RE Activity grounds its theoretical foundations on the Enaction theories and Embodied cognition, finding a neurophysiological basis on the discovery of the mirror neuron system.

Cognitive skills Based on the presence or absence of mental retardation, each child has recognized himself as a leading productor of sound, increasing actions, and intentional requests.

Social skills like interactions have been established with the therapist, in each case significant.

In any case overall communication skills, the verbal and nonverbal communication has increased dramatically, increasing research' behaviour and use of social markers (smiling, eye contact etc.) too.

Motor skills: the fine and gross motor skills has undergone significant improvements in each case, from the point of view of coordination and integration because of the first recognition by the child himself as body agent in space.

At the moment RE Activity is object of investigation at the Faculty of Life and Science at London Metropolitan University.