Frequently Asked Questions
- Diminish anxiety and depression
- Improve memory and concentration
- Enhance voice quality and improve expressive language skills
- Improve coordination and balance
- Reduce foreign accents and accelerate foreign language acquisition
We have not undertaken the controlled study which would be required to answer this question scientifically. However most, if not all, of iLs clients are doing the iLs program concurrent to other interventions. The cost of a double-blind, controlled study is prohibitive for a small company like iLs; nevertheless, we have ample empirical evidence of iLs’ efficacy. The combination of clinical observation and pre- and post-program measurements allow us to say with confidence that a vast majority of our clients achieve “successful” results. (Please visit the Research section of this web site to view research results, and the Testimonialssection for feedback from clients.)
What is considered “success” in this context
The program is considered successful when the presenting or underlying problem has been resolved or shows significant improvement. In many cases, even when the underlying problem is improved, such as a reading difficulty due to poor auditory processing, some time and training will be required for the client to catch-up to their appropriate age level. In the case of inattention, the child will show increased ability to sustain attention. With irritability and mood changes, the mood shifts are generally resolved and the person is happier.)
These improvements are often life-changing. It is not unusual for clients who have seen minimal improvement in speech or occupational therapy for three to four years to see significant gains within a few weeks of the iLs program.
Are gains temporary or permanent
Most people who complete a program do not need to repeat it to maintain their gains. Program gains typically “stick” and regression is rare. Having said that, many people can continue to see improvement by doing additional integrated listening therapy. The more severe the difficulty, the more likely one can benefit from a 2nd or 3rd program.
The program consists of 30 sessions. The sessions last 80 minutes and ideally occur 3 times a week. After the first 15 sessions, a break is taken for 3-4 weeks for integration time. Following the break, another 8 sessions occur, followed by another 3-4 week break, then an additional 7 sessions.
For those clients who would like to experience the benefits of listening therapy for increased energy, depression, anxiety, or improved focus and attention, a full evaluation is not necessary. Activities during listening sessions are dependent on each client. Children participate in fun balance and coordination activities, sensory integration therapy, games and crafts. Adults can paint, draw, knit, scrapbook, play games, or just relax and enjoy the session.
This happens because of an under-responsivity to sound, touch or vision. So they do not respond to a message that you would expect a normal person would respond to. For example, they may be unaware of someone calling their name or when someone enters the room. They may appear withdrawn, difficult to engage, or self absorbed because they do not detect the sensory inputs in their environment. They may also have poor body awareness, clumsiness or be uncoordinated. They often have a high pain tolerance, and may not react to bumping into things, falling, or scraping their skin.
- Bothered by textures on body, face or hands; having nails cut, hair combed
- Bothered by background noise, loud, unexpected sounds
- High pain threshold,
- Avoids eye contact
- Unaware of body sensations such as hunger, hot, cold, need to use toilet
- Doesn’t seem to notice sensory stimuli (smells, noisy crowded places)
- Has difficulty sitting still; wiggles a lot, especially if trying to pay attention
- Makes disruptive noises or sounds
- Dislikes or avoids group sports or activities
- Difficulty with organisation/ struggles with daily routines
- Has difficulty making or keeping friends
- Often loses place, eyes skip one or more lines, eyes ache, letters move on the page
- Cannot follow directions in a noisy environment
- Has difficulty identifying different sounds or letters
- Difficulty finding numbers or words on page (math or reading tasks)
- Muddles up letters, especially p d b q and has poor pronunciation
- Irritable, short-tempered
- Easily overwhelmed, frustrated by daily life activities
- Does not transition smoothly from one activity to another
- Has poor endurance; is weak and tires easily, avoids physical activity
- Does not sleep well, can’t get enough rest
- Lacks confidence with new environments and new tasks
- Has frequent mood fluctuations
- Not very affectionate, dislikes touch or hugs
- Seeks deep hugs but dislikes lighter touch (hair brushing, some clothing)
- Is needy, lacks independence, low self-reliance, low self-esteem
- Acts impulsively, lacks tactfulness
- Immature for age
- Anxious, bites nails; core muscles in trunk not relaxed
Through extensive study, Dr.Tomatis established that the music of Mozart was among the most beneficial for mental alertness and physical relaxation. This conclusion was reached after studying the effects of many different types of music including other classical composers, modern, African, and Asian music. He also found Mozart’s music to be universally accepted by people of all nations and backgrounds. Because of the wealth of string instruments in much of Mozart’s music, his compositions lend themselves well to the audio processing (especially higher frequency filtration) for listening therapy.
Gregorian Chant is used during listening therapy for its calming low frequencies. Given that the rhythm of the music is sung on the breath, rather than counted out in a fixed meter, Chant has the effect of calming heart rate and respiration, thereby bringing about a relaxing effect. The music includes a number of very rhythmic Strauss waltzes in the music selections for their effectiveness in resonating with the body (created by the strong rhythm of the “one, two, three”). The waltzes are presented as either full spectrum or filtered music to the sensory integration bandwidth music selection.
The selected music is processed in the iLs sound studio through a highly sophisticated audio software device and later through audio software using combinations of parametric equalizers and filters (high-pass, low-pass and band-pass). Using a variety of filters allows iLs to create a library of music where certain frequencies are removed, while other frequencies are left in to enhance the listening and perception of those frequencies.
