is consistent with the dominant hemisphere | Complete vocabulary and proper sentence structure | Using a hand to write which is consistent with the dominant hemisphere |
VI
Primitive Cortex | Superior 18 mon. Average 36 mon.
Slow
72 mon. | Walking and running in complete cross pattern | 2000 words of language and short sentences | Bimanual function with one hand in a skilled role |
V
Early Cortex | Superior
9 mon. Average 18 mon.
Slow
36 mon. | Walking with arms freed from the primary balance role | 10 to 25 words of language and two couplets | Cortical opposition bilaterally and simultaneously |
IV
Initial Cortex | Superior 6 mon. Average 12 mon.
Slow
24 mon. | Walking with arms used in a primary balance role most frequently at or above shoulder height | Two words of speech used spontaneously and meaningfully | Cortical opposition in either hand |
III
Midbrain and Subcortical Areas | Superior 3.5 mon. Average 7 mon.
Slow
14 mon. | Creeping on hands and knees, culminating in cross pattern creeping | Creation of meaningful sounds | Prehensile grasp |
II
Brain Stem and Early Subcortical Areas | Superior 1 mon. Average 2.5 mon.
Slow
5 mon. | Crawling in the prone position culminating in cross pattern crawling | Vital crying in response to threats of life | Vital release |
I
Early Brain Stem and Cord | Superior Birth to .5 mon. Average Birth to 1 mon.
Slow Birth to 2 mon. | Movement of arms and legs without bodily movement | Birth cry and crying | Grasp reflex |