Additionally, a complicated process of “gating” is achieved by boosting low frequencies and cutting the high frequencies on one channel, while doing the opposite in a second channel, namely cutting the low frequencies and boosting the high frequencies. A threshold is then set for each setting for each piece of music to trigger the switching from one channel to another, called gating (note: this is a different use of the term than that commonly used by audio engineers). This gating mechanism strengthens and trains the muscles of the inner ear, enabling the ear to perceive the sounds of the entire audible spectrum more accurately.
Yes, the ability of the brain to change or to adapt is called neuroplasticity. One consequence of brain plasticity is that the location of a given function can move to another location in the brain as a consequence of training or brain damage. Young
brains and neural pathways are more flexible, more resilient, more adaptive and more responsive to change – they are more “plastic”.
Our brains and neural pathways are gradually shaped and defined during the first two decades of life and are basically completed by the early twenties. Consequently, the systems that process sensory information like sound, sight and movement are much easier to normalize in children. Sensory re-training becomes progressively more difficult in later adulthood, because plasticity diminishes with age. However, it is never too late, because we know the brain always retains some plasticity.9. What is “Treated” music?
These three systems are vital to our ability to learn, pay attention, process information, and coordinate movement. Since these systems are physiologically interrelated, stimulating or “exercising” them simultaneously is a holistic approach which requires the brain to become better at integration multi-sensory information. We are essentially re-training the brain to become more efficient and effective, while strengthening neural connections to improve performance.
One of the many benefits of Listening therapy with iLs is that it works quickly and it is finite. The entire program can be done in approximately 4 months, including breaks to allow the changes to integrate. The initial assessment (approximately 2 hours) may include a consultation and sensory questionnaire, a listening test (assessing air and bone conduction) using an audiometer; an auditory processing evaluation and a test of visual motor skills. The results of the assessments and related background information enable the therapist to tailor an individual program for each client.
- Difficulty following what others are saying
- Misuses or confuses words and sounds
- Needs instructions repeated, needs visual cues (What? Huh?)
- Difficult to understand; can’t speak clearly
- Difficulty with spelling
- Unable to recognize or repeat rhymes or songs
- Difficulty interpreting tone of voice (e.g. angry vs. joking)
- Tendency to ramble, can’t “get to the point”
- Poor grammar, doesn’t speak in complete sentences
- Mumbles, has monotone voice
- Slow to react to speech, what is being said
- Needs to be given directions repeatedly before responding
- Lack of understanding what is said, needs explanations
A simple description could be someone with a learning difficulty may have specific problems processing certain forms of information. A learning difficulty can be visual, auditory, motor or spatial.
Distinguishing between a learning difficulty and a learning disability is quite a complex issue and usually depends on whether a diagnosis exists. Also, in Australia, we tend to use the term “difficulty” rather than “disability”.
A learning difficulty does not reflect a lack of intelligence, but rather a difficulty accessing your intelligence. A learning disability may reflect an overall cognitive impairment.
Learning difficulties include conditions such as dyspraxia, ADHD (attention deficit hyperactivity disorder), sensory processing disorder, autism, and dyslexia.
Some children need movement in order to feel normal. You may have noticed some adults who fiddle and twitch when they are concentrating, its the same pattern of behaviour. It is usually caused by a deficiency of an important chemical in the brain called dopamine. They tend to be constantly moving, crashing, bumping, and/or jumping. They often touch everything they see, are overly affectionate, and are not aware of personal space. This subtype is often diagnosed as ADD or ADHD, which may or may not be the most important underlying condition.
Some children have difficulty stabilizing their body to sit or stand still or move smoothly. They may have low muscle tone and appear “floppy,” and/or have loose joints and excessive flexibility. They fatigue quickly and may often complain that they need to rest. They may use excessive force at times, such as breaking pencils or crayons, or hitting others without intending to.
SPD may result in problems planning and performing new motor actions. They may have difficulty in one or more of the following categories:
- learning or performing new motor tasks
- mentally projecting into the future to form a goal or idea
- planning a sequence of actions
These individuals are often uncoordinated, awkward, and accident prone. They usually have poor gross motor skills for ball games or other sports, and/or trouble with fine motor activities. They may prefer sedentary, mental activities to avoid motor planning challenges, and engage in excessive verbalization or fantasy play.
These individuals are over sensitive to sensory stimulation. Consequently, they often display a “fight or flight” response to sensory input, e.g. to the touch of clothing, or being touched unexpectedly. Sudden or loud noises are also intolerable. This condition is sometimes referred to as being “sensory defensive.” This condition causes them to overload easily and they either melt down or withdraw depending on their personality and environment.
- Avoids movement activities (swings, climbing, playground activities)
- Constantly on the move, seeks intense crashing or rough play
- Has difficulty sitting still; wiggles a lot, especially if trying to pay attention
- Has poor balance, falls easily, avoids balance related activities (bike riding)
- Slumps when sitting in a chair or on the floor; uses arms/ hands to support self
- Difficulty learning new motor activities or those requiring steps
- Clumsy, awkward, accident- prone; bumps into people or objects
- Struggles with fine motor skills, like handwriting
- Dislikes or avoids group sports or activities
- Has difficulty judging force required for a task (e.g. presses too hard with pencil)
There is a one-year warranty on the iLs sound equipment. If there is a problem with the equipment, we will try to work through it over the phone.
